Multiple Choice Items

(1)

Developing Multiple

Choice Test Items

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1.

Stem (presents a stimulus)Stem (presents a stimulus)

2.

Options, usually 3 - 5 (give Options, usually 3 - 5 (give alternatives to choose

alternatives to choose from), one is the key, the from), one is the key, the

(3)

Multiple choice

•

Is most suitable for assessing learning Is most suitable for assessing learning outcomes at the recall and

outcomes at the recall and

comprehension levels

•

does not allow test takers to does not allow test takers to

construct, organize, and present their

own answers.

•

enables the test takes to arrive at a enables the test takes to arrive at a correct answer simply by guessing.

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Rules

•

Design each item to measure a specific Design each item to measure a specific objective. e.g. questions with wh-q

objective. e.g. questions with wh-q

•

State the stem and options as simple State the stem and options as simple and directly as possible.

and directly as possible.

•

Be sure that there is only one correct Be sure that there is only one correct answer.

answer.

•

Do not provide clues to the correct Do not provide clues to the correct answer.

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Stems can be:

•

1. A complete statement (test takers 1. A complete statement (test takers choose the best response)

choose the best response)

•

2. A complete question with wh-2. A complete question with wh-questions (tts choose the best questions (tts choose the best

answer). answer).

•

3. An incomplete sentence (tts 3. An incomplete sentence (tts choose the correct form).

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Options:

•

Must be in an equal form and, if Must be in an equal form and, if possible, length.

possible, length.

•

Must be correct by itselfMust be correct by itself

•

Must contain only one correct answer. Must contain only one correct answer. (It becomes `correct` only after it is (It becomes `correct` only after it is used in the stem or to respond to it. used in the stem or to respond to it.

•

use uppercase A, B, C, D, E instead of use uppercase A, B, C, D, E instead of lowercase a, b, c, d

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How?

•

Start from an open-ended question. Start from an open-ended question. Choose several wrong answer that Choose several wrong answer that

many of the tts wrote. many of the tts wrote.

•

make some adjustments to make all make some adjustments to make all look equal or similar

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More things to consider

•

Each item should measure a specific Each item should measure a specific aspect of language learning.

aspect of language learning.

•

Each must be independent.Each must be independent.

•

Do not provide an answer to an item Do not provide an answer to an item in a stem of another item.

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Examples

[image:9.720.10.717.61.487.2]

1. According to the text above, a 1. According to the text above, a

figure that has eight sides is called figure that has eight sides is called

an: an:

A. pentagon A. pentagon

B. quadrilateral B. quadrilateral

C. octagon C. octagon

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2. As compared to autos of the 60s, 2. As compared to autos of the 60s,

autos in the 80s .... autos in the 80s ....

A.

travelling slowertravelling slower

B.

bigger interiorsbigger interiors

C.

to use less fuelto use less fuel

D.

was less constructed in foreign was less constructed in foreign countries

countries

E.

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3. Switzerland .... 3. Switzerland ....

A. is located in Asia A. is located in Asia

B. produces large quantities of gold B. produces large quantities of gold

C. has no direct access to the ocean C. has no direct access to the ocean

(12)

References

• Brown, H.D. 2001. Brown, H.D. 2001. Teaching by Principles: An interactive approach to Teaching by Principles: An interactive approach to language pedagogy (2

language pedagogy (2ndnd ed ed). Language Assessment: Basic Concepts in Test ). Language Assessment: Basic Concepts in Test

Development New York: Pearson Education Company.

• Brown, H.D. 2004. Brown, H.D. 2004. Language assessment: Principles and classroom Language assessment: Principles and classroom practices

practices. New York: Pearson Education Company.. New York: Pearson Education Company.

• Cohen, A.D. 1994. Cohen, A.D. 1994. Assessing Language Ability in the Classroom (2Assessing Language Ability in the Classroom (2ndnd ed). ed).

Boston: Heinle & Heinle Publishers.

• Harmer, J. 2007. Harmer, J. 2007. The Practice of English language Teaching (4The Practice of English language Teaching (4thth ed). ed).

Harlow: Pearson.

• Lado, R. 1977. Lado, R. 1977. Language Testing: The Construction and Use of Foreign Language Testing: The Construction and Use of Foreign Language Tests

Language Tests. London: Longman.. London: Longman.

• Stanley, J.C. dan K.D. Hopkins. 1978. Stanley, J.C. dan K.D. Hopkins. 1978. Educational and Psychological Educational and Psychological Measurement and Evaluation