Multiple-choice Items REVIEW OF RELATED LITERATURE

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

According to Mc. Namara 2000:5 the definition of multiple-choice format as a format for test questions in which candidates have to choose from a number of presented alternatives, only one which is correct. Brown 2004:194 stated that the most popular method of testing a reading knowledge of vocabulary and grammar is the multiple-choice format, mainly for reason practically: it is easy to administer and can be scored quickly. According to John Boker in http: www.uab.edu uasomume cdm test. Htm, the advantages and the disadvantages of multiple-choice items are as follows: a. Advantages : Multiple-choice test can measure all levels students ability, it enables wide sampling of subject content, it is quick and easy to score, it enables objective score, and it can be analyzed for effectiveness. b. Disadvantages : Multiple-choice test is difficult to construct good items; it tends to measure simple recall. 2.2.1 The Uses of Multiple-Choice Items According to Gronlund 1998:60-75 multiple-choice items are appropriate for both classroom based and large-scale situations. Gronlund 1982:39 suggested that the multiple-choice items could be used to measure both knowledge outcomes and various types of intellectual skills. Gronlund 1976:190-195 stated that the uses of multiple-choice items are measuring: a. Knowledge of terminology b. Knowledge of specific facts c. Knowledge of conventions d. Knowledge of trends and sequence e. Knowledge of classification and categories f. Knowledge of criteria g. Knowledge of methodology h. Knowledge of principles and generalization i. Knowledge of theories and structure 2.2.2 Characteristic of Multiple-choice Items A multiple-choice item consists of a problem and a list of suggested solutions Gronlund, 1976:188. The problem may be stated in the form of a direct questions or a complete statement, which presents problem situation and is called the stem of the items. The list of suggested solution may include words numbers, symbols, or phrases, which provides possible solution to the problem is called alternatives. The alternatives include the correct answer while the remaining alternatives or several plausible wrong answers are called distracters. The function of the latter is to distract those students who are not too certain of the answer. 2.2.3 Rules for Constructing Multiple-Choice Items Ideally, a multiple-choice item presents students with a task that is both important and clearly understood, and one that can be answered correctly only by those who have achieved the desired learning. Gronlund 1982: 40-44 puts toward the following hints for constructing multiple-choice items: a. The stem of item should be meaningful by itself and should present a defined problem. b. Present a single clearly formulated problem in stem of the item. c. State the stem of the item in simple, clear language. d. Put as much of wording as possible in the stem of item. e. State the stem in positive form, where ever possible. f. Emphasize negative wording whenever it is used in the stem of an item. g. Make certain that the intended answer is correct or clearly best. h. Make all alternatives grammatically consistent with the stem of the item and parallel in form. i. Avoid verbal clues that might enable students to select the correct answer or eliminate an incorrect alternative. j. Make the distracters plausible and attractive to the uninformed. k. Vary the relative length of the correct answer to eliminate length as a clue. l. Vary the position of the correct answer in a random manner. Most of the test items in the final tests or mid-terms tests in junior or senior high schools are in the form of multiple-choice tests. The writer considers that the reason of this is based on the principles of constructing test items. Multiple-choice item is practical; it has scoring procedure that is specific and efficient. And also the test takers and the test makers are used to with the form of multiple-choice test.

2.3 Validity