Tìm hiểu về cách sử dụng những bài kiểm tra trắc nghiệm chọn lựa môn tiếng anh lớp 12 trường cấp 3 hương vinh thừa thiện huế

TABLE OF CONTENTS Contents Pages SUB COVER PAGE STATEMENT OF AUTHORSHIP ACKNOWLEDGEMENTS TABLE OF CONTENTS ABBREVIATIONS LIST OF TABLES LIST OF FIGURES ABSTRACT .7 CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Aims and objectives 1.3 Research questions 1.4 Research significance .9 1.5 Structure of the thesis .10 CHAPTER 2: LITERATURE REVIEW AND THEORETICAL BACKGROUND 11 2.1 Testing and Language Testing .12 2.1.1 Evaluation, assessment and testing 12 2.1.1.1 Evaluation .12 2.1.1.2 Assessment 12 2.1.1.3 Testing .13 2.1.2 Definitions of language testing 13 2.1.3 The importance of language testing in learning and teaching 14 2.1.4 Qualities of language testing 16 2.1.4.1 Reliability 16 2.1.4.2 Validity 17 2.1.4.3 Practicality 19 2.1.5 Kinds of language testing 19 2.2 Objective tests 22 2.2.1 Types of objective tests 22 2.2.2 Multiple-choice tests 25 2.2.2.1 Definitions of multiple-choice tests in English 25 2.2.2.2 The structure of a multiple-choice item 26 2.2.2.2.1 Stem .26 2.2.2.2.2 Distractors 26 2.2.3 Advantages and disadvantages of multiple-choice tests 26 2.2.3.1 Advantages 26 2.2.3.2 Difficulties 27 2.2.4 Principles for designing effective multiple-choice tests 27 CHAPTER 3: METHODOLOGY 30 3.1 Research Methods 30 3.2 Participants .30 3.2.1 Questionnaire participants .31 3.2.2 Interview participants 31 3.3 Data collection 31 3.3.1 Questionnaire design .31 3.3.2 Interviews .32 3.4 Data analysis 33 3.5 Research procedure 33 CHAPTER 4: FINDINGS AND DISCUSSION 34 4.1 Teachers and students‟ attitudes towards multiple-choice tests .34 4.1.1 Importance of multiple-choice tests in teaching-learning process 34 4.1.2 Necessity of multiple-choice test in learning and teaching .35 4.2 The reality of using multiple-choice tests in grade 12 at Huong Vinh high school .38 4.3 The advantages of multiple-choice tests in teaching and studying 46 4.4 Difficulties and solutions of multiple-choice tests 49 4.4.1 Students‟ and teachers‟ difficulties towards multiple-choice tests 49 4.4.2 Solutions to deal with difficulties 51 CHAPTER 5: CONCLUSION AND IMPLICATIONS 53 5.1 Conclusion 53 5.2 Implications 56 5.2.1 Teachers 56 5.2.2 Administrators 57 5.2.3 Students 58 5.3 Limitations 58 5.4 Suggestions for further studies 59 REFERENCES 60 ABBREVIATIONS EFL : English as a Foreign Language HU/ CFL : Hue University College of Foreign Languages % : Percentage N : The number of people choose the answer LIST OF TABLES Figure 4.1 Importance of multiple-choice tests .34 Figure 4.2 The students‟ attitudes towards multiple-choice tests 35 Figure 4.3 Necessity of multiple-choice tests in learning and teaching .36 Figure 4.4 The students‟ feelings in taking English multiple-choice tests 37 Figure 4.5 The kinds of tests which teachers often use 39 Figure 4.6 The relation between multiple-choice tests and the lessons 40 Figure 4.7 The place multiple-choice tests can be used in 41 Figure 4.8 The number of the lessons in a test .42 Figure 4.9 The number of versions in a test .42 Figure 4.10 The number of items in a test .44 Figure 4.11 The frequency in correcting the tests after each examination 45 LIST OF FIGURES Table 4.1 The frequency of using tests in examinations .38 Table 4.2 The students‟ advantages in doing multiple-choice tests .46 Table 4.3 The teachers‟ advantages of using multiple-choice tests 47 Table 4.4 Factors in designing multiple-choice tests .48 Table 4.5 Difficulties of multiple-choice tests in Huong Vinh high school 49 Table 4.6 Ways to deal with difficulties 51 ABSTRACT The research paper is an investigation into the use of English multiple-choice tests at grade 12 at Huong Vinh high school in Thua Thien Hue province The thesis gives out some perceptions, advantages and difficulties towards multiple-choice tests which both teachers and students meet in teaching and studying process And finally, the researcher points out some expectations or suggestions from teachers and students in improving multiple-choice tests in their classes The participants in the paper included students in grade 12 and teachers at Huong Vinh high school in Thua Thien Hue province The collected data were analyzed on quantitative and qualitative approaches (questionnaires, interviews) The findings showed that most of the students understood the importance of using multiple-choice tests in learning English The results also indicated that the students at Huong Vinh high school had a positive attitude towards this kind of test However, teachers and students still had some difficulties with this kind of test Last but not least, some teachers‟ and students‟ suggestions about what were given Much effort is put forth by the researcher with the hope of contributing to the improvement of the process of learning and teaching English as a foreign language CHAPTER 1: INTRODUCTION 1.1 Rationale Nowadays, while life is more and more modern, the educational system is also no less developing According to Robert McCum (cited in Jonathan Yardley, 2010), English becomes an international language which develops over the world People always want to study well English, and they ask themselves how to learn and teach English effectively From that, testing and evaluating language have become the urgent problems during learning- teaching process There are a lot of forms to evaluate a students‟ knowledge or students‟ results And the actual testing of the language plays an important role in this continual cycle One of them is testing, which plays an important part for teaching and learning English as a Foreign Language at high school Tim (2000:4) stated: “Language tests play a powerful role in many people‟s lives, acting as gateways at important transitional moments in education, in employment and in moving from one country to another in particular” Actually, language tests are not only important in our country, but also in other countries around the world And each school or university always uses language tests in their teaching or in their administration to make decisions which students are suitable for particular courses? And from that, they can choose the suitable method or knowledge for each class Thank to testing, teachers can evaluate exactly and satisfactorily the qualities of students, and show qualities to other students or other teachers effectively And Tim added that testing was a universal point in society People often test in order to prove and set up their abilities or capabilities Beside, testing also helps teachers to receive feedbacks from students and therefore, teachers can adjust their ways or their methods of teaching suitably and exactly (Tim, 2000:4) Harold, (1983) affirmed that today tests focused on evaluating the communication It will be the best tests if there are a combination among various sub skills and communicative skills And multiple-choice test is one of the most appropriate and easier choice for high schools to make However, there are some students teachers who are not well aware of the importance of multiple-choice tests in learning- teaching process and how to get high marks in testing The above reality is the main motivation which helps me to decide carrying out this research: “An investigation into the use of English multiplechoice tests in grade 12 at Huong Vinh High School in Thua Thien Hue province” 1.2 Aims and objectives This study aims to: Find out the reality of using English multiple-choice tests at grade 12 in Huong Vinh high school Discovery teachers‟ and students‟ advantages and difficulties in teaching and learning multiple-choice tests Give out few teachers‟ and students‟ suggestions for the effective and useful multiple-choice English tests 1.3 Research questions Being an English teacher or a test marker in the future, I think I need to find out deeply about multiple-choice English tests And my research focuses on the following questions: What are students‟ and teachers‟ perceptions at Huong Vinh high school towards English multiple-choice tests? What is the reality of using multiple-choice tests at grade 12 in Huong Vinh high school? What advantages and disadvantages the students and teachers have in learning and teaching? What are some teachers‟ suggestions and students‟ suggestions for better tests? 1.4 Research significance The result of this research has the potential to raise the students‟ awareness of multiple-choice tests and help teachers and students discover the advantages and difficulties of multiple-choice tests not only to better their teaching and learning, but also to orient their future teaching and learning Furthermore, recommendations for students to multiple-choice tests effectively as well as recommendations for teachers to improve students‟ capacities towards multiple-choice tests are given out The researcher really hopes that the thesis will have a small contribution to multiple-choice tests in Huong Vinh high school in Thua Thien Hue province 1.5 Structure of the thesis The research consists of five chapters with the following structure: Chapter presents the background of the study and the need of the study, research purposes, research questions and the structure of research Chapter reviews a theoretical background of tests and multiple-choice tests by scholars and researchers around the world This chapter consists of four main sections: (1) language testing, (2) objective test, (3) multiple-choice tests, (4) advantages and disadvantages of multiple-choice tests and (5) some principles for designing effective multiple-choice tests The first section deals with the definitions of language testing, roles of learners and teachers in language testing, qualities of a good test and kinds of language tests The second section includes two parts: definitions of objective test and types of objective test The third one divides into definitions of multiple-choice tests and the structure of multiple-choice items Next, there are some advantages and disadvantages in multiple-choice tests And the final part is some principles for designing and using multiple-choice tests effectively Chapter gives out the methodology which is used in this research in collecting the research data Chapter presents the findings and discussions for the research Chapter concludes the results of research, implications of the findings and some recommendations of Huong Vinh students and teachers in order to improve and promote the development of multiple-choice tests Suggestions for further research on this matter are also mentioned 10 87.5% thought this as an advantage and they could make a test easily by taking some items from reference books, from their colleagues, or using some available tests from internet When being interviewed, they told that they would not have much free time for other works so sometimes they reused those tests Furthermore, the same percentage also mentioned “scoring is objective and reliable” as another advantage of multiple-choice tests With them, multiple-choice tests were easy to mark, and teachers did not need to think completely how many mark this sentence should be In multiple-choice tests, the correct answers were clear and did not think much The table represents that 37.5% teachers felt comfortable during testing process because they stated that they were not worried much about managing their students because they had designed a lot of test versions Factors of designing multiple-choice tests Total Number of the teachers chose % Lessons‟ contents 87.5 Students‟ ability 75 Number of the items 62.5 Time limitation 37.5 Others 0 Table 4.4 Factors in designing multiple-choice tests As is shown in the table 4.4, 87.5% teachers mentioned that lessons‟ contents were the most important factor in designing multiple-choice tests In fact, most teachers, test-makers or even students always think about lessons‟ contents firstly because it will be distinguished among the classes And when someone looks at the tests, they can understand the tests‟ level which students were studying According to The Johns Hopkins University, “In-level testing provides information about the student‟s abilities and skills relative to other students in the same grade The test content is appropriate for an average student in that grade” It means that not only the contents but also students‟ abilities and skills are also necessary in designing a test There was 75% teachers chose students‟ ability as a factor in designing multiple-choice tests 48 Another factor is “number of items”, 62.5% of the total chose it as their answer According to them, teachers might design suitable tests with the number of items For example, with grade 12, it will be 45-50 items, and in grade 11 or 10, it can be 40-45 items The figure also demonstrates that 37.5% of teachers admitting the final factor were “time limitation” A test will be called “perfect” if it has enough the factors: “suitable contents”, “students‟ knowledge and skills”, “number of items” and “time limitation” The contents, knowledge, items are suitable, but the time which is too short or too long also influence to the test‟s quality Therefore, its importance is undeniable by most teachers 4.4 Difficulties and solutions of multiple-choice tests This question is designed to get information which teachers and students in Huong Vinh high school are facing during doing multiple-choice tests 4.4.1 Students’ and teachers’ difficulties towards multiple-choice tests This question is designed to get some difficulties from students and teachers about multiple-choice tests The students‟ opinions are demonstrated in the table below: The difficulties of multiple-choice tests Total N % The contents and the items‟ number 100 35 35 The teachers‟ attitudes 100 22 22 Test versions 100 18 18 Large knowledge 100 16 16 Students‟ laziness 100 9 Other 100 0 Table 4.5 Difficulties of multiple-choice tests in Huong Vinh high school In answering the question about students‟ difficulties in multiple-choice tests, 35% of the respondents admitted that the difficulty of contents and the large number of items were the first difficulties for students in multiple-choice tests There were sometimes few items which were not concerned about the lessons, so 35 students thought multiple-choice tests were difficult When being interviewed, they stated 49 that they lacked the materials to read and refer for their studying There are some reading topics which they never read before, and they cannot understand its contents The table also reveals that 22% of the total thought that the teachers were so strict and students felt worry and uncomfortable in testing When being asked, the teachers told that multiple-choice tests were too easy for cheating, that is the reason they had to become strict to their students In addition, the life is being developed, and there is much more modern equipment for students to cheat such as sending messages to ask for help from families or friends, calling for the answers, searching on internet through cell phones Besides this, teachers are afraid their students of copying each other so they make a lot of test versions to prevent this problem This makes students feel difficult to multiple-choice tests, which accounts for 18% of the whole 16% students mentioned that knowledge of multiple-choice tests was too large and they did not cover all This made them feel anxious and frightened when doing tests Sometimes, there are some words which are similar to others, and students are confused about those words Personally, laziness was one of the most frequent difficulties that students met in learning process The table 4.5 shows that 9% of students chose laziness as their difficulty When being interviewed, teachers said that this was such a large difficulty that students had to overcome; but most of them are subjective They thought that this type of testing was easy and did not need to study by heart, and then laziness was unavoidable Most of the students understood the laziness‟ effect to their English learning process However, they cannot find their own solution for this laziness According to the teachers, they often met the difficulties in multiple-choice tests: cheating, doing the tests randomly and so on The most anxious one was cheating which they had faced a lot: copy each other, look at the materials, send messages through cell phone, or search information with cell phone Teachers were worried that the students would not be dynamic in their studying, and they would become more passive if they always waited their teachers to give the tests and them They did not know how to find the materials to read and finish those tests and how to discover the reference books 50 in the library or any bookstore Then they will become lazier and lazier, and finally they will choose the correct answers randomly without thinking In addition, they will be passive in English communication with others because this type of test rarely uses language communication 4.4.2 Solutions to deal with difficulties This question is asked in order to solve the difficulties which students and teachers are facing in English learning and teaching process Teachers‟ ways of solving difficulties are discussed through the table 4.4 below: Ways to deal with difficulties Total N % Manage classes more carefully and strictly 87.5 Have a lot of test versions 87.5 Combine with a simple subjective test 62.5 Take care of the process of designing the items 62.5 Give a lot of tests for students to at home 37.5 Move students‟ seats 25 Table 4.6 Ways to deal with difficulties The results from the interviews show that two ways that most of teachers should use are “manage classes more carefully and strictly” (87.5%) and “have a lot of test versions” (87.5) Managing classes more carefully and strictly means that teachers must ask their students to put their bags, books, notebooks and so on in front of the blackboard; turn off all cell phones before testing And during testing, teachers should go around to look whether any student copies or exchange to their friends In addition, teachers must create a lot of test versions so that students cannot copy each other easily A significant percentage, 62.5% thought that they should combine objective tests in general or multiple-choice tests in particular with simple subjective tests in order to reduce the rate of copying each other The same percentage is for taking care of the process of designing the items, which is very important to multiplechoice tests‟ quality There is a co-operation among teachers to get the most effective tests 51 Additionally, one third of the total solves the difficulties by giving students a lot of homework to get acquaintance to using multiple-choice tests And in the exam, they feel easier and more confident to finish tests Meanwhile, a small number of teachers, 25%, chose the way to move students‟ seats as a solution to their difficulties This means that those difficulties are over their abilities, and this solution is the final one In the interview with students, they stated that it would better if their teachers designed the tests, because students confided that their teachers would know what should be tested or not In conclusion, this chapter represents the findings from questionnaires and interviews towards the answers of the four questions The findings gave out the importance of multiple-choice tests in teaching-learning process, necessity of multiple-choice test in learning and teaching, the reality of using multiple-choice tests in grade 12 at Huong Vinh high school, the advantages and difficulties of multiple-choice tests in teaching and studying, and finally some sollutions to deal with difficulties Based on the above findings, the next part will reveal some recommendations or implications to students and teachers in the process of improving English multiple-choice tests 52 CHAPTER 5: CONCLUSION AND IMPLICATIONS Chapter starts with a summary of the findings and their implications for the improvements multiple-choice tests in teaching and learning at Huong Vinh high school The contribution and limitation of the study is discussed accordingly The chapter ends up with the suggestions from teachers for further studies 5.1 Conclusion Besides the society‟s development, multiple-choice tests also contribute to build a modern education system The thesis started with the concepts and results which achieve during language learning process Multiple-choice tests makes testing or assessment in education system become easier in language learning and teaching process and also are the key for students to open the door which communicate with other countries around the world Understanding the importance as well as the necessity of multiple-choice tests in learning and teaching process, students pay much attention to this issue The findings show that most students and teachers have a good attitude towards multiple-choice tests The paper confirms that a lot of students had a basic definition of what multiple-choice tests are The high percentage indicates that students took a positive view towards multiple-choice tests, and it is hoped that students would pay much attention and effort to multiple-choice tests at school as well as at home Besides this, there exist a few students who understood in wrong ways And they said that multiple-choice tests were quite new to students However, it was only a small number, most students answered that multiplechoice tests were used in their classes It could be concluded from the figure that students were well aware of the necessity of multiple-choice tests, and a half of them felt confident when taking tests Other students felt anxious, stressful and frightened towards multiple-choice tests In order to understand the reality of using multiple-choice tests in grade 12 at Huong Vinh high school, a question asking about the recent marks of students was 53 raised by the researcher Most of them stated that they had recently got high marks with objective tests in general or multiple-choice tests in particular Most of the students also showed that they often used multiple-choice tests in their tests But there were also some students who did not care about multiplechoice tests and they might not know the tests they did was called multiple-choice tests So when being asked, they said they rarely used it It is happy when only few students chose “rarely” as their answer There were nearly the same percentages about choosing objective test or subjective test or both of them in designing a test The choice which accounted for the largest number of teachers was “it depends on the teachers‟ purposes and lessons‟ contents” And most of the teachers could use multiple-choice tests for their students in 45-minute tests, or in the end- of- semester tests, or in the graduation tests In three types of tests, most of the teachers agreed about that The data on test versions towards students in grade 12 at Huong Vinh high school was only more than two test versions There were only few students choosing "one test version" in their examination, but this number was quite small, only out of 100 students Therefore it is not remarkable This means that the teachers in Huong Vinh high school were very careful in doing tests, they set up a lot of versions because they are afraid of cheating from their students And in a test, there were often 45 to 50 items Students added that most of their teachers designed an item or a question with four options Only a few students thought that less than 40 items or more than 50 items with or options were suitable After each test, teachers always corrected it A vast majority of students mentioned teachers "always" and "sometimes" corrected their tests This data signals that a large number of students were really interested in multiple-choice tests as a noticeable subject to study This means that most students perceived the role of teachers in correcting the tests after an examination As for the matter of multiple-choice tests' benefits, the findings showed that they appreciated multiple-choice tests as they helped students to improve their 54 learning process Moreover, students could manage the time in order to finish on time their tests Another advantage they like was that they did not need to learn by heart Meanwhile, with teachers, they have a lot of advantages in multiple-choice tests in particular or objective tests in general For example, they can save time for them in marking, or they will be easier in designing a test In addition, multiplechoice tests also improve the learning and teaching quality as well as evaluate the learning progress Or even both teachers and students feel comfortable during testing process and so on However, teachers and students also faced a great number of difficulties with multiple-choice tests Among those main difficulties, some can be listed by students as the large content and items' numbers, teachers' attitudes, test versions, the deep knowledge and their laziness These difficulties had strong influence on the results of multiple-choice tests which made them not achieve the highest success in objective tests or multiple-choice tests The best solution for students was that they should study hard and the best results will come to them With teachers, they had some difficulties because of the students' cheating, students‟ uncreativeness, doing the tests randomly That is the reason they gave a lot of solutions in order to deal with the problems: - Managing classes more carefully and strictly - Having a lot of test versions - Combining with a simple subjective test - Taking care of the process of designing the items - Giving a lot of multiple-choice tests for students to at home - Moving students‟ seats A majority of teachers realizes clearly the strengths and weaknesses of this type of tests compared to other test types as well as what they and their students are facing in teaching and learning process In short, this research paper brings an overall picture of multiple-choice tests at twelfth grade in Huong Vinh high school It emphasizes that multiple-choice tests was taken into consideration with much efforts Although teachers and students in Huong 55 Vinh high school have a lot of advantages, they also have difficulties in their learning and teaching And they are making great efforts to improve and gain their goals 5.2 Implications The findings of this research suggest the following implications for teachers and for administrators with the hope to promote the capability of multiple-choice tests in the future at Huong Vinh high school 5.2.1 Teachers Designing successful multiple-choice tests depends on almost teachers Therefore, the teachers‟ role is really important Teachers must have the role as an instructor, a facilitator, and an organizer in class They have to lead students into the right way and help students to get the good results One of the most necessary characters for teachers is the enthusiasm This one will help students to feel interested in studying However, teachers should manage the class more strictly and carefully Before testing, teachers can arrange the students‟ seat suitably, for example: some students will have a seat in the first table for managing easily from teachers Before testing, teachers must ask students to put their bags in front of the blackboard, turn off the cell phones and so on While students are doing tests, teachers must look around to discover cheating After testing, teachers can correct the tests so that students will know what they are wrong, and then teachers can tell students some disciplines in doing multiple-choice tests Next, teachers might create a lot of test versions which reduce cheating Because the class‟ size is very large, so it is difficult for teachers to manage class during testing Creating many versions makes students not copy or look around And when designing tests, teachers must work along with colleagues in order to guarantee the reliability of a test Moreover designing multiple-choice tests takes a lot of time and much effort Teachers have to pay more attention to the relationship between the time and the number of items in the tests A reliable multiple-choice test is a test with the suitable time along with the number of items Sometimes, teachers can take some items from other sources such as reference books, internet, 56 or even from their friends‟ tests Teacher should not keep the old tests and deliver it to students without editing or changing anything Finally, teachers can combine objective tests with other assessments such as subjective test, self-assessment, peer-assessment, portfolios, diaries, and so on And it is very important to use communicative items in English tests because communication activities are being developed and become familiar to all the students in daily life English communication is considered as an effective method for students to learn Therefore, teachers should give some communication items in multiple-choice tests Last, but not least, the teacher ought to provide feedback after each course in general or after each test in particular And the students will feel that the teachers are well aware of how they are performing in the course Meanwhile, teachers will understand students‟ reflections or attitudes during learning process In conclusion, these recommendations might be useful in achieving the effectiveness towards learning and teaching process and they also contribute to improve the students‟ capacity towards multiple-choice tests 5.2.2 Administrators Besides teachers and students, administrators also contribute an important part in developing multiple-choice tests because they manage both students and teachers in testing process Therefore their role is extremely necessary Firstly, the researcher thinks that the administrators must suggest all teachers designing tests carefully in order to ensure the qualities of language testing Furthermore, the administrators should request teachers to hand in their tests before testing and the administrators can choose randomly one test from them and give them to the students It will be objective for both teachers and students Another suggestion is that the administrators ought to be careful in protecting tests until they are given to the students The last suggestion the researcher wants to mention is management In every examination, there should be two teachers inside classroom and one teacher outside the class That will prevent students from cheating 57 5.2.3 Students Multiple-choice test has an important role in assessing the students‟ ability towards language learners, so each student should have a good attitude to it in order to get high results From the research, many suggestions were drawn out for students to be successful with multiple-choice tests Firstly, to make learning more effective and meaningful, students have to give out some specific and clear objectives The reason students should set out objectives because it will help them to have motivation and responsibility to continue what they show out And they will try their best to achieve those objectives Then, the result will be replied to the persons who have tried Secondly, students must study harder and harder People are very mistake when telling that multiple-choice test does not need to study more, they only choose carefully and randomly However, multiple-choice tests are rather large, it requires students to study deeper and deeper Reading more reference books in the library is a good idea, or students should read and some textbook at home to develop skill about doing multiple-choice tests fast and exactly Moreover, studying hard will maximize the advantages and minimize the difficulties that multiple-choice tests bring to students in language learning process The more students practice, the more success they get such as the Vietnamese proverb “Practice makes perfect” Furthermore, students must be patient, independent, dynamic, confident and honest in studying, which bring the highest result 5.3 Limitations Although much effort was put into this research, it still has some shortcomings which cannot avoid The insufficiency of references is the major reason leading to some limitations in the study In addition, the questionnaires and interviews were not extended to teachers and students as expected Therefore, the collected data from them are not developed much, although some information from questionnaires and interviews were quite interesting 58 Furthermore, due to research materials and other conditions to get the information, it is impossible for me to carry out the research perfectly Thus, this research may be unsatisfactory to some of us All contributions as well as comments are sincerely welcome If there is another chance, I will try my best to have a better research 5.4 Suggestions for further studies Multiple-choice tests are more and more developing in education system nowadays, so those people who will be a teacher must care about multiple-choice tests more My research paper deals with the matter of multiple-choice tests to the students who are studying at grade 12 in Huong Vinh high school However, this is a whole picture of multiple-choice tests which has been completed yet So it is suggested that further studies should be done with a larger number of students (more than 120 students) in order to have objective results about multiple-choice tests Furthermore, multiple-choice tests happen not only in grade 12 but also in grade 10 or 11 Meanwhile, this study only focuses on grade 12, so further research should be done with three types of these students Finally, it is recommended that multiple-choice tests in particular or objective tests in general should be done with a subjective test in order to bring a reliable result Sometimes teachers let student‟s self-asses and make peer assessment or portfolio, or even diaries so as to diversify the tests Recommendations based on the results of this type of studies will be really practical 59 REFERENCES Angelo, T A (1993) Classroom 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