Objective
Test
Prepared by:
Jeremy Lutero Alonday
Ferlyn Claire Inocencio
CONTENTS:
What is objective test?
Categories of Objective Test
Advantages and
Disadvantages of Objective
Test
Types of Objective Test
What is
Objective
Test?
What is Objective Test?
It is generally call for a single
words, phrases, numbers, letter
and other symbols to items.
Is defined as one for which the
scoring rules are so specific that
they don’t allow scorers to make
subjective inferences or
judgements.
Categories of Objective Test
Selected Response Format
Constructed Response Format
Selected Response Format
Selected type
True or False
Matching Type
Multiple Choice
Constructed Response Format
Supply Type
Enumeration
Labeling
Identification
Completion Type
Simple Recall
What are the
advantages and
disadvantages of
Objective Test?
A The sampling of the
D objective examination is
V more representatives and so
A measurement is more
extensive.
N
Handicaps such as poor
T
vocabulary, poor
A handwriting, poor spelling,
G and poor grammar and the
E like do not adversely affect
S the ability to make reply.
A Scoring is not subjective
D because the responses are
single words, phrases,
V numbers, letters and other
A symbols with definite value
N points and hence, the personal
T element of the scorer is
removed.
A
The objective test is better
G prepared than the essay test
E because there are principles to
S be applied in its construction.
D It is harder to prepare
I Generally, it measures
S
A factual knowledge
D only.
V
A
It does not help in
N nor encourage the
T development of the
A
G
ability of students to
E organize and express
S their ideas.
D It encourages
I memory work even
S
A without
D understanding.
V
A
It is easier to cheat
N in an objective
T examination than in
A
G essay examination.
E
S
What are
the types of
Objective
Test?
Types of Objective Test
True or False
Matching Type
Multiple Choice
Enumeration
Labeling
Identification
Completion Type
Simple Recall
Analogy
True or False Test Type
An objective type test presented in a
form simple declarative statement, to
which the pupils respond indicating
whether the statement is true or false. It
is applicable to all learning areas.
How to construct the true or
false type test?
Do not copy statement from the book.
As general practice, keep variety of
proportions of true and false
statements.
How to construct the true or
false type test?
Express your statement in a simple
language as possible.
Keep your sentences reasonably short
or restrict them to have one central
area.
How to construct the true or false type
test?
If you wish to score the paper right
minus wrong (R-W), state so in the
directions.
Be very careful about the grammatical
structure of the sentences.
How to construct the matching
type test?
Keep questions and options short and
homogeneous.
Make sure all the options are plausible
distractors for each description.
Use longer phrases as questions and
shorter phrases as options.
How to construct the matching
type test?
Number each question and use
alphabetical letters for options.
Include more options than descriptions.
In the directions, specify the basis for
matching
Identification type test
An objective type of test in a form of
completion test which is defined,
describe, explained or indicated by a
picture, diagram or concrete object and
the term referred to is supplied by the
pupil or student.
How to construct identification type
test?
The definition, description or
explanation of the term may be given by
means of phrase or incomplete
statement if its not indicated by a
picture, diagram or complete object.
The statement should also be phrased
that there is only one response.
Example:
Multiple -Choice type test
Is a test used to measure knowledge
outcomes and other types of learning
outcomes such as comprehension and
applications.
Most commonly used format in
measuring student achievements in
different levels of learning.
Multiple -Choice item
General Guidelines in Constructing the
Multiple-Choice Test
1. Make a practical test.
2. Use tables, figures, or charts when
asking question to interpret.
Metacognitive Control
(Self-regulation)
PLAN
REFLECTION
EVALUATION MONITOR
3. Use diagrams or drawing when asking
questions about application, analysis or
evaluation.
General Guidelines in Constructing the
Multiple-Choice Test
4. Use pictures when students are
required to apply concepts and principles.
5. When ask to interpret or evaluate
quotations, present actual quotations.
General Guidelines in Constructing the
Multiple-Choice Test
26. “It is only the heart that one can see
nightly; what is essential to the eye.” From
THE LITTLE PRINCE BY ANTOINE DE ST.
EXUPERY
The aspiration drawn from the quote is that
a)Important things are visible to the eye
b)There are things which the eye cannot see.
c) It is better to see things with the heart
d)Only the heart can see the beautiful things
in life.
General Guidelines in Constructing the
Multiple-Choice Test
6. List of choices vertically not
horizontally.
7. Avoid trivial questions.
8. Use one correct answer only.
9. Use three to five options.
General Guidelines in Constructing the
Multiple-Choice Test
10. Be sure to use effective distracters.
11. Increase similarity of the options.
12. Do not use “none of the above” when
asking for a best answer.
13. Avoid using “all of the above” options.
General Guidelines in Constructing the Stem
1. The stem should be written in
question form or completion form.
2. Do not leave a blank at the
beginning or at the middle of the stem in
completion form.
3. Clear and concise.
General Guidelines in Constructing the Stem
4. In a positive form. Avoid using negative
words, if you do, underline or capitalize.
Ex. Which of the following does not
belong to the group? Or
Which of the following does NOT
belong to the group?
General Guidelines in Constructing the Stem
5. Stem is grammatically correct.
General Guidelines in Constructing the Stem
General Guidelines in Constructing the Stem
General Guidelines in Constructing Options
1. One correct or best answer only.
2. List of options are vertical.
3. Avoid creating a pattern.
General Guidelines in Constructing Options
4. Options must be homogenous in
content.
5. Avoid the phrase “all of the above”,
“none of the above” or “I don’t know”.
General Guidelines in Constructing Options
General Guidelines in Constructing
Distracters
1. The distracters should be plausible.
2. Should be equally popular with the
rest of the options.
General Guidelines in Constructing
Distracters
Examples o Multiple –Choice Items
Examples o Multiple –Choice Items
Examples o Multiple –Choice Items
Examples o Multiple –Choice Items
Examples o Multiple –Choice Items
Examples o Multiple –Choice Items
What are the
advantages and
disadvantages of
Multiple-Choice
Test?
A Measures learning
D outcomes.
V
Scoring is highly
A
objective, easy and
N
reliable.
T
A Scores are reliable than
G subjective type of test.
E Distracters can provide
S diagnostic information.
D Time consuming.
I Difficult to construct
S
A plausible distracters.
D In some cases, there
V
A are more than one
N possible answer.
T
A
G
E
S
D Ineffective in
I assessing problem
S
A solving skills of the
D students.
V
A
Not applicable in
N assessing the
T students’ ability to
A
G organize and express
E ideas.
S
Our goal is to design
questions that
students who
understand will
GOAL
answer correctly and
students who do not
understand will
answer incorrectly.
Enumeration Type test
An enumeration test is one wherein the
students has to list down part or
elements/ components of a given
concepts or topics.
How to construct enumeration type of
test?
The exact numbers of expected answer
have to be specified.
Spaces for the writing of answer have to
be provided and should be in the same
length.
How to construct enumeration type of
test?
Example:
Directions: List down or enumerate what
are asked for each of the following.
Underlying Causes of World Wars I and II
1.
2.
3.
4.
Completion type test
An objective type of test that includes
series of sentences which certain
important words of phrase has been
omitted for the pupils to fill in a
sentence may contain one or more
blanks and the sentences may be
disconnected or organized into a
paragraph. Each blanks counts one
point.
How to construct completion type of test?
Omit only words that are essential to
the meaning of the statement or
sentence.
Do not omit any words in a statement.
The statement may lose its meaning.
How to construct completion type of test?
Make the blanks equal in length to
avoid clues. Long blanks suggest long
answers, short blanks suggest short
answers.
How to construct completion type of test?
Simple Recall test
An objective type of test that sometimes
require the student to supply an answer
to direct question and sometimes
require him to complete a statement
where a word or phrase has been
omitted.
How to construct simple recall test?
Do not lift statement from the book
verbatim.
Frame the questions so that one correct
answer is possible .
How to construct simple recall test?
Avoid extraneous hints that give the
students clues to the answer.
Design the test items so that the blank
comes at the end of the statement.
How to construct simple recall test?
If the item requires the pupils to
compute figures in order to arrive at an
answer, always indicate the units to
express the answer, whether it is feet,
inches or in seconds, minutes or hours
and minutes.
How to construct simple recall test?
Labeling Type test
An objective test in which the names of
parts of diagrams, map, drawing or
picture are to be indicated.
How to construct labeling type of test?
Make the diagram , map, drawing or
picture very clear and recognizable
especially parts to be labelled.
How to construct labeling type of test?
The parts to be labelled should indicate
by the arrows so that labels can be
written in a vertical column in a definite
place and not on the face of the
diagram, map, drawing or picture.
How to construct labeling type of test?
Analogy
An analogy type of test consist of a pair
of words, which are related to each
other (Calmorin 1994).This type of test
is often used in measuring student’s
skill in sensing association between
paired words or concepts.
How to construct analogy type of test?
1. The pattern of relationship n the first
pair of words must be the same
patterns in the second pair.
Example:
X Sampaguita : Philippines – Heart : Love
/ Sampaguita : Philippines – Rose of
Sharon : Korea
How to construct analogy type of test?
2. Options must be related to the
correct answer example.
Example:
Bonifacio : Philippines, ________: USA
a. Jefferson b. Lincoln
c. Madison d. Washington
How to construct analogy type of test?
[Link] principle of parallelism has to be
observed in writing options.
Example:
Gun : Huntin – Pen : ______.
a. Clicking b. Viewing
c. Typing d. Writing
How to construct enumeration type of
test?
4. More than three options have to be
included in each analogy item to lessen
guessing.
5. All items must be grammatically
consistent.
References :
• [Link]
THANK YOU!!!
