PAPER LANGUAGE ASSESMENT

TEST TYPES: BASED ON THE NATURE OF ANSWER: SELECTION

TYPE ITEMS (MULTIPLE CHOICE, TRUE-FALSE, MATCHING, AND
INTERPRETATIVE EXERCISE), SUPPLY TYPE ITEMS (SHORT
ANSWER AND ESSAY: RESTRICTED RESPONSE QUESTION AND
EXTENDED QUESTIONS)
Submitted as a group assignment in the subject Language Assesment

Lecturer:
Dr. H.M. Nur Arifin, M.Pd

Arranged By:

1. Amelya Nurrizka (221230108)

2. Sifahu Laela (221230113)
3. Natasya Happy Damayanti (221230128)
4. Elga Marvyona (221230109)

Class: TBI 4D

ENGLISH EDUCATION DEPARTMENT

FAKULTY OF EDUCATION AND TEACHER TRAINING
UNIVERSITY ISLAM NEGERI
SULTAN MAULANA HASANUDDIN BANTEN
2024
 FORWARD

By mentioning the name of Allah SWT, the Most Compassionate and Merciful, we
praise and thank Him, who has bestowed upon us all his people, his grace, guidance and
inayah, so that we can complete the writing of this paper, to fulfill the Language Assessment
course.
The preparation of this writing also aims to increase the knowledge and understanding
of the reader, and the author fully realizes that there are still mistakes in both sentence
structure and grammar. Therefore, the author expects all suggestions and criticisms from
readers for the improvement of this paper. The author believes that the preparation of this
paper can provide benefits for readers.

Serang, 29th February 2024

ii
 TABLE OF CONTENT

FORWARD .............................................................................................................. ii

TABLE OF CONTENT........................................................................................... iii

CHAPTER I INTRODUCTION ............................................................................ 1

1.1 Background.................................................................................................... 1

1.2 Problem Formulation ..................................................................................... 2

1.3 Objective........................................................................................................ 2

CHAPTER II DISCUSSION .................................................................................. 3

2.1 Based On The Nature of Answer ................................................................... 3

2.1.1 Multiple Choice....................................................................................... 3

2.1.2 True – False ............................................................................................ 4

2.1.3 Matching.................................................................................................. 6

2.1.4 Interpretative Excercise ........................................................................... 6

2.2 Supply Type Items ........................................................................................ 7

2.2.1 Short Answer and Essay.......................................................................... 7

2.2.2 Restricted Response Question and Extended Question........................... 8

CHAPTER III CONCLUSION .............................................................................. 10

3.1 Conclusion ..................................................................................................... 10

3.2 Suggestion...................................................................................................... 10

BIBLIOGRAPHY .................................................................................................... 11

iii
 CHAPTER I
INTRODUCTION

1.1 Background
In the realm of education, assessment stands as a key element in evaluating students'
understanding of the taught subject matter. Assessment is carried out through various
types of tests designed to measure students' comprehension in diverse ways. One way to
classify test types is based on the nature of the answers they yield. In this classification,
there are two main categories: selection type items and supply type items.
Selection type items, including multiple choice, true-false, matching, and
interpretative exercises, require students to choose answers from a set of provided
options. On the other hand, supply type items, encompassing short answer and essay
questions, prompt students to convey their answers without predetermined options.
Within supply type items, there are two commonly used question types: restricted
response questions, which demand brief and confined answers, and extended questions,
which allow students to provide more in-depth and detailed responses.
Understanding these various test types is crucial for educators in designing and
implementing effective evaluation strategies in the learning process. Selecting the
appropriate test type ensures that assessments are conducted in line with learning
objectives and students' abilities. Furthermore, understanding these various test types
also provides valuable insights for curriculum developers in developing comprehensive
and relevant learning assessments.
In this paper, we will further explore the various test types based on the nature of the
answers they yield, including characteristics, advantages, and limitations of each test
type. We will also discuss the practical application of this knowledge in the educational
context and its implications for effective learning and outcome-oriented curriculum
development. Thus, this paper aims to provide a deeper understanding of the importance
of selecting the right test type in evaluating students' understanding and enhancing the
quality of the learning process.

1
1.2 Problem Formulation
A. What are included in selection types items and their explanation?
B. What are included in selection types items their explanation?

1.3 Objective
A. To determine what is included in selection types items.
B. To determine what is included in selection types items

2
 CHAPTER II
DISCUSSION

2.1 Based On The Nature of Answer

Based on the nature of answer refers to a categorization or classification of
answers according to their characteristics or properties. In various fields such as
research, education, or problem-solving, answers can be classified based on how they are
derived, their level of certainty, or their relationship to underlying principles or
phenomena. This classification helps in understanding the nature and quality of
responses provided.
For instance, in educational assessment, answers can be categorized based on
whether they are factual, analytical, or interpretative. In research, answers may be
classified as quantitative or qualitative, depending on the type of data they provide. In
problem-solving contexts, answers may be categorized as definitive, speculative, or
conditional based on the level of certainty or conditions attached to them.
Understanding the nature of answers allows individuals to evaluate their validity,
reliability, and relevance to the questions or problems at hand. It also provides insights
into the thought processes and methodologies used to arrive at those answers.

2.1.1 Multiple Choice

Multiple choice items are all receptive, or selective, response items in that the
test – taker chooses from a set of responses (conunonly called a supply type of
response) rather than creating a response.
Other receptive item types include true-false questions and matching lists. (In
the discussion here, the guidelines apply primarily to multiple choice item types
and not necessarily to other receptive types).
Every multiple choice item has a stem which presents a stimulus, and several
(usually between three and five) option or alternatives to choose from. One of
those options, the key is the correct response, while the others serve as distractors.1

1
H. DOUGLAS BROWN, LANGUAGE ASSESMENT Principles and Classroom Practices (New York: Longman.com,
2004).

3
 The multiple choice item consists of the stem, which identifies the question or
problem and the response alternatives or choices. Usually, students are asked to
select the one alternative that best completes a statement or answers a question.
Multiple choice items are considered to be among the most versatile of all item
types. They can be used to test factual recall as well as levels of understanding and
ability to apply learning.
Suggestion for writing multiple choice test items:
a. When possible, state the stem as a direct question rather than as an incomplete
statement.
b. Present a definite, explicit and singular question or problem in the stem.
c. Include in the stem any words that might other-wise be repeated in each
alternative.
d. Eliminate excessive verbiage or irrelevant information from the stem.
e. Include in the stem any word that might otherwise be repeated in each
alternative.
f. Use negatively stated stems sparingly. When used, underline and or capitalize
the negative word.
g. Make all alternatives plausible and attractive to the less knowledgeable or
skillful student.
h. Make the alternatives mutually exclusive.
i. Make alternatives approximately equal in length.

2.1.2 True – False

True-false questions are those in which a statement is presented and the
student indicates in some manner whether the statement is true or false. In other
words, there are only two possible responses for each item, and the student chooses
between them. True-false questions are well suited for testing student recall or
comprehension. Students can generally respond to many questions, covering a lot
of content, in a fairly short amount of time.
From the teacher’s perspective, true-false questions can be written quickly.
They are easy to score. Because they can be objectively scored, the scores are more
reliable than for items that are at least partially dependent on the teacher’s
judgment.

4
 Suggestion for writing true – false test items:
a. Base true-false items upon statements that are absolutely true or false, without
qualifications or exceptions.
b. Express the item statement as simply and as clearly as possible
c. Express a single idea in each test item.
d. Include enough background information and qualifications so that the ability
to respond correctly to the item does not depend on some special, uncommon
knowledge.
e. Avoid the use of extreme modifiers or qualifiers.
f. Avoid lifting statements from the text, lecture or other materials so that
memory alone will not permit a correct answer.
g. Avoid using negatively stated item statements.
h. Avoid the use of unfamiliar vocabulary.

True – false test taking tips:

a. When you do not know or cannot remember information to determine the truth
of a statement, assume that it is true.
b. There are generally more true questions on true-false exams than false
questions because instructors tend to emphasize true questions.
c. If there is specific detail in the statement, it may also tend to be true, For
example, the statement "There are 980 endangered species worldwide" has
specific detail and is likely to be true.
d. Look for extreme modifiers that tend to make the question false. Extreme
modifiers, such as always, all, never, or only make it more likely that the
question is false.
e. Identify qualifiers that tend to make the question true. Qualifiers (seldom,
often, many) make the question more likely true.
f. Questions that state a reason tend to be false.
g. Words in the statement that cause justification or reason (since, because, when
if) tend to make the statement false because they bring in a reason that is
incorrect or incomplete.2

2
Ben Clay, Is This a Trick Question? A Short Guide to Writing Effective Test Questions, 1 ed. (Kansas Curiculum
Center, 2001), https://www.k-state.edu/ksde/alp/resources/Handout-Module6.pdf.

5
 2.1.3 Matching
Matching items are a good way to assess certain kinds of basic knowledge.
Students can match terms and definitions, causes and effects, people and their
achievements, foreign words and their English translations, or tools and their uses.
Matching items can also assess some thinking skills, especially the ability to
apply what students have learned to new situations and the ability to analyze
interrelationships.3
Matching items are a common objectively scored item in language testing.
They are essentially an extended form of Multiple Choice Questions (MCQS) that
draw on a student’s ability to make connections among ideas, vocabulary and
structure. Matching questions present the students with two columns of
information. Students must find the matches between the two columns. Items in the
left-hand column are called premises or stems, and the items in the right hand
column are called options. The premise column is typically numbered while the
option column is lettered. There should be more options to choose from than
premises.4

2.1.4 Interpretative Exercise

The interpretive exercise consists of many different types of objective items
based on a common piece of information or data. The data may consist of written
text, pictures, graphs, charts or maps, etc. A set of information is given to learners
and based on it, test items such as multiple choice, true – false type, rearrangement
exercises, interpretation of mathematical data are developed. Many learning
outcomes like the ability to apply a principle, to interpret, to conclude are assessed
through this type of exercise or test. Interpretive exercise saves from the hassles of
developing different test items from vast content.

Steps for Constructing Interpretive Exercise

The content for the interpretive exercise is never a direct copy from the
textbook. The first thing teacher has to see is that content or subject matter selected
for this exercise is neither very easy nor difficult to understand. It is of the mental

3
Linda Suskie, Assessing Student Learning A Common Sense Guide, 3 ed. (United States: A Willey Brand, 2004).
4
Christine Coombe, “An A To Z Second Language Assessment: How Language Teachers Understand
Assessment Conceps,” British Council, 2018, 28.

6
 level of leamers and fulfills the objectives of the course. This ensures the
assessment of actual learning outcomes. Various types of test items covering
different interpretive skills are constructed from the text.5

2.2 Supply Type Items

These types of test items are also known as the free-response type. The learner
recalls the response from her memory or constructs it. Supply type test items can be
classified as short answer type, essay type, and very short answer type test items.

2.2.1 Short Answer and Essay

A. Short Answer
Short answer type tests items is these questions or test items require
the students to respond or write the answer in two or three sentences. These
fall midway between essay type and objective type items.6
A short-answer (or "open-ended") item consists of a question, an
incomplete statement, or a direction to which the examinee must supply a
response. Standard types of short-answer items include the direct question,
completion (or fill-in-the-blank), identification (or association), and directed
exercise. Each type requires a short response, but the mode of presentation
differs. The first three types are basic and straightforward; but the fourth
type, directed exercise, may take any of a number of forms. Each type is
described briefly, with examples provided.7

B. Essay
Essay is an assessment tool that demands participants to recall,
understand, and organize their ideas or learned materials by presenting or
expressing those ideas in written form using their own words. This tool can
assess various types of abilities, such as presenting opinions, logical thinking,

5
Anupama Bhargava, Assessment In Educstion: Principles and Purpose, 1 ed. (Vanagaram, Chennai, Tamil
Nadu: Notion Press, 2021).
6
Bindu, M.P, Science Education: Techniques and Methods (United States: Lulu, 2019).
7
Michael Priestly, Performance In Education & Training: Alternative Techniques, 1 ed. (United States:
Educational Technology Publications, 1982).

7
 and drawing conclusions. The weaknesses of this tool include limited
coverage of the material being asked8.
In conducting an essay examination, the following points need to be
considered:
 Prepare assessment guidelines or scoring immediately after writing
the questions to check participants' answers later.
 Read the participants' answers and compare them with the answers
provided in the guidelines.
 Assign scores according to the completeness and perfection level of
participants' answers. The more complete the answer, the higher the
score, and vice versa, the less complete the answer, the lower the
score.
 Check all participants' answer sheets for the same question number
before moving on to checking the next question number. This is
necessary to maintain consistency and objectivity in scoring.
 Avoid irrelevant factors in scoring, such as the quality of the writing,
the closeness of the relationship between the educator and the
participants, and the pleasant or annoying behavior of the
participants.

2.2.2 Restricted Response Question and Extended Question

A. Restricted Response Question
The restricted response question usually limits both the content and the
response; the content is usually restricted by the scope of the topic to be
discussed. Limitations on the form of response are generally indicated in
the question.
Examples
1. State the main differences between the Korean War and a previous
war in which the United States has participated.
2. Why is the barometer one of the most useful instruments for
forecasting weather? Answer in a brief paragraph.

8
Muhammad Afif Amrullah. 2020. Sistem Penilaian dalam Pembelajaran. Jurnal Al Bayan: Jurnal Jurusan
Pendidikan Bahasa Arab 7 (2). Page 129-130

8
 3. Describe two situations that demonstrate the application of the law
of supply and demand. Do not use those examples discussed in
class.
Another way of restricting responses in essay tests is to base the
questions on specific problems. For this purpose, introductory material like
that used in interpretive exercises can be presented. Such items differ from
objective interpretive exercises only by the fact that essay questions are
used instead of multiple choice or true - false items.9

B. Extended Question
An extended question is a type of supply-type item commonly used in
assessments, particularly in essay format. Unlike restricted response questions
that require brief and specific answers, extended questions prompt participants
to provide more elaborate and detailed responses. These questions typically
require participants to demonstrate a deeper understanding of the subject
matter, often involving critical thinking, analysis, synthesis, and application of
knowledge10.
Examples of extended questions may include:
1. Discuss the factors contributing to climate change and evaluate their
potential impacts on global ecosystems.
2. Explain the process of photosynthesis in plants, including the role of
chlorophyll, light, and carbon dioxide, and discuss its significance in
the ecosystem.
Extended questions allow participants to showcase their comprehensive
understanding of a topic and their ability to articulate complex ideas in a
coherent and organized manner. These questions often require participants to
draw upon multiple concepts, theories, and examples to construct a thorough
response. As such, they are valuable tools for assessing higher-order thinking
skills and promoting deeper learning.

9
Yogesh Kumar Singh, Psichology In Education, 1 ed. (Indian: APH Publishing Corporation, 2005).
10
Barbara M. Altman. Extended Questions Sets : Purpose, Characteristic and Topic Areas. Page 7-12.

9
 CHAPTER III
CONCLUSION

3.1 Conclusion
From this paper, it can be concluded that the types of tests based on the nature
of the answers produced, whether selection tests or supply-type tests, play a
significant role in the educational evaluation process. Selection tests such as multiple
choice, true-false, matching, and interpretative exercise, offer efficiency advantages
in large-scale assessments but have limitations in measuring deep understanding.
Meanwhile, supply-type tests such as short answer and essay questions provide
opportunities for students to express their understanding more broadly and deeply,
albeit requiring more time and resources for assessment.
A profound understanding of various test types enables educators to design
evaluation strategies that align with learning objectives and student abilities.
Additionally, selecting the appropriate test type also contributes to the development
of relevant curricula and outcome-oriented learning. In the context of modern
education that emphasizes the development of higher-order thinking skills, supply-
type tests like extended questions play a crucial role in measuring students' abilities
in analysis, synthesis, and application of their knowledge. Therefore, a deep
understanding of various test types is highly important for educators, researchers,
and education policymakers in enhancing the quality of educational evaluation and
ensuring the optimal development of students' potential.

3.2 Suggestion
Consider learning styles when choosing test types, scoring criteria for each
type of test are clearly defined and understood by students, multiple choice tests and
other types of tests that provide short answers are often more efficient to score than
essays.

10
 BIBLIOGRAPHY

Anupama Bhargava. Assessment In Educstion: Principles and Purpose. 1 ed. Vanagaram,

Chennai, Tamil Nadu: Notion Press, 2021.

Barbara M. Altman. Extended Questions Sets : Purpose, Characteristic and Topic Areas.
Page 7-12.

Ben Clay. Is This a Trick Question? A Short Guide to Writing Effective Test Questions. 1 ed.
Kansas Curiculum Center, 2001. https://www.k-state.edu/ksde/alp/resources/Handout-
Module6.pdf.

Bindu, M.P. Science Education: Techniques and Methods. United States: Lulu, 2019.

Christine Coombe. “An A To Z Second Language Assessment: How Language Teachers

Understand Assessment Conceps.” British Council, 2018, 28.

H. DOUGLAS BROWN. LANGUAGE ASSESMENT Principles and Classroom Practices.

New York: Longman.com, 2004.

Linda Suskie. Assessing Student Learning A Common Sense Guide. 3 ed. United States: A
Willey Brand, 2004.

Michael Priestly. Performance In Education & Training: Alternative Techniques. 1 ed.

United States: Educational Technology Publications, 1982.

Muhammad Afif Amrullah. 2020. Sistem Penilaian dalam Pembelajaran. Jurnal Al Bayan:
Jurnal Jurusan Pendidikan Bahasa Arab 7 (2). Page 129-130

Yogesh Kumar Singh. Psichology In Education. 1 ed. Indian: APH Publishing Corporation,
2005.

11