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Comparison between three option, four option and five option multiple choice question tests for quality parameters: A

Bhavisha Vegada1, Apexa Shukla1, Ajeetkumar Khilnani2

  • 1Department of Pharmacology, GMERS Medical College, Patan, Gujarat, India.

Indian Journal of Pharmacology
|October 11, 2016
PubMed
Summary

Three-option multiple-choice questions (MCQs) offer a superior assessment method compared to four or five options. They result in higher scores, reduced completion time, and fewer non-functioning distracters in medical education.

Keywords:
Distracter analysisitem analysismultiple choice questionsnumber of options per item

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Area of Science:

  • Medical Education
  • Educational Assessment

Background:

  • Multiple-choice questions (MCQs) are widely used for assessment in academic settings.
  • The optimal number of options for MCQs is debated, with limited research in medical education.

Purpose of the Study:

  • To compare the quality of three-option, four-option, and five-option MCQs.
  • Evaluated parameters include reliability, validity, item analysis, distracter analysis, and time efficiency.

Main Methods:

  • M.B.B.S. students were randomly assigned to three groups, each receiving an MCQ test with a different number of options.
  • Analysis included comparison of scores, time taken, validity, reliability, facility value, discrimination index, and distracter performance.

Main Results:

  • Three-option MCQs led to higher student scores and shorter completion times compared to four or five options.
  • Facility value was significantly higher for three-option MCQs.
  • No significant differences were found in validity, reliability, or item discrimination across groups.
  • Four and five-option MCQs had more non-functioning distracters.

Conclusions:

  • Three-option MCQs demonstrate advantages over four and five-option formats for assessment in medical education.
  • The findings suggest that three-option MCQs can be preferred for improved assessment quality.