Five-Option vs Four-Option Multiple-Choice Questions
Abstract: Multiple-choice questions (MCQs) may provide test takers with three, four, or five options and are appreciated for reliability and economic scoring. Five-option MCQs demand much more energy, experience, time, and expertise and may probably be considered to be more difficult four-option and...
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Department of English Teacher Education
2019-12-01
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Series: | IJET (Indonesian Journal of English Teaching) |
Online Access: | http://jurnalftk.uinsby.ac.id/index.php/IJET/article/view/236 |
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doaj-4b67737c973f415db1c05a8d2f7c211a2021-01-26T07:01:03ZengDepartment of English Teacher Education IJET (Indonesian Journal of English Teaching)2302-29572548-64972019-12-01821710.15642/ijet2.2019.8.2.1-7236Five-Option vs Four-Option Multiple-Choice QuestionsBartholomeus Budiyono0ukwmsAbstract: Multiple-choice questions (MCQs) may provide test takers with three, four, or five options and are appreciated for reliability and economic scoring. Five-option MCQs demand much more energy, experience, time, and expertise and may probably be considered to be more difficult four-option and three-option MCQs. Previous studies involved a great number of questions and participants. This study investigated the difference between five-option and four-option MCQs through deletion of non-functioning distracters (NFDs) in proportion to a classroom-based test by administering 28 MCQs to two intact classes of 34 participants. The results show that there was significant difference in participants’ scores (p 0.030< 0.05), significant difference in the number of NFDs (p 0.01<0.05), no significant difference in item facility (p 0.485>0.05), and significant difference in item discrimination (p 0.01<0.05). Classroom teachers are free to choose either the 5-option or 4-option version, depending on the purpose of the test. Key words: five-option, four-option, non-functioning distractorhttp://jurnalftk.uinsby.ac.id/index.php/IJET/article/view/236 |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Bartholomeus Budiyono |
spellingShingle |
Bartholomeus Budiyono Five-Option vs Four-Option Multiple-Choice Questions IJET (Indonesian Journal of English Teaching) |
author_facet |
Bartholomeus Budiyono |
author_sort |
Bartholomeus Budiyono |
title |
Five-Option vs Four-Option Multiple-Choice Questions |
title_short |
Five-Option vs Four-Option Multiple-Choice Questions |
title_full |
Five-Option vs Four-Option Multiple-Choice Questions |
title_fullStr |
Five-Option vs Four-Option Multiple-Choice Questions |
title_full_unstemmed |
Five-Option vs Four-Option Multiple-Choice Questions |
title_sort |
five-option vs four-option multiple-choice questions |
publisher |
Department of English Teacher Education |
series |
IJET (Indonesian Journal of English Teaching) |
issn |
2302-2957 2548-6497 |
publishDate |
2019-12-01 |
description |
Abstract: Multiple-choice questions (MCQs) may provide test takers with three, four, or five options and are appreciated for reliability and economic scoring. Five-option MCQs demand much more energy, experience, time, and expertise and may probably be considered to be more difficult four-option and three-option MCQs. Previous studies involved a great number of questions and participants. This study investigated the difference between five-option and four-option MCQs through deletion of non-functioning distracters (NFDs) in proportion to a classroom-based test by administering 28 MCQs to two intact classes of 34 participants. The results show that there was significant difference in participants’ scores (p 0.030< 0.05), significant difference in the number of NFDs (p 0.01<0.05), no significant difference in item facility (p 0.485>0.05), and significant difference in item discrimination (p 0.01<0.05). Classroom teachers are free to choose either the 5-option or 4-option version, depending on the purpose of the test.
Key words: five-option, four-option, non-functioning distractor |
url |
http://jurnalftk.uinsby.ac.id/index.php/IJET/article/view/236 |
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