Objective test Types of Test Item

effectively to measure learning and, when used, it provides variety in the test format for both student and teacher. The matching item is exactly what the name implies; it requires the student to use some association criterion in order to match the words or phrases that represent ideas, concepts, principles, or things. Matching items are usually presented in two-column format: one column consists of premises and the other consists of responses. 26 3 True-False Items The true-false item is simply a declarative statement that the student must judge as true or false. There are modifications of this basic form in which the student must respond “yes” or “no,” “agree” or “disagree,” “right” or “wrong,” “fact” or “opinion,” and the like. Such variations are usually given the more general name of alternative-response items. In any event this item type is characterized by the fact that only two responses are possible. 27 True-false items can be effective when a few guidelines are followed in the construction: Statements must be clearly true or false, statements should not be lifted directly from the text, specific determiners should be avoided, trick questions should not be used, some statements should be written at higher cognitive levels, and true- false items should be of the same frequency and length. 28

3. The Importance of Item Analysis

Item analysis is an important and necessary step in the preparation of good multiple-choice tests. Because of this fact, it is suggested that every classroom teachers who use multiple choice test data should know something of item analysis, how it is done and what it means. 26 William Wiersma, Educational Measurement and Testing, Boston: Allyn Bacon, 1990, p. 48. 27 Norman E. Gronlund, Constructing Achievement …, p.54. 28 William Wiersma, Educational Measurement and …, p. 47. The benefits of item analysis are not limited to the improvement of individual test items; however there are a number of fringe benefits of special value to classroom teachers. The most important of these are the following: a. Item analysis data provide a basis for efficient class discussion of the test result. b. Item analysis data provide a basis for remedial work. c. Item analysis data provide a basis for the general improvement of classroom instruction. d. Item analysis procedures provide a basis for increased skill in test construction. 29 While Nitko states in his book, the important of item analysis are: a. Determining whether an item functions as teacher intends, b. Feedback to students’ performance and as a basis for class discussion, c. Feedback to the teacher about pupil’s difficulties, d. Area for curriculum improvement, e. Revising the items, f. Improving item writing skills. 30 29 Robert L. Linn and Norman E. Grondlund, Measurement and …, p.316. 30 Anthony J. Nitko, Educational Test and …, p. 284.