Abstract
Reliability and validity of multiple-choice examinations were computed as a function of the number of options per item and student ability for junior class parochial high school students administered the verbal section of the Washington Pre-College Test Battery. The least discriminating options were deleted to create 3- and 4-option test formats from the original 5-option item test. Students were placed into ability groups by using noncontiguous grade point average (GPA) cutoffs. The GPAs were the criteria for the validity coefficients. Significant differences (p c 0.05) were found between reliability coefficients for low ability students. The optimum number of options was three when the ability groups were combined. None of the validity coefficients followed the hypothesized trend. These results are part of the mounting evidence that suggests the efficacy of the 3-option item. An explanation is provided.
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