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Developing and evaluating student-generated distractors for multiple-choice English reading questions among grade 10 Thai students |
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| รหัสดีโอไอ | |
| Title | Developing and evaluating student-generated distractors for multiple-choice English reading questions among grade 10 Thai students |
| Creator | Itthichai Pon-in |
| Contributor | Arthitaya Narathakoon, Advisor |
| Publisher | Thammasat University |
| Publication Year | 2568 |
| Keyword | Distractor analysis, Incorrect response, Multiple-choice question, Reading assessment, Student-generated distractor |
| Abstract | Multiple-choice reading questions are widely used in educational assessment; yet constructing plausible distractors remains a major challenge for teachers and test writers. This exploratory sequential mixed-methods research identified incorrect response types produced by Grade 10 EFL students in an open-ended English reading test and examined the effectiveness of student-generated distractors for multiple-choice English reading question use. Qualitatively, an open-ended English reading test was administered to 50 participants with 30 reading assessments for inference making and specific information. The test mandated answers and explanations for all items. Quantitatively, the most frequent incorrect responses were transformed into distractors for a multiple-choice English reading test administered to 350 Grade 10 EFL students. Qualitative results indicated six major incorrect response categories: misunderstanding the plain sense of the text; wrong inference; text-based response; response production error; no response; and assumptions. Among these categories, misunderstanding the plain sense of the text was the most frequent. Quantitative results suggested that the multiple-choice reading test was moderately difficult (p = 0.55), highly discriminating (r = 0.44), and very reliable (KR-20 = 0.81). Additionally, 82.22% of student-generated distractors functioned well. Specifically, distractors focusing on the main idea; repeating information from the question or text; and reflecting student background knowledge appeared plausible. These findings may help teachers and test writers to create plausible distractors for multiple-choice reading assessment. |
