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Publication . Article . 2021

The Multiple-Choice Exams Courses for Educational Measurement and Evaluation

Pramote Danpradit; Anchana Suttamart; Pranrapee Boonplian;
Open Access   Thai  
Published: 01 Mar 2021 Journal: Journal of Education, Mahasarakham University, volume 15, issue 1, pages 84-101 (issn: 1905-9922, Copyright policy )
Publisher: Mahasarakham University
Abstract
Due to the problem of students having reduced interest in learning and the need for online teaching and learning, a multiple-choice test was developed to measure achievement in course content, measurement and educational evaluation. It is a development research, creating a four-choice, split-level exam, and a confidence check, inviting 3 experts to check with a Conformity Index (IOC) between 0.8 and 0.833, divided into 2 sets. 80 items each. Through the online system to check the difficulty value between 0.11-0.86. Next, coordinate the students of the Department of Music. Faculty of Humanities and Social Sciences Nakhon Pathom Rajabhat University, 49 students to attend the examinations on the specified date and time. In the semester in the academic year 1/2020, the results are as follows: There were 42 students participating in the test. It was found that the results were 137 questions or 85.62 percent.: Test Set 1) was too difficult, 12 questions (15%), 31 difficult ones (38.75%), 35 moderates (43.75%), and none too easy. Can be used for 68 items. Test Set 2) There were 11 difficulties (13.75%), quite difficult 48 (60%), moderate 20 (25%), 1 relatively easy (1.25%), not too easy to find, and could be used. 69 items. This researcher found a difficult problem that could arise from multiple questions, questions or options that were longer than one sentence, finding difficulty with questions or options in English, and sequential questions or needing questions that didn’t. Join them.
Subjects

quiz, choice, measurement and evaluation, Education (General), L7-991

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