Abstract
The present study aims to analyze multiple-choice questions obtained from a trial testing conducted in a state junior high school in Indonesia. The study seeks to reveal the level of difficulty, discriminating power and distractor efficiency of the selected test items by employing item analysis. The result of the study discovers that levels of difficulty on the question items are varied. Some question tended to be easy and moderately difficult while the others are difficult to answer. It also uncovers that, in regard to discriminating power, some questions are well constructed while the others are ambiguously worded that can potentially cause the questions to fail to evaluate the students’ ability. The analysis on distractor efficiency presents information how the chosen multiple-choice questions were frequently constructed with less effective distractors that caused more high achieving students to choose wrong answers.
Highlights
It is commonly agreed that testing plays a salient role and is of evident importance in the educational system
Data Collection and Context of the Study Multiple-choice items were obtained from a trial testing at SMPN 2 Tigaraksa were employed in the study
Difficulty Level The first analysis conducted on this study aims to discover whether the question items are perceived to be difficult, moderately difficult, and easy to answer by the study participants
Summary
It is commonly agreed that testing plays a salient role and is of evident importance in the educational system. It has been widely acknowledged that in order to ensure that teaching and learning function properly, testing is needed as it provides both educational authorities and actors with necessary data and documentation (Crocker, 2019). The focus of language test appears to change from time to time in response to the shifting perception on what language learners should be able of doing by the end of learning processes (Purpura, 2017), most, if not all, language educators rely exclusively on testing to tell if their teaching has been successful or to ensure if their goals have been met in classrooms. Among the aforementioned questions commonly used in language testing, multiple-choice appears to be the most utilized testing items inside classrooms (Bachman & Palmer, 1996; Hemmati & Ghaderi, 2014; Jayanti et al, 2019)
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