Ｔｈｅ Ａｎａｌｙｓｉｓ ｏｆ Ｔｈｅ Ｍｕｌｔｉｐｌｅ Ｃｈｏｉｃｅ Ｉｔｅｍ

曹吴惠

Abstract:In this article, the author analyzes in detail the advantages, disadvantages and forming of the multiple choice item in examinations. On its basis, the author also explores some aspects the teacher should pay attention to while setting an examination paper.

Key words:advantages disadvantages forming setting an examination paper

In most kinds of examinations, the multiple choice is one of the most common items. Today, it is used in filling in blanks, reading comprehensions, and translations in examinations. In some national examinations, for example, English for Mariners held by China MSA(Maritime Safety Administration), the multiple choice item takes up 88 per cent. So it has much effect on the result of examinations. This article analyzes in detail the advantages, disadvantages and forming of the multiple choice item in examinations for teachers' reference when they set an examination paper so that it can play a better role in the examinations.

1 Advantages of the multiple choice item

It is widely used in the examinations, because it has the following advantages:

1.1 One exercise has several alternatives, so one exercise means to have the testing function of several sentences. The teacher can put the several easily-confusable words or expressions together, students could consolidate the correct usages through analysis and contrast while making the choice. For example, when the teacher wants to check whether students really master the four words exited, exciting, excite, and excitement, he makes up the exercise "My aunt was too _____ to sleep when she learned the news." It's so easy! The teacher could easily know students' level in knowledge and skill with fewer sentences. In this way, it could play an active role in examinations.

1.2 As a general rule, the teacher presets the keys to the exercises while setting the examination paper. It is very easy to correct the papers after students have the examination. Nowadays, machines are widely used to correct papers. So subjective factors of correctors are completely eliminated, and the authenticity and reliability of the examination are assured.

1.3 Of the alternatives of every exercise, there must be one correct key. For those who don't master the knowledge and skill very well, they can obtain some inspiration from the alternatives so as to make the correct judgment. It can develop students' ability of self-study and have the teaching function of the examination.

1.4 The exercises in the Test Item File could be set up by many teachers. It is very easy and convenient for a teacher to set an examination paper by means of the file whenever necessary. This measure is of secrecy and can effectively avoid blabbing.

2 Disadvantages of the multiple choice item

While it has so many advantages, it has some disadvantages, such as the possibility of students' making guesses and developing no creative thinking.

First of all, it is impossible for a student not to make a guess when he can't decide which to choose. Everybody knows that it is much better to make a guess than nothing to do. As we know, P=(1÷N)×100% (P stands for the possibility of correct guess, and N for the number of alternatives).The fewer alternatives, the greater possibility of correct guess; but too many alternatives will make the examination paper more difficult. So using four alternatives is reasonable. Some teachers stipulate that the student will obtain 1 mark if he makes the correct choice and that in order to prevent students from making guesses he won't obtain any mark but lose 1 mark, instead, if he makes the wrong choice. As a matter of fact, it is not of justice. Some experts suggest: M=CM - WM÷( N –1) ( M stands for real marks, CM for marks obtained with correct choices, WM for marks obtained with wrong choices, and N for the number of alternatives). However, this formula is not easy, convenient and practicable when used. Enlightened by this formula, the author suggests that marks should be deducted as per the number of alternatives. For example, if the number of alternatives is four, students obtain 1 mark after they make the correct choice, but lose 0.25 or 0.5 marks after they make the wrong choice. It is more justifiable and fairer.

Neglecting writing so as not to develop students' creativity is another defect of the multiple choice item. Owning to students' making the choice in the examination, there is no choice for them to write and express their own thoughts. It is a pity that students don't know how to correct when they find something in the paper is not proper. They could do nothing but reason and judge. Before long, they will become dull and inert. Teachers should pay more attention to this fact.

3 The forming of the multiple choice item and setting a paper

In order to make full use of its advantage and avoid its disadvantage, and to make the result of the examination real and credible, teachers should know the forming of the multiple choice item and consider every aspect carefully while setting an examination paper.

The item is made up of a stem and several alternatives.

3.1 The stem

The words and phrases of the stem, which can express some meaning, must be simple, clear and to the point, and can offer some plot for making the choice, but won't give a clear or evident hint. The words of the stem in the following exercise don't express definite meaning and it is difficult for students to make the best choice:

It would cost you less than two tickets _____ you stop in an expensive hotel.

A. as B. if C. that D. unless

The words of the stem in the next exercise are not simple and pithy:

-Tom, is that your shirt? It's really dirty.

-Oh, no, it isn't_____ . Maybe it's ____.

A. my, Jack's B. mine, Jacks'C. my, Jacks D. mine, Jack's

In the exercise, the part"It's really dirty. "is surplus, because it has no causal relation with the previous sentence.

Offering some plot means giving some condition, upon which students can form a judgment. The exercise below is not in compliance with the requirement:

You _______take an umbrella with you.

A. mustn't B. needn't C. can't D. have to

It's obvious that the stem in the above exercise doesn't offer condition and students can choose any one from the four alternatives. Let's make some change: It is a fine day, you_________take an umbrella with you. So the condition is offered.

That the stem can't give a clear or evident hint means students can't directly find the correct alternative from the words or phrases of the stem. But the words or phrases of the stem in the following give the correct choice clearly:

Yesterday he decided to go hunting, but his wife asked him to .

A. go for dancing B. go dancing

C. go danceD. go to dance

Another example taken from a reading comprehension. Nat lived in a small town in England. He always stayed in England for his vacations The exercise is as follows:

Nat always had his vacations in __________.

A. a small town B. England C. Madrid D. Span

Teachers are liable to be neglectful and careless while setting an examination paper. It is necessary for teachers to weigh the words or phrases for the purpose of rationalization and scientism.

The alternatives

The alternatives must include one correct key and one or more interferences. Alternatives are the key to guarantee the quality of the multiple choice item, so teachers should pay attention to the following when setting a paper.

The correct key must be one only and mustn't have two or more acceptable keys. The next two exercises are not in compliance with the requirement:

As I have little money with me, I can't lend you ___________.

A. some B. any C. few D. much

The Smiths_______a leafy forest for many years.

A. have been living in B. is already living in

C. have lived in D. have living in

3.2 The interferences seem much alike to the correct key but not right actually. They should be of puzzle. The interferences of the following are not this kind.

__________can swim.

A. No every students B. Not every student

C. No many student D. Not every students

The alternative B in the next exercise is evidently wrong, as a matter of fact, there are only two interferences, not three:

"Can you_______Japanese?" he asked.

A. say B. telling C. tell d. speak

Another example. The D in the following is evidently wrong:

"See that boy, what_________ ?"

A. he is doing B. is he doing

C. does he D. does he doing

3.3 The alternatives, the correct key or interferences, must be correct themselves. If the abovementioned sentences, such as "Can you telling Japanese?" and " what does he doing?" often appear, they will make incorrect impression on students. Perhaps students will use them wrongly in the same way. Teachers should avoid incorrect words or expressions while setting a paper.

3.4 The places where the correct keys are positioned must be at random and no orderliness appears, otherwise students can easily finish the rest after several choices. No teacher arranges the places of keys deliberately according to some order. However, because of fixed human thinking mode and coincidence, it may happen that the places of keys appear regularly. It is absolutely necessary for teachers to check the places of keys after setting the paper.

References:

[1]Zhang Zhengdong. Foreign Language Pedagogy[M].Chongqing: Chongqing Publishing House,1987.7.

[2]Deng Rurui. English[M].Guangdong: Guangdong Higher Education Press, 1987.4.

[3]Cao Wuhui. The Analysis of the Multiple Choice Item[A].Supplement 2004 of Journal of Nanjing Normal University (Social Science Edition) [C] .Nanjing: The Editorial of Nanjing Normal University, 2004.12.