Comparison of Difficulties and Reliabilities of Quantitative Word Problems in Completion and Multiple-Choice Item Formats

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Abstract
Quantitative word problems were written as parallel completion and multiple-choice items, and were ad ministered to 232 undergraduate students to compare the reliabilities and item difficulties associated with these formats. The multiple-choice options were writ ten using specific numerical responses for each of five alternatives, revised by replacing the fifth option with "none of the above," and also by replacing each of the five responses with ranges of numerical values. Differences in distributions of scores imply a need to reestablish standards if changes are made in the pro portions of completion and multiple-choice items in cluded in a test. Findings did not support camouflag ing the correct response by using "none of the above" or ranges of numerical values as multiple-choice alter natives. The increased time required to develop and administer a multiple-choice test with reliability equal to that of a completion test suggests use of the latter even in classes with relatively large enrollments.