10
can be used effectively to measure the recall of terms, dates, names and generalizations.
20
For example: There are five continents in the world. They are …, Africa, …, Australia and Europe. Asia is … continent in the world. ….
One is Australia. This type of test can be used at almost all levels. But it is extremely
difficult to phrase the question or incomplete statement. So, it only one answer correct, and in making the questions, it may not too many clues
are given to answer the questions. If too many clues are given, the items will be too easy, and if an insufficient number of clues are presented,
the item will be ambiguous and may yield several possibility of correct answer.
21
2. Objective Test
An objective test item is any item that there is only a single predictable correct answer.
22
The test is scored in such a manner that subjective judgment is eliminated when determining the correctness of a
pupil’s answer.
23
Therefore, whether the item is scored by one teacher or another, today or last week, it will yield the same score.
The subjective test items commonly used in classroom testing are true false, matching and multiple choices.
20
Drs. WilmarTinambunan, Evaluation of Students Achievement, Jakarta: depdikbud, 1998, P.81
21
Drs. WilmarTinambunan, Evaluation of Students Achievement, Jakarta: depdikbud, 1998, p.61
22
Rebecca M. Valette, Modern Language Testing, New York: Harcourt Brace Jovanocich Publishers, 1997, p.8
23
J. Stanley Ahmann and Marvin D. Glock, Evaluating Student Progress: Principles of the Test Measurement Boston: Allyn Bacon. Inc, 1981, p.18
11
a. True false
True false item is referred to alternative response item the items asks the student to answer with the “true” if conform to the truth or
“false” if it essentially incorrect.
24
For example: “T F Photosynthesis is the process by which leaves make a plant’s food “
Thus, the item provides the student with a choice of two alternatives, so the student have a possibility to guess the answer and
sometimes it will be the right answer. Because of the random guessing to produce the correct answer, the true false tests become less reliable
than the other types of test. But these items are appropriate for occasional use, for example: After the students choose the alternatives
between right and wrong, correct and incorrect, etc. They are asked to explain by writing the sentences justifying their response.
25
Another advantage of constructing a true false item is that the students are able to response to more true false items in a given time
period than any other selection type items.
26
The most common uses of true false items are: a
To measure the ability to identify the correctness of statements of facts, definition of terms and statements of principles.
b To measure the pupil’s ability to distinguish fact from opinion to
measure aspect of understanding, that is the ability to recognize cause and affect relationship. This type of item usually contains
two true prepositions in one statement, and the pupil asked to judge whether the relationship between them it true or false.
c To measure the simple aspect of logic as illustrated in the
example.
24
Drs. Wilmar Tinambunan, Evaluation of Students Achievement, Jakarta: depdikbud, 1998, p.70
25
Barbara Gross Davis, Tools for Teaching, San Fransisco: Jersey Publisher, 1993, P. 243
26
Drs. WilmarTinambunan, Evaluation of Achievement, Jakarta: depdikbud, 1998, p. 70
12
b. Matching
The matching test item consists of two parallel columns with each word, number, or symbol in on column being matched to a word,
sentence, or phrase on the other column.
27
This type of item is employed widely in situation where relationship of more or less
similar ideas, facts, and principles are to be examined or judged.
28
For example: B 1. Invented the telephone
A.Christopher Columbus A 2. Discovered Amerika
B. Alexander Graham Bell C 3. First president of the Uniited Stated C. George Washington
This kind of test is an effective way to test students’ recognition of the relationships between words, definitions, events, dates,
categories, example, and so on.
29
Matching items are also useful in measuring students’ ability to make association, interpretations or measure knowledge of a series of
fact. Besides that, the matching items can be used for a large quantity of associated factual material to be measured in a small amount of
space while the students’ time needed to respond is relatively short.
30
c. Multiple choices
A multiple choice item consisted of one or more introductory sentences followed by a list of two or more suggested responses from
which the examinee chooses one as the correct answer.
31
27
Ibid, p.64
28
Victor H. Noll, Introduction to Educational Measurement, Boston: Houghton Mifflin Company, 1965, p.64
29
Barbara Gross Davis, Tools for Teaching, San Fransisco: Jersey Publisher, 1993, p.243
30
Drs. WilmarTinambunan, Evaluation of Students Achievement, Jakarta: depdikbud, 1998, p.190
31
Anthony J. Nitko, Educational Test and Measurement an Introduction, New York: Harcourt Brace Jovanovich, Inc., 1983, p.190
13
For example: 1.
Who was the first United States astronaut to orbit the earth in space?
a. Scott Carpenter b. John Glenn c. Virgil Grissom The multiple choices item can measure a variety of learning
outcomes from simple to complex, and it is adaptable to most type of subject matter content.
C. Categories of a Good Test
