Research Instrument RESEARCH METHODOLOGY and FINDINGS
4. Revising the summative test items based on the result of data analysis using Kenneth D. Moore’s guideline
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The central issues or problem should be stated clearly in the stem, and there should be no ambiguity in terminology.
A stem and the alternatives should be in one page.
Avoid to provide grammatical or contextual clues to the correct answer.
Use language that even the most unskilled readers will understand. Keep
the reading requirement question to a minimum. Write brief stems and accurate choices.
Avoid to use absolute terms such as always, never, none in the stem or
alternatives.
Alternatives should be grammatically correct. The use of is or are, can help students to guess the correct response. All alternatives should be fit
the stems to avoid giving clues to items that are incorrect.
Avoid the use of negatives such as not, except, and least and double negatives in the stem or alternatives. If negatives are used in the stem, put
the as near the end of the stem as possible.
Avoid giving structural clues. This means, not to use one letter for the alternatives than the other, or make a pattern of correct response.
Make sure to use “all of the above” and “none of the above” with care.
Because, “all of the above” is usually have poorer response than “none of the above”; because all the alternatives must be corret.
Avoid pulling statements directly from textbook. The objective of the test
is for students understanding not memorization.
Alternatives should be plausible to less knowledgeable students. Write distractors with common errors, errors that likely, and erroneous common
sense solution
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Kenneth D. Moore, Effective Instructional Strategies: From Theory to Practice, Washington DC: SAGE Publication Ltd., 2012, pp. 270-271.