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The relationship between classified difficulty and implausible distractors in multiple-choice questions

J. Alexander Smith
Oklahoma City University
Meinders School of Business
Oklahoma City, OK, USA 

John R. Dickinson
University of Windsor
Windsor, Ontario N9B 3P4
Canada

Corresponding Author:  J. Alexander Smith, asmith@okcu.edu
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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.

Keywords:  multiple-choice assessment, AACSB, implausible incorrect answers 

Preferred Citation:  

Smith, J. A. and Dickinson, J. R. (2017). The relationship between classified difficulty and implausible distractors in multiple-choice questions. International Journal for Business Education, 157, 9 - 19.
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