Is it okay to reduce the number of answer choices on classroom multiple choice tests? Print
Response from Martha L. Thurlow, Ph.D., University of Minnesota/NCEO: The important distinction between state/district standardized testing and classroom testing is implied by this question. For state and district tests, reducing the number of answer choices typically is not allowed for any student, including those with disabilities. This is because of a concern about changing what the item is measuring when the number of answer choices is reduced. There is also a concern that reducing the number of answer choices decreases the cognitive load of the item, making it non-comparable to the item that other students are taking.

Remembering what is required in state or districts tests is important when considering what to do during classroom testing. The purpose of reducing the number of items must be very clear, and a plan for moving back to the full number of answer choices must be in place.

As this response implies, there may be a good reason for reducing the number of answer choices in a classroom test. For example, a student who is blind and in the process of learning braille may require a lot of extra time to read through four answer choices. If there is careful selection of the choice to remove (e.g., the least likely response), the student’s knowledge still is being checked (although the likelihood of a guess being correct is greater). Still, when this student takes multiple choice items on the state/district test, there is an expectation that the student will be faced with the full number of answer choices. Thus, the student must know this, and must have practice selecting among the full number of answer choices. Classroom tests are often the best place to get this practice.

The bottom line is that extreme caution should be exercised in reducing the number of answer choices, even on classroom multiple choice tests.