Information Function for Item and Test and Reliability when Using Three Forms of Multi-Choice Test under Item Response Theory

This study aimed at revealing the effect of the number of alternatives in the multiple choice tests on the information function of the item and the test according to the three-parameter model under the item response theory. To achieve the objective of the study, a multi-choice achievement test was constructed in the second part of mathematics subject for the 10th grade students in the public schools in the capital city of Amman. The final test consists of 38 paragraphs and three models are prepared, which differ only in the number of item alternatives. The sample of the study consisted of 1530 students. The results of the study showed statistically significant differences in reliability in favor of the five- alternative form, as well as the four-alternative form, the results also showed no statistically significant differences between the arithmetic means of the information function due to the variable number of item alternatives