results.”
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In addition, Rebecca M. Valette defines objective test as “any item for which there is a single predictable correct answer.”
47
Thus, when scoring this test, any subjective judgement from the scorer is pushed aside because every item in that test has only one absolutely
right answer. So, although the test is scored in several different times by one scorer or another, it will obtain the same result.
The objective item can be classified into two types, which are selection-type test item and supply-type test item.
a. Selection-Type Test Item
1. Multiple Choice
According to Anthony J. Nitko, “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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The other responses which are as incorrect answers function to distract students’ attention
away from the correct answer in case they are uncertain of the answer.
In line with that quote, “multiple choice items are made up of an item stem, or the main part of the item at the top, a correct
answer, which is obviously the choice that will be counted correct, and the distractors, which are those choices that will be counted as
incorrect.”
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For example: Budi has been here ____________ half an hour.
a. during
c. while b.
for d. since
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Norman E. Gronlund, Constructing Achievement Test, New Jersey: Prentice-Hall, Inc., 1982, 3
rd
Ed., p. 36.
47
Rebecca M. Valette, Modern Language ..., p. 8
48
Anthony J. Nitko, Educational Test ..., p. 190.
49
James Dean Brown, Testing in Language ..., p. 54.
The multiple choice item is commonly recognized as the most applicable and useful type of objective test item. It can be used to
measure both knowledge outcomes and many types of skills. In addition, it can measure a variety of learning outcomes from simple
to complex material. The multiplce choice item is included in discrete point test.
Discrete point test takes language skill apart. Oller states that, “discrete items attempt to test knowledge of language one bit at a
time.”
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It means that language knowledge can be divided into a number or components, such as grammar, vocabulary spelling,
punctuation, pronunciation, intonation, and stress. This test only measures the knowledge of language in one particular component.
Actually, it is not too difficult for test maker or teacher to construct multiple choice item test. However, there some
suggestions that they shoul consider in constructing this type of test items:
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a. The stem of the item should be meaningful by itself and
should show a specific problem. b.
The item stem should include as much of the item as possible and should be free of irrelevant material.
c. A negatively stated item stem can be used only when
significant outcomes need it. d.
All of the alternatives should be grammatically consistent with the stem.
e. An item should contain only one clearly correct answer.
f. Items used to measure understanding should contain some
novelty, but beware too much. g.
All distracters should be plausible. h.
Verbal associations between the stem and the correct answer should be avoided.
i. The relative length of the alternatives should not provide a
clue to the answer. j.
The correct answer should appear in each of the alternative positions and in equal number but in random order.
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John W. Oller, Language Tests ..., p. 37.
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Norman E. Gronlund and Robert L. Linn, Measurement and Evaluation ..., p. 177-188.
