The objective of the study was to investigate the effect of distracters’ selection method of multiple choice test items on Information Function. To achieve the objective of the study, the researcher prepared an achievement test for 9th graders consisting in the final format of 41 items. Three different forms of items distracters (A, B, C) were used. The forms were constructed according to three different strategies: form (A) was constructed based on the information taken from teachers, while the items distracters of the second form (B) were constructed by using the statistical analysis and the distracters of form (C) were constructed according to students’ answers. The various forms of the test were applied on sample of 1473 students. The results of the study were analyzed by using SPSS, and BILOG– MG programs. The findings showed that the information function of the test in all the forms were different, and the best information function was in the form (B), then form (C), then form (A), and there was a small difference between the information function for the (A, C) forms, but at different levels of the ability. Moreover, the results revealed that the highest value of the information function was with average students' abilities.

The objective of the study was to investigate the effect of distracters’ selection method of multiple choice test items on Information Function. To achieve the objective of the study, the researcher prepared an achievement test for 9th graders consisting in the final format of 41 items. Three different forms of items distracters (A, B, C) were used. The forms were constructed according to three different strategies: form (A) was constructed based on the information taken from teachers, while the items distracters of the second form (B) were constructed by using the statistical analysis and the distracters of form (C) were constructed according to students’ answers. The various forms of the test were applied on sample of 1473 students. The results of the study were analyzed by using SPSS, and BILOG– MG programs. The findings showed that the information function of the test in all the forms were different, and the best information function was in the form (B), then form (C), then form (A), and there was a small difference between the information function for the (A, C) forms, but at different levels of the ability. Moreover, the results revealed that the highest value of the information function was with average students' abilities.