Constructing Objective Test Items

1. EDUCATIONAL ASSESSMENT AND EVALUATION BY HINA JALAL (PHD SCHOLAR GCUF)
Constructing Objective Test Items
Gilbert S. (1989) defines tests as “Any test having clear and unambiguous scoring criteria.
Because multiple choice and true false tests can usually score objectively, they are sometimes
referred to as objective tests”.
R.L. Ebel and D.A. Frisbie (1986) define as “an objective test is one that can be provided
with a simple predetermined test of correct answer so that objective opinion judgment in the
scoring procedure is eliminated”.
W. Wiersma and S.G. Jurs (1990) define that objective items as “items that can be objectively
scored; items on which persons select a response from a list of options”.
The construction of objective tests items requires that teachers have following skills”
• Have clear learning objectives
• Thorough grasp of the subject matter
• Have clear learning outcomes
• Psychological understanding of students
• Have good judgment
• Sound judgment, persistence, and creativity
• Have a touch of creativity
Characteristics
• The objective type tests require the pupils to supply a word or to select a correct answer
from a no. of alternatives.
• The objective type tests are highly structured.
• Scoring is objective, quick, easy, and accurate.
• The objective type tests inappropriate to organize and integrate ideas.
• The objective type tests are highly reliable.
• The objective type tests are specific to the material and have adequate content sampling.
• The objective type tests have objectivity.
Different Types
Types Characteristics Merits Demerits
Multiple Choice
Forms
Ebel and Frisbie (1986) defines
Multiple choice as “a multiple-
choice item has two parts: the
stem consisting of a direct
question or an incomplete
statement and two or more
options, consisting of answer to
the question or completion of the
statement”.
(1) one introductory statement
called “the stem”
(2) more than three options.
• Can measure full
range of Bloom's
taxonomy
• Easier to score and
more objective
(reduces
opportunity for
guessing
• Does not require
homogeneous
material
• Relatively free of
response sets;
•Limited to problems only
•May not be appropriate for
measuring problem-solving
skills
•Difficulty in finding several
plausible distractors
•Difficult to construct
•Homogeneity
•Support guessing
•Examine limited knowledge
•Cannot measures complex
learning outcomes

2. EDUCATIONAL ASSESSMENT AND EVALUATION BY HINA JALAL (PHD SCHOLAR GCUF)
(3) The options are either
distractors or the correct choice.
results are
amenable to
diagnosis
• Easy to solve and
mark
Short Answer /
Completion Items
Norman E. Gronlund (1985)
stated that “short answer item is
a supply test item that can be
answered by the examinee to
respond to the item with a word,
short phrase, number, or a
symbol”.
Can be used to measure all levels
of Bloom's taxonomy
• Is typically used to measure
the recall of factual
information.
• It is supply type test.
• It is in the form of question.
• It stands between essay type
and object type test items.
• It measures simple learning
outcomes.
• It measures problem solving
ability.
• Reduces guessing
• Easy to construct
• Measures partial
knowledge
• It is good to assess
lower level of
learning.
• Unsuitable for measuring
complex learning outcomes
• Difficulty of scoring
dependent on student's level of
writing (legibility, spelling,
sentence construction)
• Scoring is based on
subjectivity
True-False or
Alternate Choice
Items
Stanley and Hopkins (1990)
defined alternative responses as
“The true-false tests are a form
that is very popular with
classroom teachers has been the
object of more criticism than any
other form of objectives test”.
It is selection type test.
It is consisting of declarative
statement.
Students require one of the two
possible answers.
It measures simple learning
outcomes like knowledge and
understandings.
• It is easy to
construct.
• A wide sampling
of course can be
obtained.
• Time saving.
• Students can
respond to two or
three times as
many alternative
items than multiple
choice items.
• High degree of
objectivity.
• Allow high degree of guessing
(50%)
• Copying is possible.
• Clues and regular pattern help
examinee to respond correctly.
• Emphasize on rote
memorization.
• Frequently ambiguous.
• Not especially useful past the
knowledge level
• Cannot measures complex
learning outcomes
• Cannot be used as diagnostic

3. EDUCATIONAL ASSESSMENT AND EVALUATION BY HINA JALAL (PHD SCHOLAR GCUF)
Matching Items W. Werisma and S.G. Jurs
(1990) stated that “an item
consisting of a two column
format premises and responses
that requires the students to take
a correspondence between the
sets”.
• It is selection type of test.
• It consists of two parallel
columns.
• The items in the column for
which a match is sought are
called “premises”.
• The selection items in the
column called responses.
• It measures information based
on relationship.
• Easier to score and
more objective
(increases
reliability);
• Does not require
homogeneous
material
• Relatively free of
response sets;
results are
amenable to
diagnosis
• It is easy to
construct.
• A wide sampling
of course can be
obtained.
• Time saving.
• Limited to problems
• May not be appropriate
for measuring problem-
solving skills
• Difficulty in finding
several plausible
responses
• Allow high degree of
guessing (50%)
• Copying is possible.
• Clues and regular pattern
help examinee to
respond correctly.
• Emphasize on rote
memorization.
Rules to construct for objective type test
1. Select relevant material to the objectives of the course
2. Select material that is appropriate to the students' curricular experience and reading level
3. Select material that is new to the students
4. Select material that is brief but meaningful
5. Revise material for clarity, conciseness and greater interpretive value
6. Construct test items that require analysis and interpretation of the introductory material
7. Make the length of test items roughly proportional to the length of the introductory
material
8. In constructing test items for an interpretive exercise, observe all pertinent suggestions for
constructing other objective test items
Advantages of objective type test
1. Ability to measure interpretation of written materials
2. Ability to measure more complex learning outcomes
3. Greater depth and breadth can be obtained in the measurement
4. Minimizes the influence of irrelevant information
5. Forces students to use only the mental processes called for
6. Can measure separate aspects of the problem-solving process
7. Can be scored objectively and not affected by personal opinion
8. A large sampling of course content is possible, by including large numbers of items.
9. High reliability is possible when constructed well.
10. Due to lack of choices students cover whole syllabus.
Limitations of objective type test
1. Difficulty in constructing items and finding appropriate introductory material
2. Introductory material may rely too heavily on reading ability
3. Measures separate aspects, not the whole problem-solving process
4. Limited to outcomes at the recognition level.

4. EDUCATIONAL ASSESSMENT AND EVALUATION BY HINA JALAL (PHD SCHOLAR GCUF)
5. The objective type tests inappropriate to organize and integrate ideas.
6. Subject to guessing
7. The preparation of items demand training.
8. The writing ability, high complex learning, and students’ analyzing ability cannot be
assessed.
Evaluating Objective Test Items
When evaluating test items, check to see that:
1. There are no spelling or grammatical errors
2. The formatting makes the test easier to take
3. There are no unnecessary clues in the stem
4. The reading / writing levels are appropriate
5. The items / questions have student appeal
6. The items / questions are free of superfluous material
7. There are no tricky phrases or clauses