1. Developing Multiple Choice Test Items Ari Purnawan

2. Multiple Choice Items 1. Stem (presents a stimulus) 2. Options, usually 3 - 5 (give alternatives to choose from), one is the key, the others are distractors

3. Multiple choice Is most suitable for assessing learning outcomes at the recall and comprehension levels Is most suitable for assessing learning outcomes at the recall and comprehension levels does not allow test takers to construct, organize, and present their own answers. does not allow test takers to construct, organize, and present their own answers. enables the test takes to arrive at a correct answer simply by guessing. enables the test takes to arrive at a correct answer simply by guessing.

4. Rules Design each item to measure a specific objective. e.g. questions with wh-q Design each item to measure a specific objective. e.g. questions with wh-q State the stem and options as simple and directly as possible. State the stem and options as simple and directly as possible. Be sure that there is only one correct answer. Be sure that there is only one correct answer. Do not provide clues to the correct answer. Do not provide clues to the correct answer.

5. Stems can be: 1. A complete statement (test takers choose the best response) 1. A complete statement (test takers choose the best response) 2. A complete question with wh-questions (tts choose the best answer). 2. A complete question with wh-questions (tts choose the best answer). 3. An incomplete sentence (tts choose the correct form). 3. An incomplete sentence (tts choose the correct form).

6. Options: Must be in an equal form and, if possible, length. Must be in an equal form and, if possible, length. Must be correct by itself Must be correct by itself Must contain only one correct answer. (It becomes `correct` only after it is used in the stem or to respond to it. Must contain only one correct answer. (It becomes `correct` only after it is used in the stem or to respond to it. use uppercase A, B, C, D, E instead of lowercase a, b, c, d use uppercase A, B, C, D, E instead of lowercase a, b, c, d

7. How? Start from an open-ended question. Choose several wrong answer that many of the tts wrote. Start from an open-ended question. Choose several wrong answer that many of the tts wrote. make some adjustments to make all look equal or similar make some adjustments to make all look equal or similar

8. More things to consider Each item should measure a specific aspect of language learning. Each item should measure a specific aspect of language learning. Each must be independent. Each must be independent. Do not provide an answer to an item in a stem of another item. Do not provide an answer to an item in a stem of another item.

9. Examples 1. According to the text above, a figure that has eight sides is called an: 1. According to the text above, a figure that has eight sides is called an: A. pentagon B. quadrilateral C. octagon D. ogive

10. 2. As compared to autos of the 60s, autos in the 80s.... A. travelling slower B. bigger interiors C. to use less fuel D. was less constructed in foreign countries E. contain more safety features

11. 3. Switzerland.... A. is located in Asia B. produces large quantities of gold C. has no direct access to the ocean D. is a flat arid plain

12. References Brown, H.D. 2001. Teaching by Principles: An interactive approach to language pedagogy (2 nd ed). Language Assessment: Basic Concepts in Test Development New York: Pearson Education Company. Brown, H.D. 2001. Teaching by Principles: An interactive approach to language pedagogy (2 nd ed). Language Assessment: Basic Concepts in Test Development New York: Pearson Education Company. Brown, H.D. 2004. Language assessment: Principles and classroom practices. New York: Pearson Education Company. Brown, H.D. 2004. Language assessment: Principles and classroom practices. New York: Pearson Education Company. Cohen, A.D. 1994. Assessing Language Ability in the Classroom (2 nd ed). Boston: Heinle & Heinle Publishers. Cohen, A.D. 1994. Assessing Language Ability in the Classroom (2 nd ed). Boston: Heinle & Heinle Publishers. Harmer, J. 2007. The Practice of English language Teaching (4 th ed). Harlow: Pearson. Harmer, J. 2007. The Practice of English language Teaching (4 th ed). Harlow: Pearson. Lado, R. 1977. Language Testing: The Construction and Use of Foreign Language Tests. London: Longman. Lado, R. 1977. Language Testing: The Construction and Use of Foreign Language Tests. London: Longman. Stanley, J.C. dan K.D. Hopkins. 1978. Educational and Psychological Measurement and Evaluation. New Delhi: Prentice-Hall. Stanley, J.C. dan K.D. Hopkins. 1978. Educational and Psychological Measurement and Evaluation. New Delhi: Prentice-Hall.