CHAPTER I

INTRODUCTION

1. The Definition of Test

Test is something in oral and written form that the teacher gives after or

while learning process to the students to measure ability in a particular subject. On

the other words, Overton in Kilzik (2014:3) states that test is a method to

determine students ability to complete certain tasks or demonstrate mastery of a

skill or knowledge of content. There are two types of test, objective test and

essay test (Uno and Koni, 2013, p. 112). Every test types cannot measure ability

student in every skills, because every test have character of its own in measuring

each student's ability in each skill. Although every test have different

characteristic in measuring students ability, but the tests have the same function.

The function is to determine the final outcome of the students in the learning

process.

Uno and Koni, (2013, p.3) states that test is a set of tasks that must be done or the

number of questions that must be answered by learners to measure students

ability and governance of the coverage of material required and in accordance

with the specific purpose of teaching. Moreover, Test is a set of stimuli (stimulus)

that is given to a person with intent to obtain answers that form the basis for

scoring numbers as well as, Andreson and Suharsimi cited in Nurgiyantoro (1998,

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p .56) explain that test is a series of questions, exercises or other device used to

measure skill, knowledge, intelligence, ability or talent of the individual or group.

2. The Definition of Objective Test

Objective test is a part of achievement test. Achievement test is a test that

is used to measure satisfaction and skills of individuals from any kinds of

knowledge.

There are two kinds of achievement test, standard test or mutual test and teacher-

made test (Uno and Koni, 2013, p. 111-112). Standard test is a test that is made or

prepared carefully by experts that included common academic goals for schools in

general, the example of it is for National Examination. Teacher- made test is a test

which prepared by teacher, appropriate with what the teacher teach to the student,

it is useful to measure how far student knowledge about subject that the teacher

have been taught. In the objective test also there is no subjective judgment

exercised by the examiner when assessing the mark given for the answers in an

objective test, the answers are either right or wrong. Objective test type is any

test having clear and unambiguous scoring criteria (Gilbert and Sax. 2009, p. 10),

in this test type make the student really clear to receipt the test and not make the

student confuse.

Test that can be objectively scored William & Stephan as cited in Gilbert and

Sax (2009, p. 12). There are many types of objective test; true-false test, fill in the

blank, matching and multiple choice test.

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 CHAPTER II

DISCUSSION

Type of Objective Test:

A. True False Test

True false is a test which consists of a statement that has two possibilities,

true or false. If the statement is true the student just encircle or mark B (benar) or

T (true) on the contrary, if the statement is false, the student just encircle or mark

S (salah) or F (false). Purwanto (2012, p. 40-41) The strength of true/false

questions are, 1) true/false test or item can cover a lot of material, 2) easy to

arrange true/false test and 3) student can easy to understand about the instruction

of how to doing the test. Furthermore, the weaknesses of true/false questions are:

1) inaccurate questions make the students confused and 2) true false test often

makes disputation.

B. MATCHING TEST

Matching test item consists of two parallel columns with each word,

number or symbol in one columns being matching to a word, sentence or phrase

in the other column. There are the strength and weakness of matching test. The

strength of matching test are 1) provide objective measurement of student

knowledge and 2) allow the comparison of related ideas, concepts or theories. In

the contrary, the weakness of matching test are; 1) may overestimate learning due

to the influence of guessing and 2) may limit assessment to lower levels of

understanding.

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C. FILL-IN THE BLANK

Fill-in the blank is a type of question or phrase with one or more words

replaced with a blank line, giving the reader the chance to add the missing words.

There are some strength and weakness of fill in the blank questions. The strength

are: 1) Easy to write, 2) Limits guessing Can be constructed quickly, 3)

vocabulary can be assess easily, 4) the correct answer may not be as obvious as

multiple choice and 5) may be appropriate for students who cant formulate

answers on their own. In the contrary, the weakness of fill in the blank questions

are: 1) may be numerous possible correct answers and is therefore harder to mark

than multiple choices, 2) understanding is likely to be trivial / recall/ knowledge

level not higher level thinking, 3) can be ambiguous to what the teacher is

looking for, 4) fill in the blank test very easy for student and 5) fill-in-the blank

questions are certainly more difficult to use for test of conceptual and procedural

understanding and ability.

D. MULTIPLE CHOICE

Multiple choice is a form of test which is most commonly used in the

education. Multiple choices consist of statement or incomplete sentence followed

by some sentence or words that can complete it.

The multiple choice item can measure both knowledge and understanding levels

and is free of many of the limitations of other forms of objective items. The

discussion of this test covers:

1. Characteristics of Multiple-Choice Items

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2. Uses of Multiple-Choice Items

3. Advantages and Limitations of Multiple-Choice Items

1. Characteristics of Multiple-Choice Items:

Consists of a problem (stem) and a list of suggested solutions (alternatives,

choices, or options)

Answers other than the correct answer are called distracters (decoys or foils)

Items can be stated in two ways.

1) Direct questions

a) easier to write

b) more natural for younger students

c) present a clearly formatted problem

2) Incomplete sentences

a) more concise

b) present a well defined problem if phrased well

2. Uses of Multiple-Choice Items:

Measuring Knowledge Outcomes

1) Knowledge of Terminology

2) Knowledge of Specific Facts

3) Knowledge of Principles

4) Knowledge of Methods and Procedures

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Measuring Outcomes at the Understanding and Application Levels

1) Ability to Identify Application of Fact and Principles

2) Ability to Interpret Cause-and-Effect Relationships

3) Ability to Justify Methods and Procedures

3. Advantages and Limitations of Multiple-Choice Items

Advantages:

Measures achievement and complex learning outcomes.

Structure of alternatives eliminate vagueness and ambiguity

Knowledge of content area is measured without concern for spelling errors

Multiple-choice requires students to choose the correct or best answer while

true-false tests allow students to get credit for knowing a statement is not

correct.

Multiple-choice items have a greater reliability than true-false

Multiple-choice items measure a single idea while matching exercises require

a series of related ideas

Multiple-choice items are usually free of response sets

Incorrect answers in multiple-choice items can usually allow for diagnosis of

errors and misunderstandings that need correction

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 CHAPTER III

CONCLUSION

The Strengths and Weaknesses of the Objective Test

Every test type in objective test has different strength and weakness. So,

we would like to find out the strengths and weaknesses of the objective test based

on theoretical review. Thus, the strengths and weaknesses of the objective test as

follow:

A. True False

Purwanto (2012, p. 40-41) the strengths and weaknesses of true false test

are; 1) true false test make students easily to understand about the instruction to

do the test, 2) True false can cover a lot of material, 3) In true false test, inaccurate

questions will be make students confuse and 4) In true false test often makes

disputation.

B. Matching Test

Nurgiyantoro (1988, p. 87) said that the strengths and weaknesses of

objective test are; 1) matching test can provide measurement of student

knowledge, 2) matching test allow the comparison of related ideas, concepts or

ideas, 3) matching test may over estimate learning due to the influence of

guessing and 4) matching test may limit assessment to lower understanding.

C. Multiple choice

(Minnesota University) the strengths and weaknesses of multiple choice

are; 1) in the multiple choice test, difficulty can be manipulated by adjusting

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similarity of distracters, 2) incorrect response patterns can be analyzed, 3)

multiple choice tests have time consuming to write and 4) In the multiple choice,

the quality of the test is dependent on the item-writing skill of the instructor.

D. Fill in the Blank

The strengths and weaknesses of fill in the blank test are; 1) in the fill in

the blank test, vocabulary can assess easy, 2) in the fill-in test, limit guessing can

be constructed quickly, 3) fill-in the blank test makes students not higher level

thinking and 4) fill in the blank test very easy for students.

E. Multiple Choice

The last is multiple choice, strengths and weaknesses of this test are 1) In

the multiple choice test, difficulty can be manipulated by adjusting similarity of

distracters, 2) multiple choice tests have time consuming to write, 3) Incorrect

response patterns can be analyzed and 4) In the multiple choice, the quality of the

test is dependent on the item-writing skill of the instructor.

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 REFERENCES

Gilbert, & Sax. (2009). Test and Test Type. Learning inovation , 10.

Minnesota. (2013). Writing Multiple Choice Items. Retrieved from University of

Minnesota: http://oms.umn.edu

Nurgiyantoro, B. (1988). Penilaian Dalam Pengajaran Bahasa dan

sastra.Yogyakarta: BPFE Yogyakarta.

Overton, T. (2014). Testing, Assessment, Measurement and EvaluationDefinition.

Assessing Learning With Special Needs , 1.

Purwanto, N. (2012). Evaluasi Pengajaran. Bandung: PT Remaja Rosda Karya.

Uno, H. B., & Koni, S. (2013). Assesment Pembelajaran. Jakarta: Bumi Aksara.

Constructing Objective Test Items: Multiple-Choice Forms:

https://www.google.co.id/#q=AMY+L.+BLACKWELL+JUNE+19%2C+2007