Abstract
<p>Stick to the required rules and standards of multiple choice test assessment, the study seeks to analyze the multiple choice test questions administered for Indonesian EFL learners at a junior high school. A careful analysis was given to the items of a summative multiple choice of English midterm test. Using the classical test theory (CTT) in analyzing each test item, it was found that only 23 percent of the total of the analyzed items are acceptable or have adopted the standards or the rules required. There are two identified major problems or causes to the poor quality of the test: distractor plausibility and limitedness in the number of possible options or distractors. To deal with the problems, the study suggests the using of fewer possible options or alternatives for such test for better assessment.</p>
Highlights
The notion of assessment is central and fundamental when it refers to the evaluation of teaching and learning practices
Assessment refers to any method, strategy, or tool that a teacher may use to collect evidence about students‟ progress toward the achievement of established goals
Oftentimes, the assessment used does not reflect the actual learning situation (Heaton, 1990). This suggests that assessment should be aimed at evaluating the strengths and weaknesses of students‟ learning (Popham, 1995)
Summary
The notion of assessment is central and fundamental when it refers to the evaluation of teaching and learning practices. METHOD Data of this descriptive study composed of one summative multiple-choice test of English subject along with a total of 110 answer sheets from three classes of a junior high school‟s students. Most of the questions are visibly leading the students to the clue of which of the provided options is the most possible answer This is contradictory to the required practices in constructing multiple choice questions test in which the clue to the correct answer should be avoided (Haladyna et al 2002). As it is suggested that answer options in multiple choice question should be plausible and corresponding to the students‟ real understanding (Haladyna et al 2002) Other items, excluding those six and 25 easy items discussed earlier, only can be categorized as the items with acceptable or desirable distractors. To deal with the problems, the study suggests the use of fewer options or alternatives for such test for better assessment
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