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Dergiler / International Journal of Assessment Tools in Education / 2018 / Cilt: 5 - Sayı: 2

The Use of Three-Option Multiple Choice Items for Classroom Assessment

Erkan Hasan ATALMIŞ
Sayfa
314–324
Yayın Tarihi
2022-10-19
DOI
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Results are discussed in relation to promoting quality classroom assessment.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:Although multiple-choice items (MCIs) are widely used for classroom assessment, designing MCIs with sufficient number of plausible distracters is very challenging for teachers.
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Temel Bulgular & Veri:In this regard, previous empirical studies reveal that using three-option MCIs provides various advantages when compared to four-option MCIs due to less preparation and administration time.
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Sonuç & Katkı:Results are discussed in relation to promoting quality classroom assessment.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Classroom Assessment · Item-Writing Guidelines · Number of Options

Özet

Although multiple-choice items (MCIs) are widely used for classroom assessment, designing MCIs with sufficient number of plausible distracters is very challenging for teachers. In this regard, previous empirical studies reveal that using three-option MCIs provides various advantages when compared to four-option MCIs due to less preparation and administration time. This study examines how different elimination methods; namely, the least selected and the random methods, influence item difficulty, item discrimination and test reliability on decreasing the number of options in MCIs from four to three. The research findings have revealed that the concerning methods did not affect item difficulty, item discrimination, and test reliability negatively. Results are discussed in relation to promoting quality classroom assessment.

Abstract

Although multiple-choice items (MCIs) are widely used for classroom assessment, designing MCIs with sufficient number of plausible distracters is very challenging for teachers. In this regard, previous empirical studies reveal that using three-option MCIs provides various advantages when compared to four-option MCIs due to less preparation and administration time. This study examines how different elimination methods; namely, the least selected and the random methods, influence item difficulty, item discrimination and test reliability on decreasing the number of options in MCIs from four to three. The research findings have revealed that the concerning methods did not affect item difficulty, item discrimination, and test reliability negatively. Results are discussed in relation to promoting quality classroom assessment.

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Bu Makaleye Atıf Yap

ATALMIŞ, E. H. (2022). The Use of Three-Option Multiple Choice Items for Classroom Assessment. International Journal of Assessment Tools in Education, Cilt: 5 - Sayı: 2, 314–324. https://ajindex.com/articles/540243

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Kaynakça (12)

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