Don Mariano Marcos Memorial State University Educ 105

Mid-La Union Campus Assessment of Learning I

College of Education Simple Recall Test
Bachelor of Secondary Education Lesson 16

Outcomes:

1. Describe the Simple Recall test.

2. State the rules in constructing Simple Recall tests.
3. Discuss the uses, advantages, and limitations of Simple Recall tests.
4. Construct Simple Recall tests correctly

Simple Recall Type Test Items:

The simple-recall test is here somewhat arbitrarily defined as one in which each item
appears as a direct question, a stimulus word or phrase, or a specific direction.

The response must be recalled by the pupil from his past experiences rather than merely
identified from a list of suggested answers supplied by the teacher. The typical response to
the simple-recall item is short, preferably a single word or phrase.

Example 1:

(i) How many oranges can one buy for 35 cents when oranges cost 7 cents each?
Answer:…………..

(ii) Eight is what per cent of 64? Answer:………….

(iii) For each event below give the country, date, and person with whom you associate it;

(iv) What is the chemical name of vinegar? Answer:…………..

Advantages:

1. This type of test is particularly valuable in mathematics and the physical sciences,
where the stimulus appears in the form of a problem requiring computation.
2. As it needs very brief answer, does not result in bringing boredom and fatigue.
3. It is easy to construct.
4. It almost completely eliminates guessing as a factor in unreliability and thus
minimizes one of the most common criticisms of objective tests.
1

/ a 2 Educ 105 – Assessment of Learning I

Don Mariano Marcos Memorial State University Educ 105
Mid-La Union Campus Assessment of Learning I
College of Education Simple Recall Test
Bachelor of Secondary Education Lesson 16

5. Thus items are sufficiently reliable and highly valid.

6. The familiarity of facts and naturalness is measured.
7. It can serve the diagnostic purpose.
8. Quite comprehensive in covering the syllabus and testing of the realization of the
stipulated objectives.
9. The scoring and interpretation of the responses of the students do not pose any
problem.

Limitations:

1. Such questions test only the factual things and memory. The powers of
understanding, reasoning, application, interpretation etc. cannot be tested through
these questions.
2. Preparation of such items demands great skill and experience on the part of the paper
setter.
3. It is costly in terms of time and labour for its preparation.
4. Administration of such tests may also create so many disciplinary and administrative
problems. The mode of responses of questions may also drift the students towards
picking up unfair means.
5. If not properly constructed, scoring can be subjective.

Rules and Suggestions for Construction:

The simple-recall is one of the most familiar test forms and among the easiest to prepare.
The main problem is how to phrase the test situations so that they will call forth responses
of a higher intellectual level than mere rote memory, and so that they can be scored with a
minimum of expenditure of time and effort.

1. The test item should be so warded that the response is as brief as possible, preferably
a single word, number, symbol, or very brief phrase. This will objectify and facilitate
scoring.
2. The direct-question form is usually preferable to the statement form.
3. The blanks provided for the responses should be in a column, preferably at the right
of the items. This arrangement facilitates scoring and is more convenient for the
pupil.

/ a 2 Educ 105 – Assessment of Learning I

Don Mariano Marcos Memorial State University Educ 105
Mid-La Union Campus Assessment of Learning I
College of Education Simple Recall Test
Bachelor of Secondary Education Lesson 16

4. The question should be so worded that there is only one correct response. Whenever
this is impossible, all acceptable answers should be included in the scoring key.
5. Make a minimum use of textbook language in wording the questions.

https://www.yourarticlelibrary.com/statistics-2/types-of-recall-type-test-simple-and-
completion-objective-test/92626

Study Guides:

Reflect on the lesson by asking yourself the following questions. You may not necessarily
answer them,

 How can Simple Recall tests be made into higher-order thinking tests?

/ a 2 Educ 105 – Assessment of Learning I