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

@article{Rodriguez2005ThreeOA,
  title={Three Options Are Optimal for Multiple‐Choice Items: A Meta‐Analysis of 80 Years of Research},
  author={Michael C. Rodriguez},
  journal={Educational Measurement: Issues and Practice},
  year={2005},
  volume={24},
  pages={3-13}
}
Multiple-choice items are a mainstay of achievement testing. The need to adequately cover the content domain to certify achievement proficiency by producing meaningful precise scores requires many high-quality items. More 3-option items can be administered than 4- or 5-option items per testing time while improving content coverage, without detrimental effects on psychometric quality of test scores. Researchers have endorsed 3-option items for over 80 years with empirical evidence—the results of… 
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308 Citations
Highly Influential Citations
37
Background Citations
135
Methods Citations
47
Results Citations
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308 Citations

A, B, or C? A Quasi-experimental Multi-site Study Investigating Three Option Multiple Choice Questions
TLDR
Data analysis revealed that there were no statistically significant differences in the item discrimination, difficulty or mean examination scores when MCQs were administered with three versus four option answer choices.
The optimal number of options for multiple-choice questions on high-stakes tests: application of a revised index for detecting nonfunctional distractors
TLDR
The primary purpose of the present study was to evaluate an index of nonfunctional that is sensitive to item difficulty, and results were consistent with previous research indicating that most MCQs had one or two functional distractors.
A comparison of the psychometric properties of three- and four-option multiple-choice questions in nursing assessments.
Empirical Option Weights for Multiple-Choice Items : Interactions with Item Properties and Testing Design
In scoring of a multiple-choice test, the number of correct answers does not use all information available from item responses. Scoring such tests by applying empirically determined weights to the…
The Use of Three-Option Multiple Choice Items for Classroom Assessment
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,…
A Comparison between Three-and Four-Option Multiple Choice Questions
EFFECTIVENESS OF OPTIONS IN MULTIPLE-CHOICE ITEMS: THE CASE OF “NONE OF THE ABOVE”
The present study examined the effectiveness of ‘none of the above’ (NOTA) as a test alternative in multiplechoice items.It intended to estimate item fit, item difficulty, itemdiscrimination, guess…
Modified Multiple-Choice Items for Alternate Assessments: Reliability, Difficulty, and Differential Boost
Federal policy on alternate assessment based on modified academic achievement standards (AA-MAS) inspired this research. Specifically, an experimental study was conducted to determine whether tests…
Reducing the number of options on multiple‐choice questions: response time, psychometrics and standard setting
TLDR
The purpose of this study was to examine the effects of reducing four‐ and five‐option MCQs to three‐optionMCQs on response times, psychometric characteristics, and absolute standard setting judgements in a pharmacology examination administered to health professions students.
Item statistics derived from three-option versions of multiple-choice questions are usually as robust as four- or five-option versions: implications for exam design.
TLDR
For these testing conditions, there appears to be little advantage in providing more than three options per multiple-choice question, and there are disadvantages, such as needing more time for an exam.
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References

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