I. Choosing Between Objective and Subjective Test ItemsThere are two general categories of test items: (1) objective items which require students to select the correct response from several alternatives or to supply a word or short phrase to answer a question or complete a statement; and (2) subjective or essay items which permit the student to organize and present an original answer. Objective items include multiple-choice, true-false, matching and completion, while subjective items include short-answer essay, extended-response essay, problem solving and performance test items. For some instructional purposes one or the other item types may prove more efficient and appropriate. To begin out discussion of the relative merits of each type of test item, test your knowledge of these two item types by answering the following questions. Show
Quiz Answers
1Gilbert Sax and LeVerne S. Collet, "An Empirical Comparison of the Effects of Recall and Multiple-Choice Tests on Student Achievement," Journal of Educational Measurement, vol. 5 (1968), 169-73. Donald G. Paterson, "Do New and Old Type Examinations Measure Different Mental Functions?" School and Society, vol. 24. (August 21, 1926), 246-48. When to Use Essay or Objective TestsEssay tests are especially appropriate when:
Objective tests are especially appropriate when:
Either essay or objective tests can be used to:
In addition to the preceding suggestions, it is important to realize that certain item types are better suited than others for measuring particular learning objectives. For example, learning objectives requiring the student to demonstrate or to show, may be better measured by performance test items, whereas objectives requiring the student to explain or to
describe may be better measured by essay test items. The matching of learning objective expectations with certain item types can help you select an appropriate kind of test item for your classroom exam as well as provide a higher degree of test validity (i.e., testing what is supposed to be tested). To further illustrate, several sample learning objectives and appropriate test items are provided on the following page.
II. Suggestions for Using and Writing Test ItemsMultiple-Choice Test ItemsThe multiple-choice item consists of two parts: (a) the stem, which identifies the question or problem and (b) the response alternatives. Students are asked to select the one alternative that best completes the statement or answers the question. For example: Sample Multiple-Choice Item
*correct response Advantages in Using Multiple-Choice ItemsMultiple-choice items can provide...
Limitations in Using Multiple-Choice ItemsMultiple-choice items...
Suggestions For Writing Multiple-Choice Test ItemsThe Stem
Item Alternatives
13. Use at least four alternatives for each item to lower the probability of getting the item correct by guessing. 14. Randomly distribute the correct response among the alternative positions throughout the test having approximately the same proportion of alternatives a, b, c, d and e as the correct response. 15. Use the alternatives "none of the above" and "all of the above" sparingly. When used, such alternatives should occasionally be used as the correct response. True-False Test ItemsA true-false item can be written in one of three forms: simple, complex, or compound. Answers can consist of only two choices (simple), more than two choices (complex), or two choices plus a conditional completion response (compound). An example of each type of true-false item follows: Sample True-False Item: Simple
Sample True-False Item: Complex
Sample True-False Item: Compound
Advantages In Using True-False ItemsTrue-False items can provide...
Limitations In Using True-False ItemsTrue-false items...
Suggestions For Writing True-False Test Items
9. False items tend to discriminate more highly than true items. Therefore, use more false items than true items (but no more than 15% additional false items). Matching Test ItemsIn general, matching items consist of a column of stimuli presented on the left side of the exam page and a column of responses placed on the right side of the page. Students are required to match the response associated with a given stimulus. For example: Sample Matching Test Item
Advantages In Using Matching ItemsMatching items...
Limitations in Using Matching ItemsMatching items...
Suggestions for Writing Matching Test Items
5. Keep matching items brief, limiting the list of stimuli to under 10. 6. Include more responses than stimuli to help prevent answering through the process of elimination. 7. When possible, reduce the amount of reading time by including only short phrases or single words in the response list. Completion Test ItemsThe completion item requires the student to answer a question or to finish an incomplete statement by filling in a blank with the correct word or phrase. For example, Sample Completion ItemAccording to Freud, personality is made up of three major systems, the _________, the ________ and the ________. Advantages in Using Completion ItemsCompletion items...
Limitations of Using Completion ItemsCompletion items...
Suggestions for Writing Completion Test Items
7. Avoid lifting statements directly from the text, lecture or other sources. 8. Limit the required response to a single word or phrase. Essay Test ItemsThe essay test is probably the most popular of all types of teacher-made tests. In general, a classroom essay test consists of a small number of questions to which the student is expected to demonstrate his/her ability to (a) recall factual knowledge, (b) organize this knowledge and (c) present the knowledge in a logical, integrated answer to the question. An essay test item can be classified as either an extended-response essay item or a short-answer essay item. The latter calls for a more restricted or limited answer in terms of form or scope. An example of each type of essay item follows. Sample Extended-Response Essay ItemExplain the difference between the S-R (Stimulus-Response) and the S-O-R (Stimulus-Organism-Response) theories of personality. Include in your answer (a) brief descriptions of both theories, (b) supporters of both theories and (c) research methods used to study each of the two theories. (10 pts. 20 minutes) Sample Short-Answer Essay ItemIdentify research methods used to study the S-R (Stimulus-Response) and S-O-R (Stimulus-Organism-Response) theories of personality. (5 pts. 10 minutes) Advantages In Using Essay ItemsEssay items...
Limitations In Using Essay ItemsEssay items...
Suggestions for Writing Essay Test Items
4. Ask questions that will elicit responses on which experts could agree that one answer is better than another. 5. Avoid giving the student a choice among optional items as this greatly reduces the reliability of the test. 6. It is generally recommended for classroom examinations to administer several short-answer items rather than only one or two extended-response items. Suggestions for Scoring Essay Items
Problem Solving Test ItemsAnother form of a subjective test item is the problem solving or computational exam question. Such items present the student with a problem situation or task and require a demonstration of work procedures and a correct solution, or just a correct solution. This kind of test item is classified as a subjective type of item due to the procedures used to score item responses. Instructors can assign full or partial credit to either correct or incorrect solutions depending on the quality and kind of work procedures presented. An example of a problem solving test item follows. Example Problem Solving Test ItemIt was calculated that 75 men could complete a strip on a new highway in 70 days. When work was scheduled to commence, it was found necessary to send 25 men on another road project. How many days longer will it take to complete the strip? Show your work for full or partial credit. Advantages In Using Problem Solving ItemsProblem solving items...
Limitations in Using Problem Solving ItemsProblem solving items...
Suggestions For Writing Problem Solving Test Items
6. Ask questions that elicit responses on which experts could agree that one solution and one or more work procedures are better than others. 7. Work through each problem before classroom administration to double-check accuracy. Performance Test ItemsA performance test item is designed to assess the ability of a student to perform correctly in a simulated situation (i.e., a situation in which the student will be ultimately expected to apply his/her learning). The concept of simulation is central in performance testing; a performance test will simulate to some degree a real life situation to accomplish the assessment. In theory, a performance test could be constructed for any skill and real life situation. In practice, most performance tests have been developed for the assessment of vocational, managerial, administrative, leadership, communication, interpersonal and physical education skills in various simulated situations. An illustrative example of a performance test item is provided below. Sample Performance Test ItemAssume that some of the instructional objectives of an urban planning course include the development of the student's ability to effectively use the principles covered in the course in various "real life" situations common for an urban planning professional. A performance test item could measure this development by presenting the student with a specific situation which represents a "real life" situation. For example, An urban planning board makes a last minute request for the professional to act as consultant and critique a written proposal which is to be considered in a board meeting that very evening. The professional arrives before the meeting and has one hour to analyze the written proposal and prepare his critique. The critique presentation is then made verbally during the board meeting; reactions of members of the board or the audience include requests for explanation of specific points or informed attacks on the positions taken by the professional. The performance test designed to simulate this situation would require that the student to be tested role play the professional's part, while students or faculty act the other roles in the situation. Various aspects of the "professional's" performance would then be observed and rated by several judges with the necessary background. The ratings could then be used both to provide the student with a diagnosis of his/her strengths and weaknesses and to contribute to an overall summary evaluation of the student's abilities. Advantages In Using Performance Test ItemsPerformance test items...
Limitations In Using Performance Test ItemsPerformance test items...
Suggestions For Writing Performance Test Items
III. TWO METHODS FOR ASSESSING TEST ITEM QUALITYThis section of the booklet presents two methods for collecting feedback on the quality of your test items. The two methods include using self-review checklists and student evaluation of test item quality. You can use the information gathered from either method to identify strengths and weaknesses in your item writing. Checklist for Evaluating Test ItemsEVALUATE YOUR TEST ITEMS BY CHECKING THE SUGGESTIONS WHICH YOU FEEL YOU HAVE FOLLOWED. Multiple-Choice Test Items
True-False Test Items
Matching Test Items
Completion Test Items
Essay Test Items
Grading Essay Test Items
Problem Solving Test Items
Performance Test Items
STUDENT EVALUATION OF TEST ITEM QUALITYUSING ICES QUESTIONNAIRE ITEMS TO ASSESS YOUR TEST ITEM QUALITYThe following set of ICES (Instructor and Course Evaluation System) questionnaire items can be used to assess the quality of your test items. The items are presented with their original ICES catalogue number. You are encouraged to include one or more of the items on the ICES evaluation form in order to collect student opinion of your item writing quality.
IV. ASSISTANCE OFFERED BY THE CENTER FOR INNOVATION IN TEACHING AND LEARNING (CITL)The information in the booklet is intended for self-instruction. However, CITL staff members will consult with faculty who wish to analyze and improve their test item writing. The staff can also consult with faculty about other instructional problems. The Measurement and Evaluation Division of CITL also publishes a semi-annual newsletter called Measurement and Evaluation Q & A which discusses various classroom testing and measurement issues. Instructors wishing to receive the newsletter or to acquire CITL assistance can call the Measurement and Evaluation Division at 333-3490. V. REFERENCES FOR FURTHER READING
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