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The Relationship between Classified Difficulty and Implausible Distractors in Multiple-Choice Questions

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Title: The Relationship between Classified Difficulty and Implausible Distractors in Multiple-Choice Questions
Language: English
Authors: Smith, J. Alexander, Dickinson, John R.
Source: International Journal for Business Education. Apr 2017 (157):9-19.
Availability: International Society for Business Education. Web site: https://www.ijbe.online/
Peer Reviewed: Y
Page Count: 11
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Correlation, Multiple Choice Tests, Difficulty Level, Classification, Incidence, Consumer Science, Retailing, Test Items, Undergraduate Students, Business Administration Education
ISSN: 2164-2877
Abstract: Published banks of multiple-choice questions are ubiquitous, the questions in those banks often being classified into levels of difficulty. The specific level of difficulty into which a question is classified might or should be a function of the question's substance. Possibly, though, insubstantive aspects of the question, such as the incidence of incorrect answers that are readily dismissed, also affect the difficulty level into which a question is classified. The present research investigates the relationship between classified question difficulty and the incidence of implausible incorrect answer options.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1265996
Database: ERIC
FullText Text:
  Availability: 0
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  Data: The Relationship between Classified Difficulty and Implausible Distractors in Multiple-Choice Questions
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  Data: Published banks of multiple-choice questions are ubiquitous, the questions in those banks often being classified into levels of difficulty. The specific level of difficulty into which a question is classified might or should be a function of the question's substance. Possibly, though, insubstantive aspects of the question, such as the incidence of incorrect answers that are readily dismissed, also affect the difficulty level into which a question is classified. The present research investigates the relationship between classified question difficulty and the incidence of implausible incorrect answer options.
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      – Text: English
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      Pagination:
        PageCount: 11
        StartPage: 9
    Subjects:
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Multiple Choice Tests
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      – SubjectFull: Difficulty Level
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      – SubjectFull: Classification
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      – SubjectFull: Incidence
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      – SubjectFull: Consumer Science
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      – SubjectFull: Test Items
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Business Administration Education
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