TOPIC 5

How to assess:

Essay Tests
ESSAY TESTS
Definition

A written test that requires the respondent to

create his/her own responses rather than pick
the right response. The responses may be in the
form of one or more sentences There is no one
single correct response. Responses can only be
scored subjectively by a specialist in the subject
area tested
Criteria of an essay test
• Learner has to compose.
• Responses may be in the form of one or more
sentences.
• There’s no one single correct
response/answer.
• Responses must be judged subjectively by a
specialist.
Classification of Essay Questions
Classification 1
Interrogative form VS Statement form

Interrogative form:
Why is it important to conduct an item analysis
after the administration of each test?

Statement form
Explain the importance of conducting an item
analysis after the administration of each test.
Classification 2
Essay Outline
(500 words)

Coursework Standard Essay

Essay (1000-2500
ESSAY words)
QUESTIONS Extended Essay
(2500-5000
words)
Examination
Essay
Classification 3
Restricted Vs Extended Response Essay Question

Restricted-response essay question

• Discuss TWO advantages and TWO
disadvantages of essay questions in measuring
students’ performance.

Extended-response essay question

• Discuss to what extent essay questions are
effective in measuring students’ performance.
Classification 4 (OUM)
• True Essay Question (TEQ)

• Modified Essay Question (MEQ)

• Short-answer Essay Question (SEQ)

True Essay Question (TEQ)

There is much pressure from parents, the

government, non-governmental organizations and
religious groups regarding the content to be
selected and taught in schools. However, schools
cannot include all the concerns of the society in
the curriculum.

You are a member of a panel entrusted with

selecting appropriate content for the curriculum of
a specific course at your own institution. Discuss
the criteria you would consider when selecting the
appropriate content.
[20 marks]
Modified Essay Question (MEQ)

External validity and internal validity are two

important concepts in experimental research.

a. Explain each type of validity clearly using an

appropriate example.
(8 marks)

b. “Experimental research is usually strong in

internal validity but weak in external
validity.” Discuss.
(12
marks) [20 marks]
Short-Answer Essay Question (SEQ)

A review of relevant literature is an important

prerequisite of any research. Using appropriate
examples from educational research, elaborate
on FOUR (4) reasons why this is so.

(8 marks)
STRENGTHS
• Capable of assessing complex learning outcomes
• Responses provide valuable information about thought
processes & reasoning abilities
• Provide authentic experiences. More relevant to real life
compared to MCQ
LIMITATIONS
• Unreliability of scoring
• Time consuming in scoring
• Limited sampling of content
• Exam essays – restricted time & absence of reference
materials – writing not really authentic
Task IV : Class Discussion

TRUE or FALSE
• Essay questions assess higher-order thinking
• Essay questions are easy to construct
• Essay questions eliminate guessing
• Essay questions are useful testing tools because
they incorporate written communication skills
• Essay questions encourage students to prepare
more thoroughly
Common Bluffing Tricks:

• Writing something for every question,

even if it is only a restatement of the
question.
• Stressing the importance of the topic
covered by the question
• Agreeing with the question
• Dropping names
• Using points from other related topics
• Writing in general terms
Constructing Essay Questions (Guidelines)
• Devise essay questions in line with the intended learning
outcome (ILO)
• Avoid using essay questions for ILO that can be
measured by other test types (e.g. MCQ)
• Specify time and marks allotted for each question
• Avoid using optional questions
• Define clearly the task and scope of the essay question
• Construct Higher-Order thinking questions in line with
Bloom’s taxonomy
• Use several relatively short answer essay questions
instead of one long essay questions
• Use essay questions that are fair.
Refer to Section 5.7, p. 89-94
Scoring Method

• All test questions must be accompanied by

appropriate marking schemes.
• Each marking scheme should indicate
clearly how marks will be allocated to the
responses
• For essay and multiple-choice questions,
suggested answers should also be provided.
• The responses from essay questions can
either be scored by using checklists or
rubrics. Rubrics can be analytic or holistic.
Scoring Method
Using a checklist

Scoring
Method Analytic
Rubric

Using a
rubric Holistic
Rubric
Using a checklist

A score is awarded for every correct/relevant point in a

response. The sum of these individual scores provides the final
score of the response.

Example:
Reference Chapter……, pp………
Suggested  ………………
answers
……………….

 ………………
Accept any appropriate answers.

Marks Award 2 marks for each appropriate and well-elaborated

allocation reason
Award 1 mark for a mere mention of an appropriate
reason
Reference Topic 4 Section 4.1 Page 75
Suggested Strengths
answer Essay questions provide an effective way of
assessing complex learning outcomes.
Essay questions allow students to demonstrate
their reasoning and creativity
Essay questions provide authentic experiences
because students are given opportunity to organize,
write and review their responses.
Guessing is very much reduced

(Accept any other appropriate answers.)

Marks Award 2 ½ marks for each point.
allocation (2 ½ marks x 4 = 10 marks)
Strengths
• Useful in assessing factual content
• Relatively easy to construct

Weaknesses
• Usually lacks description of desired performance
• Cannot be used as a guide for writing
assignments
• Limited feedback for formative purposes
Using the holistic rubric
A single score is awarded for the response
taken as a whole based on the rubric with
the predetermined criteria.

Anatomy of holistic rubric

Score descriptor
5
4
3
2
1

0
Example
Award a maximum of 8 marks using the following rubric.
Score Descriptor
7–8 The response contains all the important ideas related to the topic. The
ideas are fully developed with lots of facts and examples. The answer is
exemplary, detailed and clear.

5–6 The response contains most of the important ideas related to the topic. The
ideas are well-developed with some facts or examples.
The answer is good, has some detail, and is clear.

3–4 The response contains some of the important ideas related to the topic.
The ideas are satisfactorily developed with supporting facts or examples.
The answer is satisfactory but may be vague or include some inaccurate
information.

1–2 The response contains few important ideas related to the topic. The ideas
are not properly developed. There are numerous misconceptions. The
answer is poor.

0 No answer or irrelevant response

(8 marks x 1 = 8 marks)
Strengths
• Quick scoring
• Provides an overview of student performance, a
quick snapshot of achievement

Weaknesses
• Does not provide detailed information about
student performance
• May be difficult to provide one overall score
Using the analytic rubric
Separate scores are awarded for different
aspects or dimensions of the response based on
the rubric with the predetermined criteria.

Anatomy of Analytic Rubric

Performance Level
(scale)
0 1 2 3 4
Performance
criterion

Performance Descriptor
Performance Level (Scale)
Numerical Label
• 1, 2, 3
• 1, 2, 3, 4
• 1, 2, 3, 4, 5
Qualitative Label
• Poor, Average, Good
• Novice, Intermediate, advanced, superior
• Novice, Intermediate, proficient, Distinquished
• Beginning, developing, average, accomplished
• Unsatisfactory, basic, proficient, distinquished
• Unacceptable, marginal, proficient, Exemplary,
• Not yet competent, partly competent, competent,
sophisticated
 Example
Award a maximum of 12 marks using the following rubric
Dimension 0 1 2 3 4
Focus/ No main ideas Main ideas not Main ideas Stated or Clearly stated
& focus clear present but implied main main idea
Organisation not focused ideas Unified focus
Focused & &
organised organisation

Elaboration No elaboration Restricted Moderate Full Extended

of main ideas elaboration of elaboration of elaboration of elaboration of
main point main point one main one main
point point.

Mechanics Numerous Some minor Some minor A few minor One or two
minor and and some errors errors minor errors
major errors major errors One or two No more than No major
that impede that cause major errors one major errors
comprehension reader error
confusion

Note: Weighted analytic rubric can be used. (4 marks x 3 = 12 marks)

 Weighted Analytic Rubric: An Example
Award a maximum of 12 marks using the following rubric
Dimension 0 1 2 3 4 Weighting score
Focus/ No main ideas Main Main ideas Stated or Clearly X 1.25 5
Organisation & focus ideas not present but implied main stated main
clear not focused ideas idea
Focused & Unified
organised focus &
organisatio
n
Elaboration No elaboration Restricted Moderate Full Extended X 1.25 5
of main ideas elaboratio elaboration elaboration of elaboration
n of main of main point one main of one main
point point point.

Mechanics Numerous Some Some minor A few minor One or two X 0.5 2
minor & major minor and errors errors minor
errors that some One or two No more than errors
impede major major errors one major No major
comprehension errors that error errors
cause
reader
confusion

(4 marks x 1.25 x 2 = 10 marks)

(4 marks x 0.5 = 2 marks)
Strengths
• Provides more detailed feedback
• Greater consistency across different raters

Weaknesses
• Time consuming to construct
• Tedious in scoring
Suggestions for Scoring/Marking
• Prepare a marking scheme before scoring
• Grade the answer script without looking at
candidate’s name
• Evaluate all responses to one question before
going on to the next one
• Reshuffle the answer scripts after marking
responses of all candidates to each question
• Use agreed scoring symbols or write comments by
the side of the script to provide feedback to
students
• Use double marking, if possible