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    Subjective Tests vs. Objective Tests: Multiple-Choice Test

    Uploaded by

    Muhammad Hidayatul Rifqi
    This document discusses the principles of constructing objective multiple-choice tests compared to subjective tests. It provides guidelines for writing clear stems, correct options, and distractors. The key points are: - Objective tests have one right answer, can be scored mechanically, and test specific skills, while subjective tests have multiple possible answers and cannot be scored mechanically. - Stems should be clear and unambiguous, test one concept at a time, and include necessary context. Correct options should be the best answer while distractors should be plausible but incorrect. All responses should be grammatically correct.

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    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd

    Subjective Tests vs. Objective Tests: Multiple-Choice Test

    Uploaded by

    Muhammad Hidayatul Rifqi
    89 views19 pages
    This document discusses the principles of constructing objective multiple-choice tests compared to subjective tests. It provides guidelines for writing clear stems, correct options, and distractors. The key points are: - Objective tests have one right answer, can be scored mechanically, and test specific skills, while subjective tests have multiple possible answers and cannot be scored mechanically. - Stems should be clear and unambiguous, test one concept at a time, and include necessary context. Correct options should be the best answer while distractors should be plausible but incorrect. All responses should be grammatically correct.

    Original Description:

    How to construct a test item

    Original Title

    LT F Subjective Objective Tests

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    This document discusses the principles of constructing objective multiple-choice tests compared to subjective tests. It provides guidelines for writing clear stems, correct options, and distractors. The key points are: - Objective tests have one right answer, can be scored mechanically, and test specific skills, while subjective tests have multiple possible answers and cannot be scored mechanically. - Stems should be clear and unambiguous, test one concept at a time, and include necessary context. Correct options should be the best answer while distractors should be plausible but incorrect. All responses should be grammatically correct.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    89 views19 pages

    Subjective Tests vs. Objective Tests: Multiple-Choice Test

    Uploaded by

    Muhammad Hidayatul Rifqi
    This document discusses the principles of constructing objective multiple-choice tests compared to subjective tests. It provides guidelines for writing clear stems, correct options, and distractors. The key points are: - Objective tests have one right answer, can be scored mechanically, and test specific skills, while subjective tests have multiple possible answers and cannot be scored mechanically. - Stems should be clear and unambiguous, test one concept at a time, and include necessary context. Correct options should be the best answer while distractors should be plausible but incorrect. All responses should be grammatically correct.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 19

    SUBJECTIVE TESTS

    vs.
    OBJECTIVE TESTS

    Multiple-Choice Test

    1
    Subjective - Objective refer to the scoring of tests
    All tests are constructed subjectively by the tester. Who decides and what
    areas of language to test, how to test those particular areas, and what
    kind of items to use for this purpose are subjective. All test items require
    candidates to exercise a subjective judgment. What can be objective is
    the marking.

    Objective Subjective
    • One correct answer (key) • More than one possible answer
    • Can be scored mechanically • Cannot be scored mechanically
    • Can be applied to a large • Can only be applied to a limited
    number of candidates number of candidates
    • Certain skills or areas of • Some skills and areas of
    language are tested language are tested
    • Require more careful simultaneously
    preparation • Require simpler preparation
    • Simpler to answer • More difficult to answer
    • Encourage guessing • Discourage guessing

    2
    Subjective
    You went to live in Makassar in 2011. If someone asks you how long
    you have lived there, what would you say?
    • Answer 1: I’ve been living in Makassar since 2011.
    • Answer 2: I didn’t leave Makassar since 2011.
    • Answer 3: I have lived in Makassar for above two years.
    • Answer 4: From 2011.
    • Answer 5: I came to live in Makassar in 2011 and I still live here.
    • Answer 6: Since 2011 my home is in Makassar.
    • Answer 7: 6 years.

    Objective
    • ‘Is your home still in Jakarta?
    • ‘Yes, I’ve been living there … 2011.’
    • A. for B. on C. in D. at E. since
    3
    Multiple-choice Items

    • Stay here until the teacher … you to leave. Stem


    • A. told
    • B. will tell Distractors Options/Alternatives
    • C. is telling
    • D. tells Correct Option/Key

    4
    General Principles of MCT
    1. Each item should have only one answer.
    I stayed there until Taufik ….
    A. had come B. come C. came D. has come
    2. Only one feature at a time should be tested.
    I never knew where the boys ….
    A. had gone B. had come C. have gone D. have come
    3. Each option should be grammatically correct when
    placed in the stem
    Someone who designs houses is an ….
    A. designer B. builder C. architect D. plumber

    5
    General Principles of MC
    1. Each item should have only one answer.
    I stayed there until Taufik ….
    A. come B. will come C. came D. has come
    2. Only one feature at a time should be tested.
    I never knew where the boys ….
    A. had gone B. will go C. have gone D. has go
    3. Each option should be grammatically correct when
    placed in the stem
    Someone who designs houses is a/an ….
    A. designer B. builder C. architect D. plumber
    Someone who designs houses is ….
    A. a designer B. a builder C. an architect D. a plumber
    6
    General Principles of MC
    4. All items should be at a level appropriate to the
    level of the examinees
    5. The items should be as brief and as clear as
    possible
    6. The items should be arranged in rough order of
    increasing difficulty

    7
    Principles of the Stem
    1. The stem may be an incomplete statement, a
    complete statement, or a question
    I stayed there until Taufik ….
    A. comes B. come C. came D. has come

    Fitri looked after her little sister because her mother went out.
    A. played with B. took care of C. neglected D. helped

    Which planet is the fifth from the earth?


    A. Neptune. B. Venus. C. Pluto. D. Mercury.

    8
    Principles of the Stem
    2. A stem should contain those words or phrases which
    would otherwise have to be repeated in each option
    The word ‘astronauts’ is used in the passage to refer to….
    A. travelers in an ocean liner B. travelers in a space-ship
    C. travelers in a submarine D. travelers in a balloon

    The word ‘astronauts’ is used in the passage to refer to travelers in ….


    A. an ocean liner B. a space-ship C. a submarine D. a balloon
    3. A stem should allow for the number of choices which have
    been decided upon
    Fadli was … the other two boys.
    A. taller than B. the tallest C. as tall as D. ?
    (all options correct/incorrect)

    9
    Principles of the Stem
    4. Avoid using negative stems. If you use a negative
    one make the negation in capital letters, e.g. NOT
    or EXCEPT
    All of the following options are stated in the passage,
    EXCEPT….
    A. an ocean liner B. a space-ship
    C. a submarine D. a balloon

    5. The Missing word or phrase in the stem is


    represented by three dots, plus one for the
    sentence.
    10
    Principles of the Correct Option

    1. This should be clearly the correct or best option.


    Who … you cycle here to see us?
    A. ordered B. made C. asked D. let

    2. The correct option should be approximately the


    same length as the distractors.
    He began to choke while he was eating the fish.
    A. die
    B. cough and vomit
    C. be unable to breathe of something in the windpipe
    D. grow very angry

    11
    Principles of the Distractors

    1. Each distractor should be reasonably attractive and


    plausible.
    How did Picard first travel in space? He ….
    A. travelled in a space-ship. B. used a large balloon.
    C. went in a submarine. D. jumped from a tall building.
    2. Each distractor should be grammatically correct
    when it stands by itself.
    Yesterday, they … to school together.
    A. go B. goed C. went D. going

    12
    Principles of the Distractors

    3. Distractors should not be much more difficult than


    the correct option.
    You need a … to enter that military airfield.
    A. permutation B. perdition C. permit D. perspicuity
    4. Capital letters are only used in options which occur
    at the beginning of a sentence.
    … five principal colors.
    A. There are B. They are C. Their D. They’re

    13
    Other Principles of Constructing MCT

    1. Construct each item to assess a single written


    objective
    2. Base each item on a specific problem stated
    clearly in the stem
    3. Include as much of the item as possible in the
    stem, but do not include irrelevant material.
    4. State the stem in positive form (in general)
    5. Word the alternatives clearly and concisely
    6. Keep the alternatives mutually exclusive

    14
    Other Principles of Constructing MCT

    7. Keep the alternatives homogeneous in content


    8. Keep the alternatives free from clues as to which
    response is correct
    9. Avoid the alternatives “all of the above” and “none
    of the above” (in general)
    10.Use as many functional distractors as are feasible
    11.Include one and only one correct or clearly best
    answer in each item

    15
    Other Principles of Constructing MCT

    12.Present the answer in each of the alternative


    positions approximately an equal number of times,
    in a random order
    13.Lay out the items in a clear and consistent
    manner
    14.Use proper grammar, punctuation, and spelling
    15.Avoid using unnecessarily difficult vocabulary
    16.Analyze the effectiveness of each item after each
    administration of the test

    16
    The Test Directions
    1. Write out the correct option in full in the blank.
    2. Write the letter of the correct option in a box
    which appears at the side of the question.
    3. Cross the letter of the correct option.
    4. Underline the best option.
    5. Circle the letter of the correct option.
    6. Choose one of the words or phrases that best
    complete the sentence. Circle the
    corresponding letter on your answer sheet.
    7. Choose the correct option by crossing the
    corresponding letter on your answer sheet.

    17
    Test Rubric
    1 for correct answer 0 for incorrect 0 for no
    2 for correct answer -1 for incorrect 0 for no

    18
    Assignment

    • Visit a junior or senior secondary school


    and ask teacher-made test of multiple-
    choice at least 10 items from a teacher of
    English or a student, and then analyze the
    test based on the principles of multiple-
    choice test that you have learned.

    19

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