ERIC Number: ED185097
Record Type: RIE
Publication Date: 1979-Sep
Reference Count: 0
Relative Effectiveness of Single and Double Multiple-Choice Questions in Educational Measurement.
Two different formats for multiple-choice test items were compared in an experimental test given in a college class in introductory psychology. In one format, a question or incomplete statement was followed by four answers or completions, only one of which was correct. In the other format, the double multiple-choice version, the same questions were used together with many of the same answers; but any number of these answers might be correct and the second set of choices required the test taker to choose a response that showed which answer or combination of answers was right. The results of this experiment showed the double multiple-choice format to be more difficult and less discriminating than the standard format. The two 20-item subtests made up of double multiple-choice items were significantly less reliable than the parallel 20-item subtests made up of standard format items; however, there were no differences in the validities of the two formats in predicting the final course grades. (CTM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Item Discrimination (Tests)
Note: Paper presented at the Annual Meetinq of the American Psychological Association (87th, New York, NY, September 1-5, 1979).