answer the questions. Cause 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.
24
b. Objective Test
An objective test item is any item that there is only a single predictable correct answer.
25
The test is scored in such a manner that subjective judgment is eliminated when determining the correctness of a pupil‘s answers.
26
Therefore, whether the item is scored by one teacher or another, today or last week, it will yield the same score.
The objective test items commonly used in classroom testing are true false, matching and multiple choices.
1 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.
27
Example: “T F All sentences consist of subject and verb.”
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
24
Wilmar Tinambunan, op. Cit., p.62
25
Rebbeca M. Valette, Modern Language Testing, New York: Harcourt Brace Jovanovich Publishers, 1997 p.8
26
J. Stanley Ahmann and Marvin D. Glock, Evaluating Pupil growth, Principle of Test and Measurement ,
Boston: Allyn and Bacon Inc., 1976 p.18
27
Wilman Tinambunan, op. cit., p.70
true false tests are become less reliable than the other types of test. But these items are appropriate for occasional use, for example after the students choose
the two alternatives between rights and wrong, correct or incorrect, etc. they asked to explain by writing the sentences justifying their response.
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Another advantage of constructing a true false item is that the student are able to respond to more true false items in a given time period than any other
selection type items.
29
2 Matching The matching test item consists of two parallel columns with each word,
number or symbol in one column being matched to a word, sentence or phrase on the other column.
30
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.
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Example: “The…..trains the players in the field
a. coach The…..catches fishes in the sea
b. Doctor The…..examines the patient
c. Fisherman”
28
Barbara Gross Davis, Tool for Teaching, San Francisco: Jersey Bass Publisher, 1993, p. 243
29
Wilmar Tinambunan, op. cit., p.70
30
Ibid., p.64
31
Victor H Noll., op. cit., p. 64
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.
32
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.
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3 Multiple Choices A multiple choice item consists 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.
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Example: “Language is a tool of communication. People can… to one another with a language
a. communicates
c. communication
b. communicate d.
communicating The multiple choices item can measure a variety of learning outcomes
from simple to complex, and it is adaptable to most types of subject matter content.
B. Item Analysis
