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Are complex multiple-choice options more difficult and discriminating than conventional multiple-choice options?

A Tripp, N Tollefson

    The Journal of Nursing Education
    |March 1, 1985
    PubMed
    Summary
    This summary is machine-generated.

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    Complex multiple-choice (M-C) items were not consistently more difficult than conventional M-C items in nursing pharmacology assessments. Item discrimination did not differ significantly between the two item types.

    Area of Science:

    • Health Professions Education
    • Educational Measurement
    • Nursing Pharmacology

    Background:

    • Multiple-choice (M-C) items are widely used in health professions education.
    • The distinction between conventional and complex M-C items and their psychometric properties requires further investigation.
    • Understanding item difficulty and discrimination is crucial for valid assessment design.

    Purpose of the Study:

    • To compare the difficulty and discrimination of conventional versus complex multiple-choice (M-C) items.
    • To examine these differences across cognitive levels and content areas in nursing pharmacology.
    • To challenge assumptions about the superiority of complex M-C items.

    Main Methods:

    • Investigated item difficulty and discrimination of conventional and complex M-C items.

    Related Experiment Videos

  • Used 515 senior baccalaureate nursing students responding to pharmacology achievement tests.
  • Employed a repeated measures ANCOVA with interaction analysis (option x content x cognitive level).

    • Main Results:

    • A significant interaction was found for option type, content area, and cognitive level (p < .01).
    • Complex items were only more difficult than conventional items at the knowledge level.
    • No significant differences in item discrimination were observed between conventional and complex M-C items.

    Conclusions:

    • The assumption that complex M-C items are inherently more difficult and discriminating than conventional M-C items is questioned.
    • Assessment designers should carefully consider item format based on specific learning objectives and content.
    • Further research is needed to validate the effectiveness of complex M-C items in diverse educational contexts.