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goal of helping them to continue that growth process. For all practical purposes, almost all kinds of informal assessment are formative.
Summative assessment aims to measure what a student has grasped, and typically occurs at the end of a course. Final examination in a course is one
example of summative assessment. It summarizes what a student has learned implies looking back and taking stock of how well that student has accomplished
objectives.
2.2.5 Multiple choice test items
An achievement test is a type of scientific experiment in which the question to be answered will show how well students have achieved a particular learning goal.
Multiple choice items are designed to elicit specific responses from the students. In multiple choice-items, it has a question or problem called a stem and three or
four possible answers called alternatives. The student is asked to pick the one alternative that best completes the
statements or answers the question. The possible answers that are not correct are called distracters, since they are designed to provide a distraction from the correct
answer. There are some advantages of using the multiple-choice form as
follows: a
The multiple choices as adaptable to subject matter content areas as well as different levels of behaviour.
b The structure of a stem with four or five alternatives provides less chance for
guessing the correct response than the true-false item does.
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c One advantage of the multiple-choice item over the true-false item is that
students cannot receive credit for simply knowing that a statement is incorrect; they must also know what is correct.
According to Alex Shirran 2006, a multiple choice test format is used by many teachers for the following responses:
a It can be marked quickly by the teacher or using a scoring machine.
b It can be marked objectively, since an answer is considered right or wrong
based on the alternatives choices. c
It allows the teacher to ask many questions and to test a wide sample of content or goals.
d Its structure tends to reduce student complaints regarding test scores, since
possible responses are limited. It is clear then, that a good test is a test which is reliable, valid,
practical, and related with the curriculum or content standard.
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CHAPTER III METHODS OF INVESTIGATION
In this chapter, the writer would like to discuss about population, sample and sampling technique, techniques of data collection and techniques of data analysis.
As stated in the chapter I, the general objective of this study is to obtain an objective description of the teacher-made English test applied in Senior High
School. The writer analyzed the students’ works to get required data. This method is important in every research since it can be used to achieve the objectives of the
research.
3.1 Population and Sampling
