So, first, let’s talk about the <a href="https://blog.learnlets.com/2018/11/making-multiple-choice-work/" target="_blank" rel="noopener">structure</a> of a mini-scenario. I’ve suggested that it’s an initial context or story, in which a situation precipitates the need for a decision. There’s the right one, and then alternatives. Not random or silly ones, but ones that represent ways in which learners reliably go wrong. There’s also feedback, which is best as story-based consequences first, then actual conceptual feedback.

Miniscenarios aren’t necessarily the best practice, but they’re typically available in your authoring environment. &nbsp;Writing them isn’t necessarily as easy as generating typical recognition questions, but they more closely mimic the actual task, and therefore lead to better transfer.

<h3 style="text-align: center;"><strong>Two-Day Workshop Fee:</strong></h3> <p style="text-align: center;">Starting at $19,500<br> (including travel within contiguous US)<br> plus workbooks at $95 per participant.</p>

So here’s the main finding:&nbsp;<u>no significant differences were found in terms of item difficulty</u>.&nbsp;There were also <u>no differences found in terms of test reliability</u>. Thus, Baghaei and Amrahi (2011) concluded that three answer options are all you need.&nbsp;If the test characteristics are essentially the same, there doesn’t seem to be any reason to spend our time developing additional answer options.

&nbsp;Rodriguez (2005) argues that shifting to three answer options also increases the amount of content that can be tested.&nbsp;Because students don’t have to spend as much time reading four or five answer options, there will be more time during the test for students to read additional questions on different course content.&nbsp;Instead of spending your time on identifying more answer options, spend your time developing additional test questions.

<p>Recently, in working with a company to improve their smile sheet, a first draft included the so-called World’s Best Smile Sheet Question. But they were thinking of piloting the new smile sheet for a course to teach basic electronics to facilities professionals. Given the topic and audience, I recommended a simpler version:</p> <p style="padding-left: 30px;"><strong>How able will you be to put what you’ve learned into practice on the job?&nbsp; Choose one.</strong></p> <p style="padding-left: 30px;">A. I am NOT AT ALL ready to use the skills taught.<br> B. I need MORE GUIDANCE to be GOOD at using these skills<br> C. I need MORE EXPERIENCE to be GOOD at using these skills.<br> D. I am FULLY COMPETENT in using these skills.<br> E. I am CAPABLE at an EXPERT LEVEL in using these skills.</p> <p>This version nicely balances precision with word count.</p>

If we truly want to advance from a focus on teaching to a focus on student learning, then a strategy involving something like electronic student portfolios, or ePortfolios, is essential.