The Essay Test

1. Presented to: Dr. Ava Claire Marie O. Robles
Class Schedule: MTH/9:00-10:30
Presenter: Jasper E. Noquial

3. At the end of the discussion at least 8O percent of the
students will be able to:
 Know the distinctive features of essay tests.
 Know the uses of essay tests in student evaluation.
 Distinguish the 2 types of essay.
 Know how to check an essay test.

4.  Essay test is a test that require students
to compose responses about a given
subject and explain it in their own words.
Usually lengthy up to several paragraphs.

5. Analysis
Synthesis
Evaluation
Creativity
•Separation of a whole
into single components.
•Combination of ideas
•To determine the
significance of something
•Ability to make
new things or ideas

6.  The distinctive feature of essay type test is the
“freedom of response”. Students are free to select, relate
and represent ideas in their own point of view.
(Gronlund, N. 1985)

7. 1. Assess the ability to recall, organize, and integrate
ideas.
2. Assess the ability to express oneself in writing.
3. Measures the ability to supply information.
4. Assess student’s understanding of subject matter.
5. Measure the knowledge of factual information.
(Gronlund, N. 1985) Measurement and Evaluation in Teaching 5th edition. Pp213-214)

8. Restricted response Extended Response
 Restricted Response/ Controlled Response
 Extended Response/ Uncontrolled Response
(Gronlund, N. 1985) Measurement and Evaluation in Teaching 5th edition. Pp213-214)

9.  Limits both the content and the response by
restricting the scope of the topic to be discussed.
 Useful for measuring learning outcomes requiring
interpretation and application of data in a specific
area.
(Gronlund, N. 1985) Measurement and Evaluation in Teaching 5th edition. Pp 214-215)

10.  State the differences between the life of Filipinos
during the Spanish and Pre-Spanish era.

11.  More structured.
 Specified learning outcomes.
 Provide more ease of assessment.
 Any outcomes measured by an objective interpretive
exercise can be measured by restricted response essay
question.
(Gronlund, N. 1985) Measurement and Evaluation in Teaching 5th edition. Pp214-215)

12.  Restricts the scope of the topic to be discussed and
exposing the nature of the desired response.
(Gronlund, N. 1985) Measurement and Evaluation in Teaching 5th edition. Pp214-215)

13.  Allows students to select,
evaluate and integrate
relevant information and
organize the answer in
accordance with their best
judgment.
 Limitless on the length or
exact content to be
discussed.
(Gronlund, N. 1985) Measurement and Evaluation in Teaching 5th edition. Pp 215-216)

14.  Imagine that you and a friend found a magic wand.
Write an adventure that you and your friend had with
the magic wand. Give it a title.

15.  Measures learning outcomes at the higher cognitive
levels of educational objectives such as analysis,
synthesis and evaluation levels.
 It expose the individual differences in attitudes, values
and creative ability
(Gronlund, N. 1985) Measurement and Evaluation in Teaching 5th edition. Pp217-219)

16. (Gronlund, N. 1985) Measurement and Evaluation in Teaching 5th edition. Pp213-214)

17.  Extended-Response Essay - Write
 Restricted response Essay – Supply
Extended Response essay question:
Write an essay about the first EDSA revolution.
Restricted Response Essay question:
Write an essay about the first EDSA revolution giving
focus on the main characters of the revolution and their
respective roles.
Navarro, R. and Santos, R. (20013). Authentic assessment on student learning
outcomes (2nd ed.).

18.  Freedom of response allows to express oneself.
 Measures complex learning outcomes that cannot be
measured by other means.
 Develop problem-solving skills.
 Improve writing skills such as writing speed.
 Encourages creativity by allowing their own unique
way.
Gronlund, N. (1985) Measurement and Evaluation in Teaching 5th edition. Pp217-219

19.  Measures divergent thinking.
 Encourages good study habits.
 Does not encourage GUESSING and CHEATING.
(Gronlund, N. 1985) Measurement and Evaluation in Teaching 5th edition. Pp217-219)

20.  Scoring is not reliable.
 Grading is time consuming.
 Does not cover the course content and the objectives
as comprehensively as possible.
J. Burnstein, M. Shermis(2003)” Automated Essay Scoring: A cross
disciplinary perspective”.

21.  Evaluating essay questions without adequate attention
to the learning outcomes is just like “three blind men
appraising elephant”. One teacher stresses factual
content, one organization of ideas, and another
writing skill.
J. Burnstein, M. Shermis(2003)” Automated Essay Scoring: A cross
disciplinary perspective”.

22.  Remove names from papers before grading.
 Disassociate the identity of students from their
responses during the grading process.
 Set a criteria.
 KNOW WHAT TO LOOK BEFORE GRADING
PAPERS.
(Gronlund, N. 1985) Measurement and Evaluation in Teaching 5th edition. Pp217-219)

23.  (Gronlund, N. 1985) Measurement and Evaluation in
Teaching (5th ed.).
 J. Burnstein, M. Shermis(2003)” Automated Essay
Scoring: A cross disciplinary perspective”.
 Navarro, R. and Santos, R. (20013). Authentic
assessment on student learning outcomes (2nd ed.).

24. Thank you for listening!
-KRYOS
O6