UNIT 12 OBJECTIVE TEST ITEMS

Structure

12.! Introduction
I 12.2 Objectives
12.3 Objective Type Test Items: Purposes, Characteristics, Advantages and

I
I
Disadvantages
12.4 Types of Objective Type Test Items
12.4.1 Supply Types
12.4.2 Selection Types
i1 12.5 Construction of an Objective Type Test Item
12.5.1 Supply Types
12.5.2 Selection Types
12.6 Scoring and Analysis of an Objective Type Test
12.6.1 Item Analysis
Difficulty Level
Procedure for Calculating Difficulty Level
Discriminating Power
12.7 Let Us Sum Up
12.8 Unit-end Exercises
12.9 Answers to Check Your Progress
12.10 Suggested Readings

12.1 INTRODUCTION

In Unit 10, we have learnt about various types of tests. Among them objective
type tests occupy a unique place as there is no ambiguity or a bias in their
scoring. Any person, even a machine (computer) can score an objective type
test, a key pertaining to right answers to questions is provided to the evaluator
or a key is fed into the machine. That is why they are used in competitive
examinations where a large number of candidates appear and results have to be
declared in a short time. ,Objective type test items can also be .used effectively
in classroom, provided the teacher is well versed in their construction because
constructing a good objective type test item is as difficult as it is easy to score.
Moreover, we have learnt in Unit 10 that each test item (a question, whatever
may be the form: objective, short answer and essay type) has to be constructed
in relation to the learning objective it is supposed to test. Quality of a test item
is determined by the effectiveness with which it tests the objective it is
supposed to test. Thus, while constructing an objective type test item, one has
to be very sure about the learning outcome, one desires to test, and select the
appropriate form (objective, short answer and essay type), as each of these
forms is not equally suited to test a particular kind of learning outcome. Thus,
it becomes imperative for us as teachers to be able to make an appropriate
decision as to when an objective type test item should be used and how a good
objective test item can be constructed. In order to do so, we should be aware of
various purposes for which objective type test items could be used, their
characteristics, advantages and disadvantages vis-a-vis other forms of tests
(e.g. essay type) and their various types and qualities required of a good
objective type test item. In this unit our focus will be on learning how to
construct a good objective type test item. Other related issues/questions
mentioned above will also be dealt with.
Test Construction

12.2 OBJECTIVES

After studying this unit, you should be able to:

Llentify an objective type test item,

describe the purposes and characteristics of an objective type test,
compare advantages and disadvantages of an objective type test item with
other forms of questions,
state the categories md sub-categories " 5jective type test items,
explain the procedure of constructing a particular type of objective test
item,
define and calculate difficulty level and discriminating power of an
objective type test item.

12.3 OBJECTIVE TYPE TEST ITEMS: PURPOSES,

CHARACTERISTICS, ADVANTAGES AND
DISADVANTAGES

We have studied in Unit 10 that a classroom test can be used for serving four
basic purposes such as: (i) placement evaluation, (ii) formative evaluation,
(iii) diagnostic evaluation, and (iv) surnmative evaluation. An objective type
test item, if properly constructed, can be used for each of these purposes. It is
efficient for measuring knowledge of facts. Some types can also measure
understanding, thinking skills and other complex outcomes. Which specific
form of an objective type test item can be used for measuring which specific
learning outcomes has been discussed in Section 12.5 of this unit.

An objective type test item is characterized by its total objectivity and

unambiguity in scoring. It has one and only one correct response. Full marks
are given for the correct response, which is unique, and no mark is given for an
incorrect response. Another characteristic of an objective type test item is that
it is completely strumed. Complete structuring of task limits student to the
type of response called for. It prevents bluffing and avoids influence of
writing skills. The scoring of an objective type test item is not only objective
but also quick, easy and consistent, which is its greatest advantage.
.-
All 'selection type' objective items suffer from one drawback i.e., it is
impossible to eliminate guessing. Though by constructing them in a proper
manner, guessing coulld be reducedl Measures which could be taken to reduce
guessing have also been discussed in this unit.

Objective type tests are not appropriate for all occasions. Whereas they are
excellent for sampling knowledge, it is much more difficult.to construct items
to test higher order skills. They can never test written expression or ability to
argue in one's own words. If well written, however, they can test higher order
skills.
 Objective Test Items
12.4, TYPES OF OBJECTIVE TYPE TEST ITEMS

An objective type test item is a tool which is fiee fiom all subjective elements.
There can only be one right or objective answer to an objective question.
Objective questions can take various forms, but invariably they require brief
answers with little or no writing. A simple tick or a quick oral answer may be
enough.

Objective items can be classified into two categories, one which requires
students to supply the answer (supply type) and the second which requires
them to select the answer from a given number of alternatives (selection type).
These two general classes are commonly fiuther divided into the basic types of
objective test item. Let us briefly discuss each type with the help of examples.

12.4.1 Supply Types

There are two types of the supply type items. They are:

Short Answer: In this form, students are required to supply an answer which
is very brief, generally a word or two.

e.g., (i) What is the name of the inventor of aeroplane?

(ii) What is the formula for hydrochloric acid?
(iii) What is the value of x'in the equation 2x + 3 = 9?

Completion: In this form, students are required to fill a blank by supplying the
answer.

e.g., (i) Elements having same atomic number but different

atomic mass are called
(ii) First battle of Panipat was fought in
(iii) In the question 2x + 3 = 9, x =

12.4.2 Selection Types

There are three types of selection type objective questions. They are:

(i) True false or alternate response type: In this type a statement is

provided to the students and they are required to indicate their choice as to
whether the given statement is true or false, correct or incorrect, right or
wrong, according to given instructions.

e.g. Put tick :mark (4)in the box 0at the end of the statement, if it is true,
otherwise put a (x), if it is false.

(i) Virus is the smallest known organism.

(ii) An atom is the smallest particle of matter.

(ii) Multiple choice type: A multiple choice item consists of three parts - a
stem, a key and a number of distracters. The key and distracters together
are often called options or choices. The stem can either be a direct
Test Construction
question or an incomplete statement. The key is the correct answer and the
distracters are plausible but incorrect answers. Let us explain it with the
help of an example.

Direct question: What are the essential characteristics of an objective item?

(Stem)

A. It is written to test a specified learning outcome. (Distracter)

B. It is based on objective judgement. (Key)
C. It is based on a verifiable fact, problem or principle. (Distracter)
D. It is subject matter and woraings are unambiguous. (Distracter)

Incomplete statement: Objective questions are so called because:

A. they are written to test specified learning outcomes,

B. no subjective judgement is required to mark them,
C. they are based on verifiable facts or principles,
D. their content is chosen objectively.

(iii)Matching type: The matching type item consists of two lists and students
are required to correlate correctly one or more entries from one list with
one or more entries from the other. Let us take an example to clarifj the
matching type question. In column A, names of some physical quantities
are given and in column B their units are given. Indicate the unit of each of
the physical quantity listed in Column A by completing the match-panel
given after the column by entering the letter from Column B.

Column A (Physical quantity) Column B (Unit)

1. Mass a. Ampere
2. Length b. Ohm
3. Current c. Kilogram
4. Potential Difference d. Meter
5. Resistance e. Litre
f. Candela
g. Volt
You may now work on some questions to know whether you have understood
the concepts discussed in this section.
Check Your Progress 1 Objective Test Items

Notes: a) Write your answers in the space given below.

b) Compare your answers with those given at the end of the unit.

1. State the advantages of objective test items.

.............................................................................
.............................................................................
2. Describe three limitations of objective type test items.

.............................................................................
..............................................................................
3. List various types of objective type test items.

.............................................................................
.............................................................................

12.5 CONSTRUCTION OF AN OBJECTIVE TYPE TEST

ITEM

In the previous section, you have seen the' various forms in which an objective
type test item can be constructed. However, it is not easy to construct a good
quality objective type test item. In the following sub-sections, we discuss some
of the points which you have to keep in mind while constructing different types
of items of an objective type test item.

12.5.1 Supply Type

While using any form (short answer or completion) of supply type question,
you have to be very certain that one and only one word (or group of words) can
fill the blank correctly or is the correct answer. If a blank can be filled by two
different words, such an item should not be constructed. The most
distinguishing characteristic of an objective type test item is that there is one
and only one correct answer to it, which ensures its objectivity in scoring. Let
us see the following example:

What type of wave is light? (Short answer)

Light is wave. (Completion)

Now, the answer to the above question could be 'transverse' as well as

'electromagnetic'. Both are correct. Those of you, who have constructed such
an item, might be having one learning outcome in mind while constructing the
item, whereas a student may understand it differently.
Test Co?l?truction
It has been observed that students make mistakes and, therefore, while
supp1ying.a correct answer, a student may still make a mistake and to penalise
himher for it becomes a subjective issue, where different teachers may have
varying opinions. For example, the answer supplied by the student is correct
but helshe has misspelled the word. One may argue that we have to match the
mist& against the learning outcome being tested by the item. If the outcome
to be tested is the specific knowledge, misspelling in the answer does not
matter. For example, if the question is:

Who is the author of "Pride and Prejudice "?

Or w~ote"Pride and Prejudice".

The correct response is Jane Au:?sn and the item has been constructed to test
the specific knowledge. But if a studznt's answer reads "Jean Austen", an
English teacher may feel that the student s;l~lildnpt only be able to name the
novelist but also spell it correctly and, therefore, should be penalized. The
problem becomes still more acute if norm referenced criterion ic being used.
There may be students who have not only named the author correctly but also
spelled it correctly and also those who have not been able to name the author.
The student who has made such a mistake can not be equated witn ~ i i l ~of e rthe
two. Giving half a mark also does not solve the problem, because a word can
be misspelled in numerous ways and how serious is the mistake, is a matter of
subjective opinion. Moreover, in a supply type item, student's handwriting will
also come into play, which is an extraneous factor and introduces subjectivity.
In a spelling test, if 'i' written by a student appears as 'e' to the teacher, helshe
may lose marks.
Thus, it is advisable that supply type questions should only be used in places
where the learning outcome cannot be tested by selection type items and even
there care must be taken that the student is required to supply as brief an
answer as possible. More a student writes, more are the chances of making
extraneous mistakes.

Further analysis of the above cited example of the supply type item is required
in order to understand the intricacies of constructing such items. What would
you do with these answers to the same question:

(a). Austen (b). J. Austen (c). G. Austen

'The subjectivity in deciding whether (a) and (b) above are correct answers or
not, could be eliminated by redesigning the item as:

Give the First and Last name of the author of Pride and Prejudice.
Or wrote Pride and Prejudice.

If the item is so constructed, the subjectivity in considering (b) as correct

answer or not will be eliminated to the extent that it is the correct answer for
the last item above. But if in response to this very item answer is (a) or (c) or
say P. Austin, then what? In order to avoid this ambiguity, more than one blank
should not be provided in a single item. If the item is constructed as shown
above, it is not a single item, but these are two separate items and one mark
should be allotted for filling each blank separately.
While using ,fill in the blank type, care should also be taken that clue to the Objective Test Items
answer is &t provided by the construction of the sentence. For example:

An a day, keeps a doctor away.

Use of the word "An" automatically gives a clue the word begins with a vowel.
This type of error in constructing an item may occur in selection type items
also, but chances increase in fill up the blank type.

12.5.2 Selection Type

As the expression indicates, students have to select the best answer in such.
questions. '

Clear/unambiguous instruction
Items of each of true-false, multiple choice and matching type should be
separately clubbed in an objective type test and preceded by a clear cut
unambiguous instruction to students, so that they know as to how they are
expected to indicate their preference. This becomes even more important if
machine is to be used for scoring. Space should also be marked for indicating
the choice.

What will you do in the following situation?

Oxygen is necessary for burning.
Water is an element.

One of the above statements is correct while other is not. Now, how do we
know whether the student has ticked the first statement which ig correct and
has not answered the second. One teacher may give benefit of doubt to the
student and other may think otherwise, thereby inducing subjectivi . Thus, it
B
is necessary that space is provided for putting tick El mark or cross x mark and
this is adequately explained in the instruction. The instruction may be
"Answer the following statements. Put a tick mark El if you think that it is
1
right and cross mark if you think that it is wrong."

Oxygen helps in burning. El

Water is an element. B
It will be helpful .to provide an example to students to clarifi the instructions.
For example, for true-false items instruction and example could be written in
this manner:
Given below are five statements, some of them are correct and some are not.
Write T in the box given against the statement if you consider it to be
correct and F if you consider it to be incorrect.

Example:

Oxygen helps in burning.

Water is an element.
Test Construction

For multiple'choice items, the instruction and examples .may be provided as

follows:

For each of the questions given below, four possible answers A, B, C, D are
given. Only one of them is correct. Put the letter of the answer you consider
correct in the box given at the end of each question.

Example: Which is the highest peak in the world?

A. Everest B. K2
C. Kanchanchanga

All selection type items are basically multiple choice items. In case of
truelfalse type, multiplicity is just two whereas the multiplicity increases in a
multiple choice item (in the above example, as there are four choices,
multiplicity is four). The multiplicity becomes maximum in a matching type
where it is equal to the number of entries in the column, and which has higher
number of entries as each entry of the other column is to be matched against
the entries in this column. If Column A has five entries and Column B has
seven entries then for each entry in Column A, there are seven choices with
which it can be matched or the multiplicity is 7. Therefore, the form in which
the question is cons cted also has an impact on its difficulty level which we
?P'
shall discuss under ection 12.6. A question when asked in a true-false form is
the simplest and the matching type format is the most difficult form for the
same question. Thus, by changing its form, we can make a question either
more or less difficult.

As stated above, all types of selection type test items are basically multiple
choice items. We shall now discuss multiple choice items in detail.

We know that a multiple choice item has a stem, a key and distracters. Though
stem can either be a direct question or an incomplete sentence, they, however,
should not be mixed in the same test. Either construct all questions in such a
manner that their stems are direct questions or they are' all incomplete
statements.

Each multiple choice item must contain one and only one key (correct
response). The most crucial element in a multiple choice item is its distracters.
As the name signifies, distracters are included to distract a student who is not
sure of the correct response (key) and tries to guess the correct response. You
as an item constructor need to find answers to the questions like: (i) How many
distracters should be used? (ii) How shou!d they be placed in a particular
 P
Objective Test Items
multiple choice item i.e. A, B, C should be distracters and D the key or any
other permutation. (iii) A particular permutation should be used and in what
percentage of items. (iv) And of course, the most crucial question is, what
should be the distracters in a particular item? In the following paragraphs we
try to discuss these questions in some detail.
Generally, a total of four alternatives (1 key + 3 distracters) are used in an item
of this type. But there is no binding, one may use more or less number of
distracters also. If there is only one distracter in a particular item i.e. total.
alternatives are two (1 key + 1 distracter), the item reduces to truelfalse type,
as there are two alternatives in T/F type also. Thus, a multiple choice item
should have at least more than two distracters. Increase in number of
distracters only increases the multiplicity or the difficulty level of the item.
Moreover, it becomes difficult to construct many distracters which are equally
strong, i.e. have equal ability to distract (the point will be discussed later). But
if you feel that having more distracters will be useful for some reason and are
able to construct meaningful distracters, you can do so. However, same
number of distracters should be used in all the items in a given test.
The key to the quality of a multiple choice item is the quality of distracters
used in the item. In an ideal item, each distracter should have equal power to
distract the student. (How can we have this idea will be discussed in a later
section on distracter analysis). Suppose a test is administered on 100 students,
and the item is correctly answered by 40 of them and remaining 60 have
answered it incorrectly. If response A is the key, then 60 have opted for B, C
or D. If all three (B, C, D) are equally powerful, then 20 of them should have
been distracted by each of the distracters. Let us consider the following

Taj Mahal is situated in

A. Agra (Key)
B. Delhi (Distracter)
C. Bombay (Distracter)
D. Tokyo (Distracter)

In this item Distracter D will be opted only by those students who do not know
that Taj Mahal is in India or Tokyo is not an Indian city. Chances are that
none or very few students will be distracted by this alternative. Though
apparently there are three distracters, effectively there are only two-distracters.
Moreover, the student who is opting for Delhi and the student who is opting
for Tokyo are not at the same level of ignorance, although both are incorrect.
Thus, it is imperative that all distracters have the same distracting power.
You should remember the following points while constructing a multiple
choice item.
(i) The stem of the item should be meaningful by itself and should present
a definite problem. Let us take a poor example:

Latent heat:
A. is a form of heat transfer.
B. does not depend on the nature of substance.
Test Construction i
C. is so called because it is hidden in the substahce.
D. is quantity of heat required to change 1 gm of substance at its point of
transition.
El
Let us now consider a better example:
-- -
Latent heat of a substance is the amount of heat required to change:
A. total mass of substance from one state to another at room temperature.
B. total mass of substance from one state to another at its transition point.
C. unit mass of substance from one state to another at room temperature.
. D.: . unit mass of substance from one state to another at its transition point.
: (ii) The stem should include a$ much of the item as possible and should be
.. free from irrelevant miterial:
A poor example: Englishmen who ruled India till 1947, initially came to India
because:
A. they were interested in sight seeing in India.
B. India was famous for its cultural richness and. they wanted to study its
- culture. ,-
C. they wished to have trade links with India.
D. they had heard about Taj Mahal and wanted to see it. 0
A bctter example: Englishmen first came to India to:
A. visit the country.
B. . study-India's culture.
C. establish trade links with India.
D. see Taj Mahal.

(iii) Use a negatively stated stem only when significant learning outcome
. requires it.

Generally we are not interested in knowing the principle which does

not apply or a method which is not important. More important learning
requires knowing the principle which is applicable and a method which
is important. However, in certain cases a negative information may
also be impoxtant and, therefore, it could be tested.
(iv) All of the alternatives should be grammatically consistent with the stem
of the item.
A poor example:, An electric transformer can be used:
A. for storing up electricity.
B. . to increase the AC voltage,
C. it converts electrical energy to mechanical energy.
D, it changes DC to AC.
You can see that there is grammatical consistency in all the distracters of the Objective Test Items
itein .

Better example: An electric transformer can be used to:

A. store up electricity.
B. increase the voltage of AC.
C. convert electrical energy into mechanical energy.
D. change AC to DC.

(v) The relative length of the alternatives should not provide a clue to the
answer.

(vi) In order to avoid guessing, alternatives should be arranged according to

some criteria. For example, if alternatives are numbers, arrange them in
descending or ascending order.

True-false items: While constructing a true-false type item, you may keep the
following points in mind:

a) Avoid broad general statements

Broad general statements are generally false unless qualified and the
use of qualifiers provides clue to the answer.

Poor example: A State in India is governed by Chief Minister.

Poor example: A State in India is usually governed by Chief Minister.

. n
The first one is false because there may be President rule in a State and
the second one is although true but the word 'usually' provides a clue.
Words like generally, usually, commonly, often, etc., help the students
to guess.

(b) Avoid long complex sentences and use of words which are not likely to
be part of students' vocabulary.

(c) Avoid putting two ideas in one statement.

Poor example: A worm cannot see because it has simple eyes, @

The item has been marked because worm does not have simple eye.
But a student can mark it because he feels worm can see.

(d) The number of true statements and false statements should. be

approximately equal.
Some students have a tendency to mark El when in doubt, whereas some
students have a tendency to mark x m e n in doubt. Neither response set should
be favoured by overloading the test with items of one type.
Test Construetlon
Some points to keep in mind while constructing a matching type item.
In the construction of matching type items, the test constructor should take the
following precautions:

(a) As stated above, in a matching type item for each entry in Column A,
all entries in Column B should be plausible alternatives. Further, there
should not be a clue in the alternatives for a particular entry in Column
A.
Column A Column B
1: Formula for hydrochloric Acid a. Ampere
2. Unit of electric current b. Ammeter
3 . Instrument which measures current c. Voltmeter,
4. Formula for Sulphuric acid d. HCl
5. Unit of Potential Difference e. HSO
f. Volt
g. Ohm

As there are only two formulae in column B, there are only two alternatives for
entries 1 and 4 in column A. Sirflilar is the case for other entries in Column A.
Thus, all entries in Column A, should be same entities, and all entries in
Column B should also be same entities.
Poor example:
In Column A are listed some achievements and in Column B are listed the
names ?f those who are noted for those achievements. Indicate the name of the
person credited with that achievement by completing the given panel.
Column A Column B
1. Scored the maximum number of
centuries in test cricket a. Dr. Zakir Husain
2. Got Nobel Prize b. G. V. Hazare
3. Was President of India c. S. Gavaskar
d. Pandit Nehru

Although the item apparently does not suffer from the drawback mentioned
above, the entries in Column B do provide distinct clues. As there are only
two cricketers in Column B, real alternatives for entry 1 in Column A are still
2.

(b) Include an unequal number of entries in Columns A and B.

 Objective Test Items
Check Your Progress 2

Notes: a) Write your ailswers in the space given below.

b) Compare your answers with those given at the end of the unit.

1. List any four points which you will take care of while
constructing supply type items.

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2. Write any four limitations of true-false type items.

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3 . . State thee advantages in support of matching type items or
multiple choice type items.

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- -

12.6 SCORING AND ANALYSIS OF AN OBJECTIVE TYPE

TEST

In the preceding section, you have learnt how to construct a good objective
type test item. No matter how confident you are that you have constructed a
I
good item, you cannot be sure of it unless you know the characteristics of a

1 good item and determine that the test item constructed by you possesses those
characteristics. The concern about to know that how good a test item you have
constructed is but natural and in this section you will study about "Item
Analysis", the procedure which is used for determining the effectiveness of an
item.
I
12.6.1 Item Analysis

By analyzing each item included in the test, we determine the effectiveness of

each item by computing two indices, namely (i) difficulty level and
(ii) discriminating power.
i
, Once the items have been carefully written, they are subjected to a procedure,
I usually known as item analysis. Item analysis demonstrates as to how
effectively a given test item h c t i o n s within the total test. It is a technique of
determining whether an item is too easy or too difficult (difficulty level) and to
what. extent it is able to discriminate between high and low achievers
I (discriminating power)..
Test Construction
Difficulty Level

The difficulty level of an item is indicated by the percentage of examinees who

have responded to the item correctly. If there are N examinees who have
appeared in the test and R of them have answered it correctly, percentage of
R
correct responses = -
N
x 100

R
:. Difficulty level = -x 100 ................... (1)
N

Corrections to the above formula for calculation of difficulty level, may be

applied on the following two accounts:

i) In case significant number of respondents do not respond, say their number

is N' in such a situation, effective number of respondents is notN, but
N - N' . Hence N ih the above formula may be replaced by (N - N' ).

R
Difficulty level = x 100 ..................
( N - N')

Where R = Total number of correct responses

N = Total number of incorrect responses
N' = Total number of examinees who did not respond.

ii) As discussed in the last section, guessing can not be eliminated from
selection type items, it can only be reduced to a minimum by constructing
items in a manner that no clues are provided to the examinees which help
in guessing. Still the teacher has no way to find out whether an examinee
really knows the correct response or helshe has guessed it. Amount of
guessing or the chances that a guess would be correct depend upon the
number of alternatives provided in the item. Such chances are maximum in
a truelfalse type where only two alternatives are provided, making the
probability of a correct guess to be 50%. Whereas in a multiple choice item
having 4 alternatives, the probability reduces to 25%.

Correction for guessing is usually applied in a situation where people do

not have sufficient time to complete all items and where they have been
instructed that there will be a penalty for guessing.

The formula used for applying the correction is:

R in formula (2) is,replaced by:

where w is the number of wrong responses and n is the number of

alternatives in the item.
 Thus (1)-becomes: Objective Test Items

R-(wln-1)
Difficulty level = xl00 ........... ,
N-N'

For true-false type, n = 2

Difficulty level = -
R - w xlOO
N-N'

For multiple choice type item having four alternatives, n = 4.

R- w/3
Difficulty level = x 100
N-N'

It may be noted that use of the correction formula requires counting of both
correct and incorrect responses and the students who have not responded are
not counted.

The items in a list should neither be too easy nor be too difficult. Hence a
balance between these two must be maintained. Any test to be called a good
measuring instrument must have some items of higher indices of difficulty
which should be placed at the beginning of the test, say having difficulty index
above 60%, some items of moderate difficulty, placed in the middle, having
the index between 40% - 60% and some items which are difficult, placed at
the end of the test, having index below 40%. But normally the items, having
the item difficulty between 25% to 75% are included in the test.
Procedure for Calculating Difficulty Level
The procedure for calculating difficulty level is given below:

i) Suppose a test has been administered on 40 students. Arrange all 40 test

booklets in order from the highest score to the lowest score.
ii) Select about on: third of the test booklets (say 14 papers) with the highest
scores and name this the upper group. Also select the lower group of'the
same number of the third test booklets (14 papers) from those which have
the lowest scores. The rest of the papers (i.e. middle group) need not be
used.
iii) For each item, count the number of students in the upper group who have
responded correctly and also count'the number of students in the lower
group who have responded correctly.
iv) Record the count as follows:

Item I: Alternatives A B* C D
Upper Group (1 4) 0 11 2 1
Lower Group (14) 6 3 2 3
(*key)

v) Compute the difficulty level by the percentage of students who responded

correctly in the upper and lower groups.
Test Construetiom
If out of N students in higher group RH have given right response and out
of N students in lower group (as number of students in higher and lower
groups are equal) RLhas responded correctly:

Total number of students in higher and lower groups = N + N = 2N

Total number of correct responses in the higher and lower group = NH+ NL

Percentage of correct responses in higher and lower group = NH +NL x 100

2N

Difficulty level = +NL x 100

T

In the above example

NH= No. of students responding correctly in higher group = 11

NL= No. of students responding correctly in lower group = 3
.
T = Total No. of students included in the analysis = 28

Note I: While dividing the total number of students into'three groups of high,
average and low achievers, care must be taken that students who get the same
score are grouped together. Say in the above example the score of first 16
students (out of 100) are:

Now both the students, who have scored 71, should either be included in the
higher group or both should be excluded from the higher group. In first case
the number of students in higher group will be 16 and in second case it will be
14.

Discriminating Power

Discriminating power of a test item refers to its ability to discriminate between

the high and .the low achievers. If an item is to be more effective, more
students from the upper group will get it correct than the number of students in
the lower group. The formula used for computing discriminating value is given
as:
Discriminating Power = RH - 4
1 / 2T

Thus, for item 1:

 11-3 Objective Test Items
Discriminating Power = -
28

You may observe that the index of discrimination is indicated by a decimal

fraction. Thus, the maximum discriminating power will be indicated by 1.00
and minimum by 00. Items having discriminating power less than 0.2 are not
included in the test. Although having a high discriminating power is desirable
for an item;items having discriminating power more than 0.8 are generally
considered too good discriminaters to be included in the test. Thus, general
acceptable limits for discriminating powers are 0.2 to 0.8.

Check Your Progress 3

Notes: a) Write your answers 'in the Space given below.

b) Compare your answers with those given at the erid of the unit.

1. What do you mean by difficulty level of an objective type test

item?

..............................................................................
...............................................................N.S .

2. How is the difficulty level of an objective type test item

computed?
'

..............................................................................
..............................................................................
3. Define 'Discriminating Power' of an item.

..............................................................................
..............................................................................

12.7 LET US SUM UP

We have discussed the following learning points in this unit:

An objective type is free from most of the subjective elements. There is

only one correct response to an objective type test item.
Objective type test could be used in a class f ~ i
(i) placement evaluation, (ii) formative evaluation,
(iii) diagnostic evaluation, (iv) summative evaluation.
An objective type item is characterized by its objectivity and its better
structure.
Test Construction
In an objective type item, scoring is not only objective but also quick, easy
and consistent.
An objective type test contains a large number of questions and thus
provides an extensive sampling of the content.
-
All selection type objective test items suffer from the drawback of
guessing.
It is difficult and time consuming to construct a good objective type test.
Objective type test item can successfully evaluate knowledge and some
higher order abilities, if properly constructed. But an objective type test
item does not test the written expression or ability to argue in one's own
words.
Objective type test items can be classified in the two broad categories:

6 ) supply type (ii) selection type

These categories are further divided into following types:

Supply type : Short answer types or fill up the blanks type.

Selection type : True False type, multiple choice type, matching type.
*
It is not easy to construct a good objective type test item and several points
have to be kept in mind while constructing a particular type of objective
item.
Item analysis is the procedure to find out how effective an objective type
test item is.
Item analysis is used for computing two indices: (a) Difficulty level
(b) Discriminating Power.

Difficulty level of an item is indicated by percentage of examinees who

have responded to the item correctly.

Difficulty Level = N H +NL x 100

T

Acceptable limits ate 25% to 75%.

Discriminating Power of a test item refers to its ability to discriminate

between the high and the low achievers. The formula used for computing
discriminating power:

Discriminating Power = RH - RL
112T

Acceptable limits for discriminating power are 0.2 to 0.8.

 Objective Test Items
12.8 UNIT-END EXERCISES

1. Discuss the characteristics of the objective type test items. What

precautions should be taken while constructing various types of objective
test items?

2. What do you mean by item analysis? Discuss the procedure which is used
in item analysis of objective type tests.

12.9 ANSWERS TO CHECK YOUR PROGRESS

Answers to Check Your Progress 1

1. Objective type items are free from errors of subjective nature. They are
easy to score. The test comprising of objective test items provide an
extensive sampling of the content. Objective test items can successfully
evaluate knowledge and some higher order abilities.

2. (i) Do not test written expression.

(ii) Possibility to guess answers.
(iii) Difficult to construct items to test higher order skills.

3. Objective type test items are classified into:

(i) Supply type : Short answer with completion type items.

-(ii) Selection Type : Truelfalse, multiple choice and matching type
items.

Answers to Check Your Progress 2

I. Points to be considered in the construction of supply type items:

(i) Structure an item in such a way that the answer required is both brief
and definite. (One word or a short phrase)
(ii) Too many blanks should not be given in a statement.
(iii) Decide clearly what objectives (knowledge, ideas or skills) ar'e to be
tested.
(iv) Omitted words or phrases in a statement should be of parallel
grammatical significance.

I1 2. Limitations of true-false type items:

(i) Encourage guessing.

I
! (ii) Poor diagnostic value.
t (iii) Difficult to construct such items that are either completely true or
1I completely~falsewithout making the correct response obvious.
I (iv) Validity of student's response is questionable.
-

Test Construction
3. Advantages of matching type items:

(i) Can be made totally objective.

(ii) Can be scored quickly.
(iii) Require limited period of testing time.
OR
Advantages of multiple choice test items:

(i) Can be completed in a short time.

(ii) Scoring is objective.
(iii) Easier to construct high quality test items in this form in comparison
to other objective forms.

Answers to Check Your progress 3

1. Difficulty level of an objective type test item is the percentage of

examinees (students) who have responded to the item correctly.

2. 'The difficulty level of an objective test item is computed .by using the
following formula:.

Difficulty level = xlOO

( N - N!)

In which R is the total number of correct responses, N is the total number

of incorrect responses and N' is total number of examinees who do not
respond to the items.

3. Discriminating power of a test item refers to its effectiveness to

discriminate between the high and the low achievers.

12.10 SUGGESTED READINGS

-

1. Freeman, Frank S., (1965): Theory and Practice of Psychological Testing:

Oxford and IBH Publishing Co. (Indian Edition), New Delhi.
2. Garrett, H.E., (1962): Statistics in Psychology and Education: Allied
Pacific Private Ltd., Bombay.
3. Guilfrd, J.P., (1954): Psychometric Methods: Tata McGraw Hill. Publishing
Co. Ltd., New Delhi.
4. Thorndike, R.L. and Hagen, E., (1970): Measurement and Evaluation in
Psychology and Education: Wiley Eastern Pvt. Ltd., New Delhi.