Constructing

Objective
Test Items
Multiple-choice Forms
Akrom Syahri G
Intanala Qonita
Syaifudin Amin A
The multiple-choice item can measure both knowledge and understanding levels and
is free of many of the limitations of other forms of objective items
The multiple-choice item is the most widely applicable and useful type of objective
test item.
It can effectively measure many of the simple learning outcomes measured by the
short-answer item, the true-false item, and the matching exercise.
 Characteristics

Consists of a problem Only one correct

and list of suggested answer
solutions

Problem may be stated

as a direct question or Correct alternative is
an incomplete called the answer
statement (stem of the
item) Incorrect alternatives
are called distracters or
decoys or foils
May include words,
numbers, symbols, or
phrases (called
alternatives or choices
or options)
Uses of Multiple-Choice Items
A. Measuring Knowledge Outcomes

1. Knowledge of 3. Knowledge of
Terminology Principles

2. Knowledge of 4. Knowledge of Methods

Specific Facts and Procedures
1. Knowledge of Terminology
2. Knowledge of Specific Facts
3. Knowledge of Principles
4. Knowledge of Methods and Procedures
 1. Ability to Identify Application
B. Measuring Outcomes of facts and principles
at Understanding And
Application Level
2. Ability to Interpret Cause-and
Effect Relationships

3. Ability to Justify Methods and

Procedures
1. Ability to Identify
Application of facts
and principles
2. Ability to
Interpret Cause-and
Effect Relationships
3. Ability to Justify
Methods and
Procedures
 Advantages of Multiple-Choice Items

1. Students cannot receive credit for simply knowing that a

statement is incorrect; they must also know what is correct
2. Greater reliability per item (than true-false item)
3. The need for homogeneous material is avoided (than matching
exercise)
4. Relatively free from response sets
5. Using a number of plausible alternative makes result amenable to
diagnosis
6. Easier to construct high-quality test items
Limitations of Multiple-Choice Items

1. As with all other paper-and-pencil

tests, it is limited to learning
outcomes at the verbal level
2. The multiple-choice item requires
selection of the correct answer
3. The multiple-choice item has a
disadvantage not shared by the
other item types: the difficulty of
finding a sufficient number of
incorrect but plausible distracters
Illustrate multiple-
choice items used
at the early primary
level (directions are
given orally)
 Suggestion for Constructing Multiple Choice Items

1. The stem of the item should be meaningful by itself and should present a
definite problem
2. The item stem should include as much of the item as possible and should be
free of irrelevant material
3. Use a negatively stated stem only when significant learning outcomes
require it
4. All the alternatives should be grammatically consistent with the stem of the
item
5. An item should contain only one correct or clearly best answer
6. Item used to measure understanding should contain some novelty, but
beware of too much
 Suggestion for Constructing Multiple Choice Items

7. All distracters should be plausible. The purpose of a distracter is to distract

the uninformed from the correct answer
8. Verbal associations between the stem and correct answer should be avoided
9. The relative length of the alternatives should not provide a clue to the answer
10. The correct answer should appear in each of the alternative positions are
approximately equal number of times but in random order
11. Use sparingly special alternatives such as “none of the above” or “all of the
above” are sometimes added as the last alternative in multiple-choice items
12. Do not use multiple-choice items when other item types are more
appropriate
Measuring
Complex
Achievement
The Interpretive Exercise
Chapter 9
Complex achievement include those learning outcomes based on the higher mental
processes, such as understanding, thinking skil, and various problem solving abilities.
 Nature of the
Interpretive exercise
Consists of a series of Measure a variety of
objective items based complex learning
on a common set of outcomes
stimuli

The stimuli may be in

the form of written
materials, tables, chart,
graph, maps, or
pictures

take avarious form but

are mostly multiple-
choice or true-false
Form and Uses of the Interpretive Exercise
A. Ability to Recognize Inferences
The following exercise measure the extent to which student are able to recognize warranted
and unwarranted inferences drawn from a passage

1. Knowledge of 3. Knowledge of
Terminology Principles

2. Knowledge of 4. Knowledge of Methods

Specific Facts and Procedures
Form and Uses of the Interpretive Exercise
A. Ability to Recognize Warranted and Unwarranted Generalization
Student should be able to determine which conclution the data support, which the data refute,
and which the data neither support nor refute

1. Knowledge of 3. Knowledge of
Terminology Principles

2. Knowledge of 4. Knowledge of Methods

Specific Facts and Procedures
Form and Uses of the Interpretive Exercise
A. Ability to Recognize Assumption
Another learning outcome pertinent to the interpretation of various type of information is the
ability to identify unstated assumption that are necessary to a concusion or course of action

1. Knowledge of 3. Knowledge of
Terminology Principles

2. Knowledge of 4. Knowledge of Methods

Specific Facts and Procedures
Form and Uses of the Interpretive Exercise
A. Ability to Recognize The Relevance of Information

1. Knowledge of 3. Knowledge of
Terminology Principles

2. Knowledge of 4. Knowledge of Methods

Specific Facts and Procedures
Form and Uses of the Interpretive Exercise
A. Ability to Apply Principle
Student should be able to apply the principles that explain a situation and recognize illustration
of principle

1. Knowledge of 3. Knowledge of
Terminology Principles

2. Knowledge of 4. Knowledge of Methods

Specific Facts and Procedures
Form and Uses of the Interpretive Exercise
A. Use of Pictorial Material
Can serve two usefull purposes in interpretive exercise
- Help measure variety of learning outcomes
- Measure the ability to interpret graphs, cartoons, maps, and other pictorial materials

1. Knowledge of 3. Knowledge of
Terminology Principles

2. Knowledge of 4. Knowledge of Methods

Specific Facts and Procedures
Advantages and Limitations of Interpretive Exercise
Advantages
1. Introductory material make it possible to measure the ability to
interpret written materials, chart, graph, maps picture etc.
2. The interpretive exercise make it possible to measure more
complex learning outcomes than1. Knowledge of
can be measured with single 3. Knowledge of
Terminology Principles
objective item
3. By having series of related item based on a common set of data,
greater depth and breadth can 2.beKnowledge
obtain inofthe measurement
of achievement skils Specific Facts
Advantages and Limitations of Interpretive Exercise
Limitation
1. Difficulties of construction
2. Especialy pertinent when the introductory material is written
form.
1. Knowledge of 3. Knowledge of
Terminology Principles

2. Knowledge of
Specific Facts
 Sugestions For Constructing Interpretive Exercise
1. Select introductory material that is relevant to the objective of the course
2. Select introductory material that is appropriate to the students circular experience and
reading level
3. Select introductory material that is new to the student
1. Knowledge of 3. Knowledge of
4. Select introductory material that is brief but meaningfull
Terminology Principles
5. Revice introductory material for clarity, conciseness, and greater interpretive value
6. Construct test items that require analysis and interpretation of the introductory materials
2. Knowledge of
7. Make the number of test item roughly proportional
Specific Facts to the length of the introductory
marterial
8. In constructing test items for an interpretive exercise, observe all pertinent suggestion for
constructing objective items
9. In constructing key-type test items, make the categories homogeneous and mutualy exclusive
Sugestions For Constructing Interpretive Exercise

1. Knowledge of 3. Knowledge of
Terminology Principles

2. Knowledge of
Specific Facts
 Characteristics

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