UNIVERSIDAD LAICA ELOY ALFARO DE MANABÍ EXTENSION CHONE

PEDAGOGIA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS

CATHEDRA INTEGRATOR RESOURCE MANAGEMENT STRATEGIES AND ENVIRONMENT FOR
ASSESSMENT
GROUP #3
MEMBERS:
ALCÍVAR CINTHYA
DAGUA LADY
HIDALGO YULEN
MERO VELEZ JENY
rivas yulisa
ZAMBRANO MARIA JOSÉ
Teacher: LIC. LORENA SALTOS
DESIGNING MULTIPLE
CHOICE TEST ITEMS
Primer on terminology

➢ Receptive
➢ Selective
➢ Supply
➢ Stem
➢ Options
➢ Alternatives
➢ Key
➢ distractors
 Design each item to measure a
01. specific objective.
Design each item to measure a specific
objective.
Where did George go after the party
last night?
Why does George feel tired? a. Yes, he did.
b. Because he was tired.
c. To Elaine's place for another party.
a) No, he didn’t
d. Around eleven o’clock.
b) Because he feel sick.
c) Is he tired felt 2) Excuse me, do you know….?
d) Because he isn’t tired. a. where is the post office
b. where the post office is
C. where post office is
02 State both stem and options as simple and
directly as possible
State both stem and options
as simple and directly as
possible

We are sometimes tempted to make

multiple- choice items too wordy. A good
rule of thumb is to get directly to the
point.
03 Make certain that the intended answer is
clearly the only correct one.

LOADING…
 In the proposed unit test
described earlier, the following
item appeared in the original
draft:
Multiple-choice item, flawed
04 Use item indices to accept, discard, or revise
items

➢ Item facility (or item difficulty)

➢ Item discrimination (sometimes
called item differentiation)
➢ Distractor analysis.

A= S
JS
A: level of difficulty
S: the number of the students
answering the item correctly
Js: the number of all the students
taking the test.
ITEM FACILITY
➢ Is the extent to which an item is easy or
difficult for the proposed group of test-takers.
➢ IF shows how easy or difficult the item that´s
proved in the test.
➢ IF is defined here as the proportion of students
who answered a particular item correctly. ... 90
means that 90% of the students answered the
item correctly, and by extension, that the item
is very easy.
ITEM DISCRIMINATION

➢ Is the extent to which an item differentiates between high- and low-ability test-takers.
➢ It measures how well the test items are arranged to identify the differences in the
student's competence. For example:
Formula
D = BA BB
JA JB
D : Discriminating power
BA : the number of good students who can answer correctly
JA : the number of all the good students
BB : the number of low students who can answer correctly
JB : the number of all the low students
Distractor analysis
Distractor efficiency is one more important measure of a
multiple-choice item 's value in a test, and one that is
related to item discrimination.
CONCLUSION

Finally, we can say, designing multiple choice tests can be an

effective and simple way to measure learning. Multiple choice
questions can be assessed quickly, providing students with
prompt feedback.
Bibliography:
• Brown, H. (2003) Language Assessment. Principles and
Classroom Practices. Longman. (Digital and personal book)