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
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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.
After you have decided to use either an objective, essay or both objective and essay exam, the next step is to select the kind(s) of objective or essay item that you wish to include on the exam. To help you make such a choice, the different kinds of objective and essay items are presented in the following section of this booklet. The various kinds of items are briefly described and compared to one another in terms of their advantages and limitations for use. Also presented is a set of general suggestions for the construction of each item variation. II. Suggestions For Using and Writing Test Items
III. TWO METHODS FOR ASSESSING TEST ITEM QUALITY This 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. EVALUATE 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 QUALITY The 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 READINGEbel, Robert L. Measuring educational achievement. Englewood Cliffs, New Jersey: Prentice-Hall, 1965, Chapters 4-6. . Englewood Cliffs, New Jersey: Prentice-Hall, 1972, Chapters 5-8. . New York: Macmillan Publishing Co., 1976, Chapters 6-9. . New York: Holt, Rinehart & Winston, Inc., 1973, Chapters 7-10. . New York: Macmillan Publishing Co., 1970, Chapters 5-8. Measurement and Evaluation Division, 247 Armory Building. Especially useful for science instruction. . Lexington, Mass.: D.C. Heath and
Co., 1974, Chapters 4-7. . New York: Houghton-Mifflin Co., 1975, Chapters 4-6. (2nd ed.). Washington, D.C.: American Council on Education, 1971, Chapter 9 (Performance testing) and Chapter 10 (Essay exams). Which one of the following does the textbook suggest as a strategy that teachers can use to demonstrate that they care for and respect their students?Which one of the following does the textbook suggest as a strategy teachers can use to demonstrate that their care for and respect their students? Greet each student with a smile as he or she enters the classroom at the beginning of the day or class.
Which one of the following is a legitimate concern about the use of performance assessment?Which one of the following is a legitimate concern about the use of performance assessment? It focuses more on rote learning than on meaningful learning.
Which one of the following teaching strategies best illustrates many educational psychologists belief that in some situations less is more?Which one of the following teaching strategies best illustrates many educational psychologists' belief that, in some situations, less is more? C. Teach fewer topics, but teach each one more thoroughly.
In which one of the following ways are students most likely to benefit from knowing the instructional objectives of a lesson?In which one of the following ways are students most likely to benefit from knowing the instructional objectives of a lesson? Objectives enable them to predict how their teacher will teach the lesson, so they know what to expect.
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