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.
Recommended Citation
Smith, J Alexander and Dickinson, John R.
(2017)
"The relationship between classified difficulty and implausible distractors in multiple-choice questions,"
International Journal for Business Education: Vol. 157:
No.
1, Article 2.
DOI: https://doi.org/10.30707/IJBE157.1.1648132890.915314
Available at:
https://ir.library.illinoisstate.edu/ijbe/vol157/iss1/2