Chapter 7Chapter 7

Constructing Objective Test Items:Constructing Objective Test Items:

Simple FormsSimple Forms

Ashley L. King Classroom Assessment Summer 2007

Each type of test item has its own uniqueEach type of test item has its own uniquecharacteristics, uses, advantages,characteristics, uses, advantages,limitations, and rules for construction. Thelimitations, and rules for construction. Thecharacteristics that are considered forcharacteristics that are considered forobjective test forms that typically measureobjective test forms that typically measurerelatively simple learning outcomes are: the shortrelatively simple learning outcomes are: the shortanswer item, the true-false item, and the matchinganswer item, the true-false item, and the matchingexercise.exercise.

Short Answer ItemsShort Answer Items

Short answer and the completion item are Short answer and the completion item are both supply type test items.both supply type test items.

Can be answered by a word, phrase, Can be answered by a word, phrase, number, or symbol.number, or symbol.

Uses of the Short-Answer ItemUses of the Short-Answer Item

Is suitable for measuring a variety of Is suitable for measuring a variety of relatively simple learning outcomes. relatively simple learning outcomes.

Some of the common uses are knowledge Some of the common uses are knowledge of terminology, knowledge of specific of terminology, knowledge of specific facts, knowledge of principle, knowledge facts, knowledge of principle, knowledge of method/procedure,and simple of method/procedure,and simple interpretations of data.interpretations of data.

Examples:Examples:

Knowledge of TerminologyKnowledge of Terminology

Lines on a weather map that join points of Lines on a weather map that join points of the same barometric pressure are the same barometric pressure are called______. (isobars)called______. (isobars)

Knowledge of Specific FactsKnowledge of Specific Facts

A member of the United States Senate is A member of the United States Senate is elected to a term of ________ years.elected to a term of ________ years.

( 6 )( 6 )

Knowledge of PrinciplesKnowledge of Principles

If the temperature of a gas is held constant If the temperature of a gas is held constant while the pressure is applied to it is while the pressure is applied to it is increased, what will happen to its volume?increased, what will happen to its volume?

( it will increase)( it will increase)

Knowledge of Method or ProcedureKnowledge of Method or Procedure

What device is used to detect whether an What device is used to detect whether an electric charge is positive or negative?electric charge is positive or negative?

( electroscope)( electroscope)

Simple Interpretations of Data:Simple Interpretations of Data:

How many syllables are there in the word How many syllables are there in the word Argentina? (4)Argentina? (4)

In the number 612, what value does the 6 In the number 612, what value does the 6 represent ? (600)represent ? (600)

More complex interpretations can be made when More complex interpretations can be made when the short-answer item is used to measure the the short-answer item is used to measure the ability to interpret diagrams, charts, graphs, and ability to interpret diagrams, charts, graphs, and pictorial data.pictorial data.

Advantages and LimitationsAdvantages and Limitations

Reduces the possibility that Reduces the possibility that students will guessstudents will guess

One of the easiest test items to One of the easiest test items to constructconstruct

Unsuitablilty for measuring complex learning outcomes.

The difficulty in scoring

Construction suggestion for short-Construction suggestion for short-answer itemsanswer items

1.1. Word the item so that the required answer is both brief Word the item so that the required answer is both brief and specific.and specific.

2.2. Do not take statements directly from textbooks to use Do not take statements directly from textbooks to use as a basis for short-answer items.as a basis for short-answer items.

3.3. A direct question is generally more desirable than an A direct question is generally more desirable than an incomplete statement.incomplete statement.

4.4. If the answer is to be expressed in numerical units, If the answer is to be expressed in numerical units, indicate the type of answer wanted.indicate the type of answer wanted.

5.5. Blanks for answers should be equal in length and in a Blanks for answers should be equal in length and in a column to the right of the question.column to the right of the question.

6.6. When completion items are used, do not include too When completion items are used, do not include too many blanks.many blanks.

True-False or Alternative-Response True-False or Alternative-Response ItemsItems

Consists of a declarative statement that Consists of a declarative statement that the student is asked to mark true or false, the student is asked to mark true or false, right or wrong, correct or incorrect, yes or right or wrong, correct or incorrect, yes or no, fact or opinion, agree or disagree.no, fact or opinion, agree or disagree.

Only two possible answersOnly two possible answers

Uses of True-False ItemsUses of True-False Items

The most common is to measure the The most common is to measure the ability to identify the correctness of ability to identify the correctness of statements of facts, definitions of terms, statements of facts, definitions of terms, statements of principles, and the like.statements of principles, and the like.

Advantages & LimitationsAdvantages & Limitations

T/F items are very T/F items are very efficient.efficient.

A wide sampling of A wide sampling of course material can course material can be obtained.be obtained.

T/F items are not T/F items are not especially useful especially useful beyond the beyond the knowledge area.knowledge area.

Susceptible to Susceptible to guessing.guessing.

Suggestions for Constructing T/F ItemsSuggestions for Constructing T/F Items1. Avoid broad general statements if they are to be 1. Avoid broad general statements if they are to be

judged true or false.judged true or false.2. Avoid trivial statements.2. Avoid trivial statements.3. Avoid the use of negative statements, especially 3. Avoid the use of negative statements, especially

double negatives.double negatives.4. Avoid long, complex sentences.4. Avoid long, complex sentences.5. Avoid including two ideas in one statement, 5. Avoid including two ideas in one statement,

unless cause-and-effect relationships are unless cause-and-effect relationships are being measured.being measured.

6. If opinion is used, attribute it to some source, 6. If opinion is used, attribute it to some source, unless the ability to identify opinion is being unless the ability to identify opinion is being measured.measured.

Constructing T/F Items (Continued)Constructing T/F Items (Continued)

7. True statements and false statements 7. True statements and false statements should be approximately equal in length.should be approximately equal in length.

8. The number of true statements and false 8. The number of true statements and false statements should be approximately statements should be approximately equal.equal.

Matching ExercisesMatching Exercises

Consist of two parallel columns with each Consist of two parallel columns with each word, number, or symbol in one column word, number, or symbol in one column being matched to a word, sentence, or being matched to a word, sentence, or phrase in the other column.phrase in the other column.

Uses of Matching ExercisesUses of Matching Exercises

The typical matching exercise is limited to The typical matching exercise is limited to measuring factual information based on measuring factual information based on simple associations.simple associations.

Has also been used with pictorial materials Has also been used with pictorial materials in relating pictures and words to identify in relating pictures and words to identify positions on maps, charts, and diagrams.positions on maps, charts, and diagrams.

Advantages & Limitations of Matching ExercisesAdvantages & Limitations of Matching Exercises

The compact form, which The compact form, which makes it possible to makes it possible to measuring a large measuring a large amount amount

The ease of constructionThe ease of construction

The matching exercise is The matching exercise is restricted to the restricted to the measurement of factual measurement of factual information based on rote information based on rote learning .learning .

There is difficulty finding There is difficulty finding homogeneous material homogeneous material that is significant from the that is significant from the viewpoint of objectives viewpoint of objectives and learning outcomes.and learning outcomes.

Constructing Matching ExercisesConstructing Matching Exercises

1.1. Use only homogeneous material in a single Use only homogeneous material in a single exercise.exercise.

2.2. Include an unequal number of responses and Include an unequal number of responses and premises and instruct the student that responses premises and instruct the student that responses may be used once, more than once, or not at all.may be used once, more than once, or not at all.

3.3. Keep the list of items to be matched brief and Keep the list of items to be matched brief and place the shorter responses on the right.place the shorter responses on the right.

4.4. Arrange the list of responses in logical order, Arrange the list of responses in logical order, place words in alphabetical order, and numbers place words in alphabetical order, and numbers in sequence.in sequence.

5.5. Indicate in the directions the basis for matching Indicate in the directions the basis for matching the responses and premises.the responses and premises.

6.6. Place all the items for one matching exercise on Place all the items for one matching exercise on one page.one page.