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.