Achievement test reliability and validity as a function of ability were determined for multiple sections of a large University of Washington French class. Previous empirical and theoretical papers suggested that reliabilities of tests with 3-option items were as high as or higher than those of tests with 2-, 4-,or 5-options. Lord (1977) and Weber (1978), however, argued that decreasing the number of options resulted in a more efficient test for high-level examinees but a less efficient test for low level examinees. Results of this study did not support this argument for test reliability in a classroom situation. An explanation for the discrepancy is presented.
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