Submitted By: Zainab

Roll No: 20-553

Class: [Link] Hons

Course Code: EDU-505

Teaching Methods of English

Construction of Test
 Types of Achievement Test

Objective Type of Test Subjective Type of Test

• MCQs
Short Answers Long Answers
• True/Falls
• Matching Columns
• Fill in the blanks/Completion
• Short Answers Open ended Close ended/Restricted
Constructing Objective Test Items

Gilbert S. (1989) defines tests as “Any test having clear and unambiguous scoring
criteria. Because multiple choice and true false tests can usually score
objectively, they are sometimes referred to as objective tests”.
Teachers have following skills Characteristics
• Have clear learning objectives  The objective type tests require the pupils to supply a word
• or to select a correct answer from a no. of alternatives.
Thorough grasp of the subject matter
 The objective type tests are highly structured.
• Have clear learning outcomes  Scoring is objective, quick, easy, and accurate.
• Psychological understanding of students  The objective type tests inappropriate to organize
and integrate ideas.
• Have good judgment  The objective type tests are highly reliable.
• Sound judgment, persistence, and creativity  The objective type tests are specific to the material and
have adequate content sampling.
• Have a touch of creativity
 The objective type tests have objectivity.
 Multiple Choice
Characteristics Merits Limitations
Ebel and Frisbie (1986) defines Multiple  Can measure full range of  Limited to problems only
choice as “a multiple-choice item has two Bloom's taxonomy  May not be appropriate for measuring
parts: the stem consisting of a direct question  Easier to score and more problem-solving skills
or an incomplete statement and two or more objective (reduces  Difficulty in finding several plausible
options, consisting of answer to the question opportunity for guessing distractors
or completion of the statement”.  Does not require  Difficult to construct
(1)one introductory statement called “the homogeneous material  Support guessing
stem”  Relatively free of response  Examine limited knowledge
(2) more than three options. sets; results are amenable  Cannot measures complex learning
(3)The options are either distractors or the to diagnosis outcomes
correct choice.  Easy to solve and mark
 TYPES OF MCQ’S ITEMS

Which is the capital city of

A. Paris A. Paris.
B. Lisbon B. Lisbon.
C. Islamabad C. Islamabad.
D. Rome D. Rome.
 Short Answer / Completion Items
Characteristics Merits Limitations
Norman E. Gronlund (1985) stated that  Reduces guessing  Unsuitable for measuring complex learning
“short answer item is a supply test item that  Easy to construct outcomes
can be answered by the examinee to respond  Measures partial  Difficulty of scoring dependent on
to the item with a word, short phrase, knowledge student's level of writing (legibility,
number, or a symbol”.  It is good to assess lower spelling, sentence construction)
It can be used to measure all levels of level of learning.  Scoring is based on subjectivity
Bloom's taxonomy
 Is typically used to measure the
recall of
information.
 It is supply type test.
 It is in the form of question.
 It stands between essay type and object
type test items.
 It measures simple learning outcomes.
 It measures problem solving ability.
 Completion Items/Fill in the blanks/Gap filler

Short Answer
 True-False/Alternate Choice Items/Binary Choices
Characteristics Merits Limitations
Stanley and Hopkins (1990) defined  It is easy to construct.  Allow high degree of guessing (50%)
alternative responses as “The true-false tests  A wide sampling of course  Copying is possible.
are a form that is very popular with can be obtained.  Clues and regular pattern help examinee
classroom teachers has been the object of  Time saving. to respond correctly.
more criticism than any other form of  Students can respond to  Emphasize on rote memorization.
objectives test”. two or three times as  Frequently ambiguous.
It is selection type test. many alternative items  Not especially useful past the knowledge
It is consisting of declarative statement. than multiple choice level
Students require one of the two possible items.  Cannot measures complex learning
answers.  High degree of outcomes
It measures simple learning outcomes like objectivity.  Cannot be used as diagnostic
knowledge and understandings.
Matching Items
 Matching Items

Types of columns
• Terms with definitions
• Phrases with other phrases
• Causes with effects
• Parts with larger units
• Problems with solutions
Rules to construct for objective type test
1. Select relevant material to the objectives of the course
2. Select material that is appropriate to the students' curricular experience and
reading
level
3. Select material that is new to the students
4. Select material that is brief but meaningful
5. Revise material for clarity, conciseness and greater interpretive value
[Link] test items that require analysis and interpretation of the introductory
material
[Link] the length of test items roughly proportional to the length of the introductory
material
[Link] constructing test items for an interpretive exercise, observe all pertinent
suggestions for constructing other objective test items
Advantages of objective type test Limitations of objective type test
1. Ability to measure interpretation of written materials 1. Difficulty in constructing items and finding
2. Ability to measure more complex learning outcomes appropriate introductory material
3. Greater depth and breadth can be obtained in the
2. Introductory material may rely too heavily
measurement
4. Minimizes the influence of irrelevant on reading ability
information 3. Measures separate aspects, not the whole
5. Forces students to use only the mental processes called problem-
for solving process
6. Can measure separate aspects of the problem-solving 4. Limited to outcomes at the recognition level.
process 5. The objective type tests inappropriate to
7. Can be scored objectively and not affected by personal
organize and integrate ideas.
opinion
6. Subject to guessing
8. A large sampling of course content is possible, by
including large numbers of items. 7. The preparation of items demand training.
9. High reliability is possible when constructed well. 8. The writing ability, high complex learning, and
10. Due to lack of choices students cover whole students’ analyzing ability cannot be assessed.
syllabus.
Evaluating Objective Test Items
When evaluating test items, check to see that:
1. There are no spelling or grammatical errors
2. The formatting makes the test easier to take
3. There are no unnecessary clues in the stem
4. The reading / writing levels are appropriate
5. The items / questions have student appeal
6. The items / questions are free of superfluous
material
7. There are no tricky phrases or clauses