PRESENTATION

Constructing Objective Test Items

simple and multiple-choice forms

By

Saima BashirM.Phil Edu 2nd

Semester.To

Dr.Shazia zamir

Constructing Objective Test Items simple and multiple-choice forms

Test:- test is a device or instrument which we use

to measure knowledge, skills, feelings, intellegence,or aptitude of an individual or group.

Constructing Objective Test ItemsSimple Forms

Each type of test item has its own unique

characteristics, uses, advantages,

limitations, and rules for construction. The

characteristics that are considered for

objective test forms that typically measure

relatively simple learning outcomes are the short answer item, the true-false item, and

the matching exercise.

Short Answer ItemsShort answer and the completion item are both 

supply type test items.

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

Uses of the Short-Answer Items Is suitable for measuring a variety of

relatively simple learning outcomes.Some of the common uses are knowledge of 

terminology, knowledge of specific facts, knowledge of principle, knowledge of method/procedure, and simple interpretations of data.

Examples:

Knowledge of Terminology

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

Knowledge of Specific Facts

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

( 6 )

Examples:

• Knowledge of Principles

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

( it will increase)Knowledge of Method or Procedure

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

( electroscope) Simple Interpretations of Data

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

Short answer itemsMore complex interpretations can be made when the 

short-answer item is used to measure the ability to interpret diagrams, charts, graphs, and pictorial data.

Advantages and LimitationsReduces the possibility that students will guessMeasures the recall of memorized informationOne of the easiest test items to construct

Limitations:-Un suitability for measuring complex learning  outcomes. The difficulty in scoring .

suggestion for Constructing short-answer items

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

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

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

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

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

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

True-False or Alternative-Response Items

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

Uses of True-False ItemsThe most common is to measure the ability to 

identify the correctness of statements of facts, definitions of terms, statements of principles, and the like.

Advantages Limitations T/F items T/F are very efficient.A wide sampling of course material can be 

obtained.T/F items are not especially useful beyond the 

knowledge area.Susceptible to guessing.

Suggestions for Constructing T/F Items

1. Avoid broad general statements if they are to  be judged true or false.

2. Avoid trivial statements.

3. Avoid the use of negative statements,  especially double negatives.

4. Avoid long, complex sentences.

5. Avoid including two ideas in one statement,  unless cause-and-effect relationships are being  measured.

Constructing suggestions for T/F Items (Continued)

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

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

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

Matching Exercises

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

Uses of Matching ExercisesThe typical matching exercise is limited to 

measuring factual information based on simple associations.

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

Advantages Limitations of Matching ExercisesThe compact form, which makes it possible to 

measuring a large amountThe ease of constructionThe matching exercise is restricted to the 

measurement of factual information based on rote learning .

suggestions for Constructing Matching Exercises

Use only homogeneous material in a single exercise.

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

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

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

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

CONSTRUCTING OBJECTIVE TEST ITEMS: MULTIPLE-CHOICE FORMS

Objective test items are not limited to the measurement of simple learning outcomes.

The multiple choice item can measure both knowledge and understanding levels and is free of many of the limitations of other forms of objective items.

Multiple-Choice ItemsMost widely usedMeasure simple learning outcomesMeasure complex learning

outcomes (knowledge, understanding, and application)

Flexible, high quality items adaptable to most subject-matter content

Used extensively in achievement testing

Characteristics of Multiple-Choice ItemsConsists of a problem (stem) and a list of suggested

solutions (alternatives, choices, or options)

Answers other than the correct answer are called distracters (decoys or foils)

Items can be stated in two ways. 1) Direct questions a) easier to write b) more natural for younger students c) present a clearly formatted problem

2) Incomplete sentences a) more concise b) present a well defined problem if phrased well

USES OF MULTIPLE-CHOICE ITEMSMeasuring Knowledge Outcomes1) Knowledge of Terminology 2) Knowledge of Specific Facts 3) Knowledge of Principles 4) Knowledge of Methods and ProceduresMeasuring Outcomes at the Understanding and Application Levels

1) Ability to Identify Application of Fact and Principles

2) Ability to Interpret Cause-and-Effect Relationships

3) Ability to Justify Methods and Procedures

Advantages and Limitations of Multiple- Choice Items

AdvantagesMeasures achievement and complex learning

outcomes.Structure of alternatives eliminate vagueness

and ambiguityKnowledge of content area is measured without

concern for spelling errorsMultiple-choice requires students to choose the

correct or best answer while true-false tests allow students to get credit for knowing a statement is not correct.

Advantages and Limitations of Multiple- Choice Items (cont)Multiple-choice items have a greater

reliability than true-falseMultiple-choice items measure a single

idea while matching exercises require a series of related ideas

Multiple-choice items are usually free of response sets

Incorrect answers in multiple-choice items can usually allow for diagnosis of errors and misunderstandings that need correction

DisadvantagesLimited to learning outcomes at the verbal levelRequires selection of the correct answer and therefore

it does not measure problem solving skills in math and science or the ability to organize and present ideas

It is difficult to find a sufficient number of reasonable alternatives or distracters (especially at the primary level)