Troubleshooting multiple-choice items in Northern-Sotho item banks for First Language Education

Abstract

The aim of this article is to conduct an in-depth study of multiple-choice items with particular reference to Northern-Sotho First Language Education. Preliminary research and a critical evaluation of existing items reveal several problematic aspects and inconsistencies concerning multiple-choice items in Northern Sotho. It will be shown, for example, that certain well-established and internationally accepted principles underlying the construction of multiple-choice items as advanced by leading American educationists such as Nunnally, Ebel, Ad- kins, and Gronlund either have been ignored in the construction of multiple-choice items for Northern Sotho or have been applied unsatisfactorily in the composition of such items in Northern Sotho. In this article the first serious attempt to analyse existing material is represented, light is thrown on problematic aspects, suggestions for correcting mistakes are offered, and new ideas for the compilation of multiple-choice items in Northern Sotho are suggested. Firstly, the basic principles regarding the compilation of multiple-choice items will be outlined in order to obtain the necessary background for the evaluation of the Northern-Sotho data. Secondly certain problematic aspects concerning multiple-choice items in Northern Sotho will be addressed. This article should not be regarded as a guide to the writing of multiple-choice items in Northern Sotho—the latter aspect has been dealt with in great detail in Raubenheimer & Prinsloo (1986).