Group 5

Cung Thị Thanh Huyền 207140231091

Phạm Quỳnh Hương 207140231103
Hoàng Thị Thảo Lan 207140231108
Hoàng Thị Mai Linh 207140231114
Hà Phương Thảo 207140231197
Lê Nguyễn Thanh Thảo 207140231199
Ngô Thị Thúy Hằng

Lesson 2: Test types 

2.5. Objective vs. Subjective tests:
a) Objective tests
An objective test is a test that has correct or incorrect answers. Similar to a
subjective exam, which is assessed by expressing an opinion often based on
predetermined standards, it may be contrasted. The reasons why objective exams
are so well-liked are that they're easy to prepare and take, quick to grade and
produce a measurable and tangible outcome.
Like other types of tests, objective tests have their own characteristics. Easily
recognizable, these tests are so specific and clear that one would expect a definite
and unique answer. They also guarantee perfect objectivity in scoring. Moreover,
objective tests can be scored objectively, easily, and take less time to answer than
essay tests.

b) Subjective tests
A subjective test is evaluated by expressing an opinion. It may be compared to an
objective test, which has correct or incorrect answers and can thus be graded
objectively. Subjective tests can be more valuable, but they can also be more
difficult, costly, and difficult to administer, and analyze. The purpose of a
subjective test is to evaluate students' performance in qualitative and complicated
areas by asking them questions that may have more than one correct response or
more than one method to respond.
When compared to most objective test questions, subjective items are typically
simpler and quicker to construct. However, in the subjective test, there is a feature
that different readers may rate identical answers differently, and the same reader
may judge the same article differently over time.

c) The Difference Between Subjective and Objective

 Subjective Objective
short answers multiple-choice
Essay True/False
term or concept definition matching
theoretical scenario response assertion and reason
the scorer must make a judgment the correctness of the test taker’s
about the correctness of the response is determined entirely by
response based on her subjective predetermined criteria so that no
interpretation of the scoring criteria judgment is required on the part of
scorers.

2.6 Criterion and Norm-referenced tests:

a) Criterion-referenced tests:
A criterion-referenced exam is an impartial evaluation that contrasts a test-
performance taker's with a predetermined set of norms or goals. Criterion-
referenced (CR) exams are made to make it possible for the test taker to evaluate a
score in relation to a criteria level of proficiency or content domain. An illustration
would be if students were graded based on their respective level of course material
knowledge rather than their relative standing in the class. A diagnostic examination
that identifies certain areas within a topic domain where students can benefit from
more instruction—without necessarily grading them as masters or non-masters—
would be a suitable illustration of this.

b) Norm-referenced tests:
A particular style of standardized test is a norm-referenced test (that is, a test that is
identical for every test-taker). Scores on a test that is norm-referenced are
compared to scores from a control group, also known as a norming group. The
findings may be viewed as subjective because the test-taker is evaluated in
comparison to other individuals. The purpose of norm-referenced (NR) exams is to
provide the test taker the ability to evaluate test findings in a "normative" manner.
To put it another way, test results are evaluated in light of the performance of a
certain group, or norm. Characteristics of norm-referenced tests: interpreting test
results of people.
c) Primary distinctions between NR and CR tests
(1) in their design, construction, and development
NR tests are created and produced to maximize differences between
individual test takers, which implies that its items or components will be
chosen based on how effectively they separate test takers who do well from
those who perform badly. On the other hand, the items or components will
be chosen based on how well they represent the skill levels or topic areas
that the CR tests are intended to be indicative of.

(2) in the scales they yield and the interpretation of these scales. 
The performance of other test takers is taken into account while interpreting
NR test results. Scores on CR tests are viewed as measures of one's aptitude
for or level of mastery in the th6 content domain.