



















































EduLearn


Journal of Green Learning, e-ISSN 2807-890X 

Vol. 1, No. 2, December 2021, pp. 52-60. 
DOI: 10.53889.v1i2.39 

-------------------------------------------------------- 

 

Forwarding strategies for online multiple-choice tests 
 

Pramote Danpradit1, Tanit  Kongkumnerd2 & Pranrapee Boonplian3  
1 Daprtment of Music,  Faculty of Music, Bangkokthonburi University, Thailand 

2 Department of Music,  Faculty of Music, Bangkokthonburi University, Thailand 
3 Faculty of Humanities and Social Sciences, Nakhon Pathom Rajabhat University, Thailand 

 

 

Article Info  ABSTRACT 

Article history: 

Received  November 3, 2021 

Revised    December 14, 2021 

Accepted  December 25, 2021 

 

 
After the final test of the semester 2/2020 test results of the Aesthetic 

Appreciation courses (focus music content), learners did not score 

satisfactorily. The aesthetic Appreciation courses committee analyzed the 

problem together with the assessment results. This article is a study that 

compiles knowledge and ideas from academic documents and teaching 

experience in Aesthetic Appreciation courses, resulting in an article improving 

teaching using strategies do online multiple-choice tests as follows: 1) Ability 

to use a computer and typing skills. 2) Ability to read comprehension. 3) 

Ability to create multiple-choice, 4) Teaching as a tutor role, and 5) The online 

test, and points to be aware in online testing. In addition, the researcher will 

continue to apply this concept and create an online test in teaching. There are 

also ideas for teaching design. This research can be used for guideline in other 

courses in the future. 

 

Keywords: 

strategies 

online multiple-choice  

reading comprehension 

teaching-tutoring role 

 

This is an open access article under the CC BY-SA license. 

 

Corresponding Author: 

Pramote Danpradit 

Department of Music 

Faculty of Music 

Bangkokthonburi University  

Thailand 

Email: pramote.dan@bkkthon.ac.th 

 

1. INTRODUCTION  

 Clinton & Hokanson, (2012) present research and theoretical perspectives on creativity and instructional 

design. It presents a conceptual model of the connection between Clinton's structure, creativity, and design. 

Design/Creativity Loops (DCL). The center of the model is a representation of an iterative solution cycle. It is the 

reason why instructional designers often encounter problems with project design. These tasks or delima create 

repetitive mental excursions, which lead to opportunities for creative thinking. In, addition Yates (2011) presents the 

research examines the experiences of several beginning teachers who completed their initial teacher education 

solely in the online mode. The methodological approach was a multiple case study underpinned by a constructivist 

paradigm. This thesis identified recommendations to improve the online initial teacher education learning 

experience. Lecturers need to make full use of Web 2.0 tools to develop tasks that create learning communities 

and dispel the feeling of isolation.  

 Since the second semester of 2019, with the coronavirus disease pandemic (COVID-19), teachers and 

students have to search for guidelines for teaching and learning and choose to teach online. Electronically 

Examination with various programs (Nakhon Pathom Rajabhat University, 2021). The Aesthetic Appreciation 

courses are compulsory fundamental courses that possess students in different fields at the undergraduate level to 

focus on enrollment. The content of the courses creates experiences in visual arts, musical art, Thai classical drama, 

performance art, aesthetic perceptions, and appreciation. The research team, therefore, chooses to develop a test 

and promote the teaching in the content of music (Aesthetic Appreciation Course, 2021).  

 The results of the meeting of the Aesthetic Appreciation courses committee at the end of semester 2/2020 

were concerned about the low average scores of the tests in each subject matter. Due to the high performance in 

https://creativecommons.org/licenses/by-sa/4.0/


53 

 

other areas, the average student's assessment results pass the criteria, so the meeting is worried and wants the 

teacher to focus on enhancing the experience in various fields, further wants the students to test the results. Average 

higher than last semester (Aesthetic Appreciation committee, 2021). Every meeting we agreed to stay connected 

to learn through the Zoom application like teaching in a real classroom. The communication through LINE 

application can organize suitable group and doing exercises, and quizzes through Google forms. This strategy lets 

the research team to improve and design learning materials to be suitable especially for music samples, audio-

visual systems, and all tests. Creating an understanding experience mixed with a question-answer and a discussion 

of the song samples that were watched each time. 

 Forwarding strategies to online multiple-choice tests are academic papers that offer guidelines for teaching 

online and to address learners' reading and interpreting skills. The author, therefore, proposes five strategies: The 

ability to use a computer and typing skills, the skill of changing the meaning, creating a consistent test, teaching 

as a tutor role, and technique taking the student's online test. To make teaching more direct and successful, give 

learners more knowledge and score above median, through the adjustment of both the teacher and the learner. 

Based on the concept of assessment and investigation of the test. Upon learning of the resolutions of the Aesthetic 

Appreciation committee, the researcher contacted some of the learners, to have an informal dialogue, and to find 

out about problems taking the exams of the previous semester. The researcher summarizes the difficulty and 

solutions for improving teaching and online testing in the next semester, the trials can be done away with after the 

discussion issues: 

 1. Ability to use a computer and typing skills. 

 2. Ability to read comprehension. 

 3. Ability to create multiple-choice 

 4. Teaching as a tutor role 

 5. The online testing, and points to be aware to do online testing 

 From the earlier issues stated. This article is not intended to create a standardized test or experiment. various 

platforms. The goal of the presentation is simply to teach learners to be aware of self-examination, and to listen to 

advice on how to do the test consciously while using their mobile devices for study, entertainment and personal 

business. Simultaneously not cause any negative effect on any part. The author has tried to revise it for the students 

to return to develop the comprehensive test again, and will likely present five strategies to further improve teaching. 

  

2. ABILITY TO USE A COMPUTER AND TYPING SKILLS 

 Laborda (2007) presents an academic paper entitled Introducing standardized ESL/EFL exams. This paper 

will present the features, and a brief comparison, of some of the most well-known high-stakes exams. The greatest 

challenge is not preparing the test or producing a testing platform that can test faster and more efficiently than 

teachers do today, but rather, first, being able to develop specific items only designed for computers and, second, 

studying how the results and correction of online tests can lead to learning (Chapelle & Douglas, 2006). Using 

some testing platforms includes comments from the raters but it is not clear whether these comments lead to 

language learning. From a traditional perspective, computer-based tests are usually composed of multiple-choice 

questions. Traditionally set as a vertical list of questions with answers, today most exams present only one question 

at a time. This allows for both a bigger font size for questions and answers as well as larger displays of any media 

when they occur as prompts for a question.  

 Additionally, Laborda (2007) has reviewed high stakes tests for the testing platform from several articles, 

providing examples and guides on how to choose appropriate trials. In the future, most standardized tests will go 

online or be based on intranet technology. There are some issues with technical access, test items that are not 

tailored to the computer platform, and the unknown effects of computerized tests on language instruction that need 

to be addressed. Therefore, this report is a guideline to convey to learners before taking the online test further. 

 In case of having to take down and organize the test before yourself. The author solved the problem by 

introducing computers and utilizing Microsoft Word 2016 in the file management content. Speeding up basic 

computer systems Page setup (Layout-Margins) column arrangement (Layout-Columns) bracket test (Line 

Number), selection, and format of characters. (Font-spacing) Page Number Format Setting the first page and 

different pages (Headers and footers). Adding special characters and (Equation) set the printing options. It also 

introduces related video clips by using keywords such as teaching Microsoft word usage, Microsoft Word shortcut 

keys, Microsoft Word techniques for doing quizzes, classwork to use time in class, and appointments outside of 

class.  

 These skills are Hard Skills or skills used in fundation work that students must study or have previous 

experience. However, with the code of conduct, instructors have to improve Hard Skills together with Soft Skills 

go at once In addition, teachers must not forget that many learners use their mobile phones to do online exercises. 

That is necessary if the learners have to type text, causing delays and wasting time. Therefore, the reading 



54 

 

perspective the pressing of different answers also the inability to go back and correct the error again. Here puts 

pressure on mobile or computer users and must have the aptitude to use the device. 

  

3. ABILITY TO HAVE READING COMPREHENSION 

 Reading comprehension or the skill of changing the meaning is a fundamental ability to read, in other 

words. Acclimated and use summarizing the knowledge and understanding in the content to lead to the creation of 

questions and options to study and solve reading problems, Judith & Keith (2008) presentED a comprehensive 

reading research report on cost or benefit meaning. With enhanced reading comprehension and deep learning, the 

candidate’s help is necessary for developing reading strategies that enhance this process. The coercion of interest 

does not necessarily increase meaning or well instruction. The reward from simple reading or this essay It's just a 

study of the theory about deep learning and its impact (Mekrat, 2012). For example, participate in reading and 

recommend multi-faceted assignments and continue to strengthen reading comprehension for success, in line with 

Troy et.al. (2019) used text-based reading discussions. The author uses the practice guidelines to accompany clear 

instructions. Follow a close reading of four steps (discussion norms, principle text accompanying, and discussion) 

with five primary-level candidates, suitable for use with a small number of learners, per the test-takers in research 

that only numbered five people and had the poor reading ability. Therefore, the said concept was put in for editing 

by teaching reading comprehension. With introducing the principles of reading comprehension according to the 

four processes by the following reading comprehension principles. 

    1. Read the story on various topics from beginning to end when understanding it once. 

   2. Readers must always have questions in mind, “What? When? Where? Why? and How?” 

   3. Read round 2 with tick or mark. Find such questions or answers. 

   4 .  Apply the notes or text on the stroke or use different colors. Marked come to compose to keep the 

original message or get concise or change some words or have more examples but still have the same meaning. 

 To check such reading comprehension requires constant reading and writing practice. However, the 

rationale given by the example may vary in scope and time frame, for that reason an interpretation from the 

perspective of the reading experience is imperative. The author then describes the content of the critical reading 

twice and gives a review question for every sample. Simultaneously, the same or similar documents and tests are 

used as examples. By focusing on building knowledge and understanding of asking questions and making decisions 

(Clinton & Hokanson, 2012). 

 Based on this method, the authors found that test-takers tend to create quizzes that focus on asking questions 

and answers literal or from memory. By choosing the necessary sentences, specific names, dates, times, and places. 

I remember carefully the story. Choose to remember numbers, the order of concepts. (Judith et.al., 2008; Mekrat. 

2012) As a result, test-takers themselves are unable to answer more complex questions. Another thing is that test 

takers and respondents often use copying of clue sentences from a book to ask or answer questions without 

changing the format, confusing the reader with the copied sentences. Therefore, the excerpt is not an 

understandable question, but the options may be variables that determine the correct clause, however, in the wrong 

form of the linguistic syntax. Therefore, evaluative reading comprehension and writing well before taking the test 

will help modelers get more accurate.  

 Therefore, after the introduction, reading comprehension, and typing/writing. Based on the above problems, 

the author proposed the development of reading comprehension by creating a test. It is a tool to reinforce, read, 

comprehend, reflecting or measure the results of questions and quiz choices. The researcher selected the old test, 

mixed with the newly created test, Sort out accordingly and according to the content that focused mainly on 

knowledge, and used two groups of students in semester 1/2021 as an experimenter. Finding errors and difficulty-

easy values before implementing them for improvement and practical use in semester 2/2021, but only 1 group of 

teachers used a tutor role style. 

 

4. ABILTY TO CREATE MULTIPLE-CHOICE TEST 

 The ability to create a test means writing questions and options, consisting of questions and choices from 

which test takers must select the correct option and one accurate or best answer. (Tarrant and Mohammed. 2009; 

Little, Bjork, E., Bjork, R., and Angello. 2012) Therefore, to focus on explaining and pay attention to reading and 

writing the Thai language, for developing write questions under the goals. The test covers the content by 

determining the degree of knowledge and memory understanding, application, and analysis in the cognitive 

domain. The authors reviewed the documentation for enhancing the ability to create a good test by Siri Peng 

(2 0 1 8 ) , report at develop a Thai reading and writing test to establish normal and use test manuals in primary 

students, the quizzes are multiple-choice, matched and subjective, prepaid-answer in two areas: reading test and 

writing test.  

 Besides, there is a report by Onnangyai (2 0 1 2 )  that proposes a thesis to create an analytical thinking test. 

According to Marzano's approach (Marzano's taxonomies), five sides were; matching, classification, analysis of 

errors, summarizing general guidelines, and summarizing specific. This approach is used by the authors to guide 



55 

 

learners to use in the construction of quizzes, most of the quiz creator's problems involve writing questions and options 

following the content set. Besides, the choice must also consider the probability of being close to the correct, so that 

students' answers are difficult to guess. The author also notes that several tests ask questions about number, date, 

sequence, all of which emphasize memory levels too much. Such is not a test created to promote understanding, 

application, and analytical thinking. Thus, the question design will become more complex, as Pichitrit (2012) 

Khunkaew (2019), and Danpradit et.al. (2021) suggested that choosing a question that is more explicit and 

complex. They have adapted from nouns to verbs to help create different levels of quizzes. Based on the revised 

concept of Bloom's Taxonomy (Lorin et al: 2013), the author offers example questions at different levels according 

to the above idea. Where music teachers and or other fields can choose to use, the author leaves "x" for you to 

choose to add keywords. Until the question, the sentence is complete and can be used further, as in the example in 

table 1. 

 

Table 1 Text to choose from when asking questions according to the cognitive measurement level 

 Cognitive Domain  Text to choose from when asking questions   
 1. Remember  Which is...x…  ,   ... x ......, where? 

    When did ... x happen?   

    Which of the above means...x..? , 

    ... x ... is how much the order. 

    ... x ... how many levels are divided? 

 2. Understand  Which is different from the group? 

    Which of these is an example of ... x .., 

    Please give an example that relates to ... x .. 

    Which of the following is related to .. x ...? 

 3. Apply   Which of these is the first step of ... x ..? 

    ... x .. can be used in any other occasion 

    Which of these is the preparation process ... x ..? 

    Normally..x..has a function..y.. : Which of the following relates to...y..? 

 4. Analyze  ... x .., what kind of instrument is it? 

    Which is different from group ... x ..,? 

    Which is the opposite of ... x ..? 

    About ... x .. ; Which one is not correct? 

    Which of the following is the strength / disadvantage of ... x ..? 

   (compare)  What is the difference between ... x and ... y ..? 

    What is the similarity between ... x and ... y ..? 

 5. Evaluate  From the index criteria ..x.., you have...y.. corresponds to which one? 

    You get the measurement results..x..shows that you get..y..at what level? 

    “.. x ..” From the above situation, which one corresponds to? 

 6 .Create   “..x..” From the above statement, which of the above is the direction of ..x..? 

    After improvement ...x.., will the result correspond to any of the above? 

    “...x..” From that message, what action can you take continuously? 
 

 
 Based on the sample text, test takers can select to design, challenge the test questions to suit their desired 
behavior level and content. As this is a high-level Thai language strategy, designers tighten their language 

proficiency due to massive content and quizzes. The authors and learners jointly set goals for the equivalent of 

each exam and the level framework for creating the test.  

 

5. TEACHING AS A TUTOR ROLE 

 It is an unrecorded teaching used by educational institutions, but it is popular with test-takers at different 

level out of elementary level to various jobs. Teaching e-tutors for large online classrooms have a role similar to 

face-to-face tutoring. (Goold et.al., 2010) The problem of differences between generations, that is, Generation X 

test takers added at the beginning of the tutoring school and improved their academic performance. Slowly when 

they are parents, they send their children to a particular school. Result in Generation students Y–Z focuses on 

learning with high scores rather than the performance-related skills (the ability of performance). With the author 

as a parent, one is concerned and wants to reduce extra learning rather than experience life skills. We, therefore, 

tried to present the teaching method by analyzing the form of a tutor to show the issue of testing as follows. 

 1. Search for questions 

 Searching for questions is a precisely observed for the question you want to ask by reading reviews to 

find questions, in addition to reviewing the questions, the test taker has to find out absolutely what the questions 



56 

 

they want to ask. For the reason that the use of language can be a negative question, a sentence overlap, a question 

overlap question, a negative overlap, a sentence that will confuse the reader. 

 

 2. Find the answer 

 Finding the answer had an important issue that test takers have to make the right choice, but which one to 

choose with a quarter or one-fifth chance of being correct? Sometimes going to an answer may not be necessary, 

such as 1 in 4 questions. Options will have one different option. Especially for options that were distinctly different, 

such as ducks, chickens, geese, and dogs, dog choices will be different from most groups. The respondent had to 

choose immediately by guessing the question if the dog was the wrong answer next choice was unsatisfactorily.  

 On the other hand, the shrimp, shellfish, crab, and fish options are similar to each other, which can raise 

questions on a variety of angles, such as:  

 Which of these is an animal with a shell?  

 Which of the following are animals with short bones?  

 Which of these is an aquatic animal? Readers think about what questions should put a question.  

 However, if you ask which one is different or which one is different? Apply overlapping questions 

respondents need to analyze their answers in terms of the nature and differences of each option, such as type, 

benefit, etc., where the choice may be wrong or correct if the question or choice was unclear. 

 3. Choose the most correct answer. 

 Getting the accurate answer if you have questions: Which is the right or the most wrong? Here indicates 

that every option is practically all correct, but one is the most complete. Techniques, frequently the author selects 

the question with the longest answer first, assuming that the option with the shorter text was likely to be less or 

less complete. Such may not always be accurate, as long options can be irrelevant options. So, we need to go back 

and analyze other options again. 

 Examples of questions to choose the cheapest one: 

 What is the meaning of Thai music? (The cheapest?) But don't need to enter, you have to choose the 

cheapest one) 

 a. Learners' brain ability to remember. evaluation, appreciate sound 

 b. Learners' brain ability to remember. evaluation, analysis, sound experience. 

 c. The ability to bring knowledge understanding can be listened to, arrange the sounds to be beautiful. 

 From option, item c. has the longest message. If you use guessing, there will be left b. and c. Part a. repeat 

before the text with b. Therefore, the a. is eliminated. The respondents have c. 50% more chance of being right. 

 4. Selection of Situation Analysis and Conditional Response. 

     4.1 Selection of situational analysis answers. 

           So far analytical answers or situation or chronological questions. In general, which principle or theory 

will it relate to? The stories raised are often directly or complex in hypothesis. There may be questions that follow. 

From the above situation, how will the problem be solved? Therefore, at this point, the test taker has to memorize 

or understand the principles and theories. Or give more complex examples of assumptions. 

 Creating and choosing scenario-type responses is complex, for example: 

 “What is the name of a stylized instrument? : a. Jakea, b. Jorakea c. Krajab d. Pi” 

 From the example of the above questions, what is the exam grouped under the concept of music? 

 a. strum/pluck b. stringed instruments   c. Classification of musical instruments by behavior 

 This question first, the respondent must know what the b. Jorakea means amphibian or crocodile (in Thai). 

c. Krajab means one plant, the root part is boiled as food. a. Jakea and d. Pi is the names of Thai musical 

instruments. Question 2, What is the meaning of the instrument group, according to the answer in c., but the 

question may confuse the reader. Therefore, the respondent should read the choice to make a decision. The 

principle used to make this decision is the principle of classifying musical instruments according to playing 

behavior (Thai style). 

    4.2. Conditional selection of answers 

 Choosing a conditional answer must be consistent with the question. The respondent must analyze the 

question and answer in detail and be competent to identify the procedure in which such conditions are consistent 

with that question. In this regard, students must use the comprehensive resolution and review every option to see 

if it is coherent or relevant. By educator’s suggestion eliminating irrelevant options first if they are pertinent or 

similar, then all options must be checked to see if they comply with the conditions instead. 

 Examples of conditional questions. 

 Question: There are several levels of listening, which should a student have a level of listening ability 

comparable to? 

 



57 

 

 a. Guest 

 b. Musician-Artist 

 c. Instructor-Music Critic 

 d. Composer-Arranger 

 Respondents, must first understand the level of listening ability that requires entertainment or content, then 

bring yourself to compare, but don't forget that, the question asked about general students is not specific to music 

students or music teachers. 

          Question: Why is "using too much pressure on both the string and the fiddle bow, resulting in 

unsatisfactory fiddle sound?" from the message which corresponds to. 

 a. Understanding the playing skills 

 b. Sound production 

 c. sound source 

 From the example, good vocal production is an early skill of playing stringed instruments. Respondents, 

must know the bow and practice in order to produce quality sound. 

 Putting down conditions can be more complicated to ask, for example: 

 Question: The 1st guitar is the string with the highest pitch: If I want a lower pitch (normal guitar), which 

one should I choose? 

 a. Pick line 6 

 b. Pick a call that is low tone. 

 c. Change the 6th line to a larger one. 

 d. Press the string at the low noise position. 

 In terms of the conditional questions refering to the highs, the question asks about the intonation, indicating 

that it is not a normal or normal guitar. So, the options can be more complex and conditional, the reader has to 

debate, find and make the correct choice. 

 Therefore, both situation and conditional questions, are behavioral questions at the analytical and valuation 

level. With a point of observation that there must be 2 or more variables and that is the cause of the continuous 

hair Because of the condition, it cannot be done for the reason of one thing. For tutoring as a tutor, it does often 

recommend skipping this as it will waste time on the simpler ones. If you have time then come back and do it 

again.  

 Such tutoring may be a tactic of doing quizzes or teaching "Guess teaching", which introduces a method 

for choosing correct guesses, using guesswork. Without a basic understanding of the subject, only 5-10 percent of 

the test may be performed. With prior knowledge or practice, there was a higher chance of doing it right. After the 

author has recommended the test. I have chosen to review and re-evaluate the test. Even with higher scores, on 

median fifty percent of the number of people taking the exam. The author inquired and found additional problems 

about the online test system, which made the test taker nervous because each time the test was different. The 

system will toggle both the sequence of questions and alternate options, further significantly, the opportunity to 

go back and revise the previous one, or the time is not enough, so the online exam has other factors that unchecked. 

However, I was aware of the output here, referring to the outcome of the test, measurement, and evaluation of each 

group of students.  

 This is a teaching that integrates project-based research. The instructor acts as a coach to assist in reporting 

rather than as an instructor in the original sense, therefore introducing, offering examples, sharing, analyzing, 

solving problems does part of the process that the trainer provides. Successful support does no different from 

Nguyen (2020)  reports using STEM-based teaching, solving learning problems by having students design a 

bamboo toothpick house. The author uses the report on the findings of the test, measurement, and evaluation. 

Causing students to study the principles thinking of solving problems Practice reviewing the use of Thai language 

until you can finally create and take the online test. Therefore, doing the test will establish knowledge that the 
learner has accumulated. Take it out for analysis and answer the questions. Teaching as a tutor must point out both 

knowledge and use in analysis in which the example using the original test or the test with the same content as the 

subject taught is an issue that tutors need to search from the old sample or create a new one to be a teaching 

example. enabling learners to have both strategies and content concurrently 

 

6. THE ONLINE TESTING AND POINTS TO BE AWARE  

 Online exams have come with online teaching management (Carol, 2020), but in this case, this is typical teaching 

only delivered through ASC (https://assess.com/online-testing) Classmarker, (https://www.classmarker.com), Quizizz 

(https://quizizz.com), Tencent (https://wj.qq.com) , Zoom application, and Google forms etc, so it's a semi-online 

teaching system. The online test is a new method for Thai teachers and students, from previous experience there was 

only some agency online questionnaires (Anderson & Gerbing, 1991; Danpradit et.al., 2021) Therefore, the authors 

review the reports. Found problems and consistent guidelines by introducing them to learners before taking the test. In 



58 

 

addition, the author exchanged inquires from the examining teacher-related person. It is put in place that there were some 

systematic problems in the systematic test and the feeling was not exceptionally different in the areas of panic. 

 1. Excitement, anxiety, time, and the online system of examining candidates reflected much of their anxiety. 

With the problem of increasing the number of remaining times at that time, even though the time was remaining 

more than usual. This does a system of each program that is used. Continuing with the problem of needing to 

revisit, but with the online system in a forward-thinking manner, it may not be designed to be able to go back and 

view past quizzes or to revise it again, making the timeline Doing most of the rest of the test. 

 2. To take the test, it was necessary to have a short trial period, to build familiarity with the system and 

check if the email is correct or not, because the test taker found that the password was remembered. You cannot 

receive your email address, so you need to change your email address. If the author specifies the name and 

password there are other problems, but it is just a problem for the teenagers. 

 3. The number and duration of the test, based on a lot of content and no experience in doing the test. As a 

result, the number of tests that were created resulted in a large amount of time. The researcher asked the test takers 

to agree that, the duration should not exceed 60 minutes of each set. But there are fewer tests Even more attracted 

to the exam. 

 4. Do not take the online test for repeating the test. To study or assess various, because test takers can 

record their screens, making the test a secret to the next exam. 

 Examples of programs or websites to create online exams: In this article, we offer 2 programs, Hmmquiz 

and Google forms. 
 Program Hmmquiz  

 The author chose to use the Hmmquiz program because it does not block from some countries and, more 

importantly, it was a convenient program to use, able to choose from many types of exam types, including multiple-

choice, filling in matching words, can add, reduce, edit questions and words. Reply to insert a still image, a movie 

can increase the weight of the test individually. Also, the difficulty of the test can be calculated. 

 Access for exam takers Hmmquiz website (https://app.hmmquiz.com). Administrators were required to set 

the class and add the name of each class member in the Classes menu according to the quiz taker menu. Users can 

do 2 types. The exam schedule arrives, the system will send it to the person's email address. The test taker will use 

each person's email and password to enter the system and 2) use their ID and last name. The system will set a new 

name and password. Administrators must submit a username and password for specific people. Method 2, the 

system assigns a name and password to Will be difficult for people to distribute to each candidate. The method of 

using the test taker's E-mail will be typed in error copying and remembering the password of the candidates 

themselves. There may be times when the test taker's e-mail cannot be used with the system. 

 Program Google-forms 

 Google forms is owned in Google Drive (Google workspace) where educators can design multiple-choice 

questions, fill in words, and more just like any other online quiz program but it's free. The creator simply sends 

the address link to the test-takers, then the test taker can take the test and complete the test. You can switch 

questions, switch answers, and send the results of the exam as you like. It can also show the average and wrong 

answers to the creators. Therefore, in this research, being a Thai student, the researcher chose Google forms to 

develop the exam. 

 One thing to be aware of, the use of different programs is that the program that will be used in the test 

should be introduced to the learner in advance, especially the menu of each program may create a misunderstanding 

during the exam, therefore An acquaintance guide, along with a lab test may be necessary for the first trial. 

 Note: Points to be aware to do online testing 

 1. Convenience, speed, cost savings in paper usage, examination, and achievement assessment facility. 

 2. Reduce the problem of peeling tests or not being able to peel each other due to the exam system using 

random questions and answers during the exam time, making each test inconsistent. Incidentally, with a limited 

time, the test takers do not have much time to inquire as everyone is doing the test at the same time. 

 3. Online exam, attracting more people to take the exam Take a lot of tests. But the number of exams 

should not be more than 30 per set or 30 questions each time, because going to do it for a long time may have 

problems with the speed of the Internet. 

 Therefore, after teaching as a tutor, using test development as a teaching management tool. Benefits that 

occur to the candidates. Get both pieces of knowledge in the content that created the quiz obtain methods for 

checking the validity, consistency of content, and level of measurement behavior. Which the author has explained 

with the main content from the book document with the knowledge of the principles before. But after assessment 

by creating a preliminary test. Therefore found a very low evaluation. The test taker did not care that the test he 

had created would return to be tested for himself, but when the author revisited it. Has raised awareness of learners 

and has better overall assessment results in which the destination of the measure of learning achievement is the 

measure of knowledge the ability of the learners according to most of the learning topics that was a measure of the 

brain or cognitive domain. It is all a process of enhancing the experience of developing a test that is a skill that 

does take by the students. 



59 

 

 So in the next research process, the author will use it to create a test to trial, the tests of each group were 

examined and tested. To find the difficulty of wrong words, right, and so on with people taking the examination, a 

total of 24 participants were tested during September-October 2021 through the online system with a test program 

(try out) to check the structure and displayed messages. The author using the program Google-forms able to pass all 

tests of 61% of all tests and found that the number of difficult tests reached 14%. 

 For music content, Instructors choose to use the Zoom or the Voov meeting program for lectures, 
appreciation of sample songs, Line groups, and quizzes through the Google forms program. The teaching was 

conducted 5 times (3 hours/time) and the scores were collected 5 times according to the content area that 

emphasized enhancing the experience of Thai and Western music, especially the enhancement of taste through 

listening. The created test section focuses on measuring memory and comprehension, categorizing different 

content types. In which the teacher and research team choose from the tests that have been used in the past semester. 

The researcher designed and selected a test that was related to the old questions. or adjust a new question and 

volunteers to test the system in the amount of 15 x 5 = 75 items (Table 2). 
 
Table 2 Number of quizzes with defined weight values, behavior levels and chapter content 

 

The content of test design 
Number of tests with weight value 

Behavior level Bloom/s Taxonomy 
Number  

of tests 
knowledge understand apply analyse 

1. Musical elements western style music 5 4 4 2 51  
2. Types of musical instruments and Thai bands 5 4 4 2 51  
3. Thai music style  5 4 4 2 51  
4. Western musical instruments and bands 5 4 4 2 51  

5. Western music style  5 4 4 2 51  

Total     75 
 

 Table 2, the assignment of weight, number of exams in each chapter, and behavioral level according to the 

concept of Bloom’s Taxonomy (Lorin, et al. 2013). The author is required to create only four quizzes. The 

Behavior Level, for Reason, is to create multiple-choice tests, assigning learners to perform as a group, to create 

75 quizzes. This was to reserve the right to select the appropriate test for testing, by faculty or experts to re-

examine. This table had been used to examine checking the validity of content that may be used continuously to 

allow experts to examine content validity and criticize the level of behavior in the creation. (Danpradit, Suttamart 

and Boonplian. 2021) All 5 lessons, which is based on writing questions and options for validation, test quality, as 

well as selecting the appropriate exam content and behavior to measure results. The researcher chose Google forms 

to exam. 

 Future research can explore how these areas interact with each other and how the movement between layers 

is further verified. However, the relegation of music learning to a model can be both helpful and restrictive. It is 

hoped that the “envelope” of creativity as previously described by Clinton & Hokanson (2012) welcomes the 

freedom to flow between the layers such that authentic musical learning is achieved. 

 

7. CONCLUSION 
 From what the author has stated, this paper is only to offer a solution to the problem of doing online testing. 

with five strategies: 1) Ability to use a computer and typing skills, 2) Ability to read comprehension, 3) Ability to 

create multiple-choice/quizzes, 4) Teaching as a tutor role, and 5) The online test, and points to be aware to do 

online testing. Teachers and students have to adapt to find problems and solutions in online testing, just like doing 

exercises and Take the test online only. However, the authors will use this approach to enhance teaching in order 

to increase scores in online assessments in the Aesthetic Appreciation courses and other courses. The model 

proposed in this paper considers key elements focus on reading comprehension and practice while taking the online 

test. This may be used as a teaching guide at the high school level, to emphasize music performance continues to 

grow, the understanding of the intricacies of music performance interactions within an online educational 

environment. The complexities of combining the teaching of artistic skills and freedom of artistry within an online 

structure can be overwhelming for future music experts should some type of pathway not be hewn for informed 

guidance. It is understood that this model. (Clinton and Hokanson, 2012) 

 

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