with the specific use to be made of the results and with the truthfulness of our proposed interpretation.
The second characteristic which a good test must meet is reliability. Reliability refers to the consistency of a test score. That is how consistent it is from the
measurement to another. Vallete and Harris have the same statement about reliability. Reliability refers to the stability of the test score. An important
consideration, then, is determining whether or not a test is reliable. Besides that, there are several types of test based on their criteria:
A. Based on the function the test gives.
Vallete divides the type of the test as follows: 1
Summative test. This test is usually given at the end of a marking period and measures the ‘sum’ total of the material covered at the end
of the academic year or term 2
Formative test. This test is given during the course of instruction; its purpose is to show which aspects of the chapter the student has
mastered and where remedial work is necessary. Vallete, 1977:11
B. Based on the way the test is scored.
This type of the test is also divided into two parts. They are: 1
Objective test. It is a test which only has one correct answer; therefore whether the test is scored by one teacher or another, whether it is
scored today or last week, it is always scored the same way e.g. multiple-choice test
2 Subjective test. It is one that does not have a single right answer. The
result of the test may be different if it is scored by different persons. Vallete, 1977:10
C. Based on the test constructor.
Harris divides this type test as follows: 1
Standardized test. It is formal and large-scale test which is prepared by professional testing services to assist institutions in the selection,
placement, and evaluation of the students. Usually, it has been proved in terms of validity and reliability.
2 Teacher-made test. It is generally prepared administrated, and scored
by a teacher. Harris, 1969:1
D. Based on the objective of the test.
Harris divides this type of test into three parts. They are: 1
Achievement test to measure the extent of students’ achievement of the instructional goals.
2 Aptitude test prognostic test to determine whether or not they will be
successful in a certain field or study. 3
General proficiency test to measure what a person already knows learned in the target language, but the aim is to determine whether
this language ability corresponds to specific language requirements. Harris, 1969:2
So, it can be concluded that the characteristic of a good test is depends on the validity, reliability, discrimination power and level of difficulty of the test.
Validity refers to the consistency of a test score. The discrimination power itself refers to how good the test discriminates between students in the upper group and
the students in the lower group. The level of difficulty refers to the percentage of students who got the item right.
2.2 Multiple-choice Items
