An Investigation Into The Characteristics Of Multiple-Choice On The Exam Results Quality In Reading Tests.docx

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AN INVESTIGATION INTO THE CHARACTERISTICS OF MULTIPLE-
CHOICE ON THE EXAM RESULTS QUALITY IN READING TESTS.

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CHAPTER I: INTRODUCTION
1.1.Rationale
The quality of multiple-choice questions (MCQs) as well as the student's solve
behavior in MCQs are educational concerns. MCQs cover wide educational
content and can be immediately and accurately scored. However, many studies
have found some flawed items in this exam type, thereby possibly resulting in
misleading insights into students’ performance and affecting important
decisions. This research sought to determine the characteristics of MCQs and
factors that may affect the quality of MCQs by using item response theory
(IRT) to evaluate data. For this, four samples of different sizes from US and
China in secondary and higher education were chosen. Item difficulty and
discrimination were determined using item response theory statistical item
analysis models. Results were as follows. First, only a few guessing behaviors
are included in MCQ exams because all data fit the two parameter logistic
model better than the three-parameter logistic model. Second, the quality of
MCQs depended more on the degree of training of examiners and less on
middle or higher education levels. Lastly, MCQs must be evaluated to ensure
that high-quality items can be used as bases of inference in middle and higher
education.
This research was based on exam data from Vietnamese students to obtain a
general conclusion. MCQs could compensate for the heavy work pressure.
Moreover, examinations in many countries such as China and the US may
provide different information. This research used item response theory (IRT)
and selected four reading exams in Vietnam to evaluate the quality of MCQs.
First, this research briefly reviewed the methods of assessing MCQ quality.
1.2.Research Goals
 Evaluate the effectiveness of MCQs in English reading tests?

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 Find out students' reactions and attitudes in taking the test?
1.3. Research Questions
Throughout the process of teaching and learning, there are undoubtedly some
difficulties and disadvantages. The research is guided by the following
questions:
 What are the characteristics of the multiple-choice test in the Reading
test?
 What variables impact a student's ability to perform well on
multiple-choice examinations of English-majored?
 What are some strategies students should use when answering multiple-
choice questions?
 How can teachers use multiple-choice examinations to measure their
students' reading ability?
1.4. Scope of the study
This research only surveys teaching methods of teachers. The study focuses on
seeking some difficulties met during teaching English about multiple-choice
on the exam results quality in Reading tests in class and the reasons why
teachers meet those ones.
1.5. Research structure
This research is divided into five chapters:
Chapter 1: Introduction of the study, which includes the problem statement as
well as reasons for carrying out this research.
Chapter 2 – Literature Review. This chapter lists related literature and specific
knowledge which concerns multiple-choice on the exam results quality in
Reading tests

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Chapter 3 – Methodology. This chapter presents the methodology and design
of the research: how data were collected, the instruments used to collect the
data and how they were analyzed.
Chapter 4 – Data analysis and findings. This chapter deals with the findings in
detail and analyze as well as discuss of the research findings.
Chapter 5 – Implications and recommendations. This chapter concludes the
study with a summary of all the main points presented in the study and some
teaching implications drawn out from the outcome.

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CHAPTER II: LITERATURE REVIEW
2.1. An overview of multiple choice
2.1.1. The definition of multiple-choice questions
Multiple choice questions are fundamental survey questions which provides
respondents with multiple answer options. Primarily, multiple choice
questions can have single select or multi select answer options. These are the
most fundamental questions of a survey or questionnaire where the
respondents are expected to select one or more than one option from the
multiple answer options.
There are various types of survey questions that a survey creator can ask to
evoke necessary responses from the person undertaking the survey. Out of
these variations, the close ended questions are the most used in surveys.
2.1.2. Classification of multiple-choice questions
There are broadly two types-single select and multiple select:
 Single select multiple choice questions
 Multi-select multiple choice questions
 Dropdown menu multiple choice questions
 Star rating multiple choice questions
 Text slider multiple choice question
 Numeric slider multiple choice question
 Thumbs Up/Down multiple choice question
 Matrix table multiple choice question
 Rank order multiple choice question
 Image/picture based multiple choice question
2.1.3. Characteristics of multiple-choice questions
Keep the following factors in mind while designing Multiple Choice
Questions:

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 Have a fair idea of the concepts that you would want to cover in the
question and avoid composing questions that have hazy attributes.
 Form questions that evaluate respondents at conscious and
subconscious levels like some factual questions, situational questions or
analysis based questions.
A multiple choice question comprises of a stem, the correct answer and the
distractors:
 A stem, that’s the question i.e. a problem or an incomplete statement -
Make sure that you create a crisp, grammatically error-free and simple stem
which has relevant information.
 The correct answer - This should be relevant to the stem and shouldn't
consist of too many qualifiers like "always" and "some”. Use phrases as
options when the stem is an incomplete statement.
 The other incorrect responses which are called ‘distractors’ - Ideally,
create 4 distractors and should be in line with the correct answer. These
distractors should usually be common misconceptions that your target
audience may have.
2.2. Characteristics of multiple-choice in reading test
2.2.1. Features of reading test
Language assessment is an integral part of any language programme. It
provides the information about people's language ability that carries influential
consequences for the test takers and determines their academic and
professional future. Consequently, such highstakes assessment must be
effective for the test takers and the various stakeholders who use the test
outcomes. Testing literature is replete with evidence that language tests are
generally of poor quality and do not measure accurately what they are
supposed to measure. Several research studies have proved that test tasks
influence the performance of the test takers, resulting in testing experts to
focus attention towards enhancing the quality of test tasks. Bachman and

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Palmer (1996) proposed a framework for task characteristics which includes
five set of characteristics: setting, rubric, input, expected response, and
relationship between input and response. Using this framework, the current
study investigated the characteristics of reading test tasks designed for
summative assessment at undergraduate language courses which are
compulsory components of study programmes across all disciplines and with
reading being a significant part of the syllabus and also of the summative
assessment. Thirty exam papers within the domain of English for general
purposes were collected from different public and private sector universities
for the analysis of reading tasks.
Reading is a receptive skill that is manifested in overt behavior (Hughes,
2001). The direct assessment of reading is impossible since what takes place
in the mind of the reader while reading cannot be observed directly. To
assess reading, evidences are required to interpret what learners have
comprehended. One way to collect this evidence is comprehension
technique using open-ended or close-ended questions. Open-ended questions
usually require production on part of the test takers in form of short responses
while close-ended questions tap into the recognition ability by using MCQs,
true or false, completion and reordering (Song, 2008). Fehér (2015)
categorizes comprehension into hard and soft reading tasks: the former is
restricted to only one correct answer or interpretation whereas the latter
allows multiple interpretations on the basis of readers' personal
experiences and judgment.
Reading comprehension performance is highly influenced by the text,
content, and task features (Davey, 1987). Bachman (1990) called these
characteristics 'test method facets' and argues that test developers have
control over the design of these facets which have high impact on the
performance of test takers. Additionally, the impact of these methods varies
among test takers. Therefore, the test task characteristics must be considered
carefully for selecting or designing a test because these tasks are the optimal
source to assess test takers' performance (Behfrouz and Nahvi, 2013). The

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changes in the test task features might lead to change in the performance and
render the assessment invalid and unreliable. In Pakistan, several researches
have been carried out on assessment practices at secondary and tertiary level
(Khan, 2011; Martin, 2007; Rehmani, 2007; Qureshi, Shirazi & Wasim,
2007; Raza, 2009). However, most of them discuss the existing gaps and
weaknesses in the examination system on the whole. There is a need for in-
depth research targeted at assessment of specific skills and the methods
through which they are assessed in order to have stronger belief and
confidence in the decisions made on the basis of these assessment practices.
There are various reasons that lead to poor performance on reading test; they
are inaccurate word reading, lack of reading fluency, lack of interest in reading,
weak vocabulary or limited background knowledge, and varying socio-
economical background of test takers. Similarly, test tasks affect the reading
performance of the test takers. Carroll (1993) defines tasks as an activity
which allows a person to engage in an appropriate setting to achieve
specific objectives. Salmani-Nodoushan (2003) explored the effects of text
familiarity, task types and language proficiency on the reading
comprehension and concluded that all three variables are influential factors
that affect the reading performance of students. Aghajani, Motahari
and Qahraman, (2013) conducted a similar study to explore the relationship
between text familiarity and task type with the reading performance and
found that both the variables significantly affect the reading comprehension.
Students who were familiar with the content of the test performed better than
their counterparts. Similarly, reading comprehension and performance
differed on the basis of different task types. Alderson, Clapham and Wall (2010)
have drawn attention to the 'method effect' explaining that the test technique
will strongly affect students' performance on the test; therefore, test developers
should consider what will be the effect of test task. In this respect, Education
policy of Pakistan also emphasizes that test takers' skills should be assessed
through multiple techniques considering the purpose and objectives of the course
(Ministry of Education, 2009).

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2.2.2. Benefits of the multiple-choice test
● Save on deployment costs
The form of multiple choice exam will help save the maximum cost in the
process of testing and organizing the exam.
● Shorten exam time
Compared with the normal form of examination, multiple-choice exams are
faster, saving time on examination, examination and marking.
● Know test results sooner
The time to mark the multiple-choice test is very fast (if you take the test with
a large number, you can mark it on the computer).
● Objective results
The tests have clear answers, convenient for marking. This creates credibility
and ensures more objective results than marking the essay exam.
● Easy self-scoring
In a question, there is a correct answer, so we can calculate the score when we
have the correct answer.
2.2.3. Limitations of the multiple-choice test
Besides the advantages mentioned above, multiple-choice exams also have
disadvantages. Detail:
● Do not objectively assess learners' capacity
Compared with the essay test, multiple-choice test will be difficult to assess
the candidate's real ability because of the influence of chance. Many students

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were lucky enough to get points because they played indiscriminately but got
the right results. This would be very unfair to the other contestants.
● Limiting learners' thinking ability
The learner's job is to choose the answer based on the suggestions, without
thinking or calculating much. Thereby reducing the ability to think and be
creative in the process of doing the test.
● Pressure on exam time
The amount of knowledge is extremely large while the time is not much. This
makes many candidates unable to do so will choose the answer at random.
● The content is quite wide and deep
The content of questions in multiple-choice exams is usually very broad.
Many questions have to calculate, solve, and deduce for a long time to find the
answer. This makes it much more difficult to study for the exam.
● Putting pressure on many teachers
Teachers must find ways to innovate teaching methods, change the way of
testing, review... to help students understand and grasp knowledge in time,
solve problems quickly and accurately. Especially, for long-term and elderly
teachers, it will be difficult for them to compile questions or collect exam
questions because of obstacles in information technology and less sensitivity
in innovation like young teachers.
2.3. Strategies students should use when answering multiple-choice questions.
2.3.1. Categorize questions and divide time appropriately
If in previous years, multiple-choice tests were done in 50 questions/90
minutes, then candidates will have 1.8 minutes/question. However, with the
new plan of the Ministry of Education and Training, the time to do the test is

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reduced to 50 minutes/40 questions, thus, the average time of a sentence is
only 1.25 minutes.
This rather tight time budget requires candidates to know how to take
advantage of time and make reasonable calculations. First, or skim through the
entire problem, identify questions that are easy to do first, medium and
difficult to come back to later.
2.3.2. Leverage guesswork and exclusion
In case the candidate has time to think, but is not sure about the answer, the
elimination method can be used. In 4 answer options, candidates can analyze
and find the wrong answer. Thus, the correct answer will be among the rest.
The more incorrect options are eliminated, the higher the probability of
choosing the correct answer.
2.3.3. Persevere to add knowledge
The teachers also said that today the textbook is still the same, the content of
the program and the scope of knowledge remains the same, and the types of
lessons are not different.
2.4. How can teachers use multiple-choice examinations to measure their
students' reading ability?
There are many ways in assessing students' ability in language teaching.
Testing is one of the part of it. Tests are simply instruments or procedures for
gathering particular kinds of information typically information having to do
with students' language abilities. Tests may have a variety of formats lengths
item types scoring criteria and media. Miller et al. (2009) state that the main
goal of classroom testing and assessment is to obtain valid reliable and useful
information concerning student achievement.
Assessment is an essential element of education used to inform instruction
(Wren, 2004). The first step in implementing good reading instruction is to

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determine student baseline performance. Students enter the classroom with
diverse backgrounds and skills in literacy. Some students may enter the
classroom with special needs that require review of basic skills in reading,
while other students may have mastered the content a teacher intends to cover.
Due to these various student levels, it is necessary to design literacy
instruction to meet the individual needs of each student. Individual needs can
be determined by initial and ongoing reading assessments.

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CHAPTER III: RESEARCH DESIGN
3.1. The place where you investigate
3.2. Research methodology and research methods
3.3. Participants
3.4. Procedures
3.5. Data analysis
CHAPTER 4: FINDING AND DISCUSSION
4.1. Information of participants.
4.1.1. The number of participants.
4.1.2. The places where English-majored students at IUH study English.
4.1.3. The ways in which English- majored students at IUH used to do the
multiple choice on the exam result in Reading tests.
4.2. The characteristics of English-majored students at IUH affects their
English reading skill.
4.2.1. The appropriate habits to improve reading tests results
Chapter 5: Conclusion
5.1 Conclusion
5.2 Limitations
5.3 Recommendations
5.4 Future research

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