Non-profit academic project, developed under the open access initiative Multiple-choice items are used extensively in classroom achievement tests. This explains the importance attributed to understanding how to write these items correctly. Multiple-choice test items may be presented in a question or completion format, with negative, positive, simple or complex sentences, with language that is m...

To assemble a high-quality test, psychometricians rely on subject matter experts (SMEs) to write items. However, SMEs are not typically given the opportunity provide input which content standards most suitable for multiple-choice questions (MCQs). In present study, we explored relationship between perceived MCQ suitability standard and associated item characteristics. Prior writing, surveyed ea...

This study examined the effects of input-oriented and output-oriented tasks with different involvement load indices on Iranian EFL learners' comprehension and production of lexical collocations. To achieve this purpose, a sample of 180 intermediate-level EFL learners (both male and female) participated in the study. The participants were in six experimental groups. Each of the groups was random...

In preparation for external examinations, Senior Secondary School II students write joint mock examinations in core subjects including civic education. The study examined into the authenticity of education test multiple-choice items. A post-hoc research design was used. population included all public school senior secondary I, II, and III students, whereas target 2020/21 SSS students. Kwara Sta...

Background: According to the industrialization of countries and development of societies, tests and methods are required to employ people in industries and organizations and make the best selection in getting workforce. Interviews, Written tests  , and multiple choice tests are common methods used in employing people. Among these methods  , multiple choice tests is the easiest one because of th...

This study was an attemptto provide detailed information of the strengths and weaknesses of test takers‟ real ability through cognitive diagnostic assessment, and to detect differential item functioning in each test item. The rationale for using CDA was that it estimates an item‟s discrimination power, whereas clas- sical test theory or item response theory depicts between rather within item mu...