Three Options Are Optimal for Multiple-Choice Items: A Meta-Analysis of 80 Years of Research

• Higher Education (degree)

Three Options Are Optimal for Multiple-Choice Items: A Meta-Analysis of 80 Years of Research

Learning Objectives

At the end of the lesson, you will understand the implications of using three-option multiple-choice items on test validity and efficiency. At the end of the lesson, you will be able to explain the advantages of three-option items over four- or five-option items in terms of item writing and psychometric quality. At the end of the lesson, you will recognize the historical context and empirical evidence supporting the optimization of multiple-choice items. At the end of the lesson, you will be familiar with the meta-analytic techniques used to synthesize research findings on multiple-choice item optimization.

What do you already know about the optimization of multiple-choice items?

Which is a key factor in effective test item design?

1. Including irrelevant information in the test items
2. Creating test items based on personal preferences
3. Using vague language in the test items
4. Matching test items to instructional objectives

Overview of Multiple-Choice Items

Role and historical context in educational assessment

Advantages of Three-Option Items

Empirical evidence and theoretical perspectives supporting the use of three-option multiple-choice items

Meta-Analytic Techniques

Methodological approach to meta-analysis in evaluating the optimal number of options for multiple-choice items

Empirical Findings

Synthesis of empirical findings on item difficulty, discrimination, test score reliability, and validity

Item Writing

Process of creating questions for tests and assessments

Psychometric Quality

Measurement properties of a test, including its reliability and validity

Conclusion

Implications of using three-option multiple-choice items on test validity and efficiency

Definition List

Multiple-choice items: Questions with several answer options, where only one is correct. Meta-analysis: A statistical technique that combines the results of multiple studies to derive a single conclusion. Item writing: The process of creating questions for tests and assessments. Psychometric quality: The measurement properties of a test, including its reliability and validity. Item difficulty: A measure of how challenging a test item is for the test takers. Item discrimination: The ability of a test item to differentiate between high and low scorers. Validity: The extent to which a test measures what it is supposed to measure.

Write down 3 things you learned in this lesson.

Have students enter three things they learned in this lesson. With this they can indicate their own learning efficiency of this lesson.

Write down 2 things you want to know more about.

Here, students enter two things they would like to know more about. This not only increases involvement, but also gives them more ownership.

Ask 1 question about something you haven't quite understood yet.

The students indicate here (in question form) with which part of the material they still have difficulty. For the teacher, this not only provides insight into the extent to which the students understand/master the material, but also a good starting point for the next lesson.