Abstract
A comparison was made of the discrimination power of multiple–choice geometry test question alternatives supplied by (a) students taking an experimental test in completion format, (b) experienced teachers, and (c) student teachers. Neither experienced teachers nor student teachers were successful in supplying multiple–choice item distractors that best discriminated between high–and low–scoring students on the completion test. It was concluded that the most discriminating multiple–choice item distractors are produced by administering items in completion format, item analyzing the results, and selecting the most discriminating student errors.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
