A.

DEFINITION
Matching items are presented in groups as a series of stems or prompts that must be matched by the
student to one of a group of possible answer options. It is simply variaton of the multiple choice. The
format is particularly useful when the objective to be measured involves association skills or the
ability to recognize, categorize, and organize information. Matching items can be written to measure
high levels of understanding but are most typically used at the knowledge level and for younger
students.
B. FUNCTION
 to be measured involves association skills or the ability to recognize, categorize, and organize
information written
 to measure high levels of understanding but are most typically used at the knowledge level and for
younger students.

C. CHARACTERISTIC
 It consists of premises and responses
 The application of knowledge is good , cn be improved with justification
 Assessment is poor to good if justification is required
 Coverge to topic is excellent
 Reliability of score is excellent

 Ease of scoring is excellent

 Time preparation is moderate

D. DESIGNING MATCHING ITEMS

As with multiple-choice items, there has only been a small amount of empirical research on the characteristics
of matching items and how they affect validity or reliability. In addition to research findings, there is also a
common set of recommendations found in classroom assessment textbooks. A few of the critical guidelines
from both these types of data (Frey, Petersen, Edwards, Pedrotti, & Peyton, 2003; Haladyna & Downing, 1989a,
1989b; Haladyna, Downing & Rodriguez, 2002) are presented below.

There should be more answer options than stems.

As with many item-writing rules, the idea is to generate as many
Guideline 1.
plausible answer options as possible, so students must have the
knowledge to get the question correct.

Answer options should be available more than once.

As with Guideline 1, this increases the number of functional distractors
and increases the validity of the items. With this guideline, it is
Guideline 2.
important that the instructions for the matching section indicate that
answer options may be used more than once or not at all, so all
students are aware of the rule.

Guideline 3. Directions should include basis for match.

 A brief instruction identifying the category of stems and answer options
(e.g. leaders and nations, species and phylum) helps students to focus
on what constitutes a match, so they can concentrate on choosing the
correct answer.

Number of answer options should be < 7 for elementary age.

It is believed that younger students have a difficult time sorting through
more than just a few answer options. While some students may be able
Guideline 4.
to handle many answer options, other students will have less of that
characteristic. The ability to process and evaluate many possibilities is
likely not the measurement objective of the assessment.

Number of answer options should be < 17 for secondary age.

It is believed that older students can handle longer matching sections
with many answer options, but too many options can slow down even
Guideline 5.
the quickest of test-takers (especially when Guidelines 1 and 2 are
followed). A well-made classroom assessment should not be exhausting
for students.

Matching stems should be on the left and answer options on the right.
Students are used to reading from left to right, and the process of
Guideline 6.
matching two concepts together is similar to the construction and
comprehension processes which occur when reading sentences.

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E. STRENGTH AND LIMITATION

1. Strength
 A compact and efficient form is provided where the same set of responses
fit a series of item stems.
 Reading and response time is short.
 This item type is easily constructed if converted from multiple choice item
having a common set of alternative.
 Scoring is easy, objective, and reliable.
2. Limitation
 This item type largely restricted to simple knowledge outcomes based on
association.
 It is difficult to construct item that contain a sufficient number of
homogeneous responses.
 Susceptibility to irrelevant clues is greater than in other item type.

F. RULES for WRITING MATCHING ITEMS

 G. EXAMPLE
 Basic Competence : Explaining the theory of electron pairs around the nucleus
and hybridization theory to predict molecular shape.
 Competence Standard : Understanding the atomic structure to predict the
properties of the periodic elements, molecular structure and properties of
compounds.
 Indicator : Determine the molecule form based on electron pairs theory
 Objective : Student can determine the molecule form based on electron pairs
theory

Column A Column B
(A) BeCl A. Linear
2
-
(C) NO B. Piramida Trigonal
2

(B) NH C. Bent
3

(D) CIF D. T shape

3

E. Bipiramida trigonal