The document, prepared by Mr. Ronald Macanip Quileste, outlines the characteristics, advantages, and disadvantages of true/false tests, highlighting their effectiveness in assessing factual knowledge and vocabulary. It provides guidelines for constructing effective true/false items while cautioning against common pitfalls, such as ambiguity and negative statements. Additionally, it briefly discusses developing interpretive exercises to assess reasoning skills and includes references for further reading.

1. OBJECTIVE
TYPE TESTS
Prepared by: Mr. Ronald Macanip Quileste, M.Ed

2. true / false
items

3. TRUEORFALSE
"YES/NO" OR "AGREE/DISAGREE
measuresfacts
good for vocabulary (definitions),
formula, dates, names, etc.

4. ADVANTAGES
easy to construct
cantestalotofdifferentsubjectareas
generally, easy to read
easy to score - - both fast and objective

5. ADVANTAGES
can cover a lot of ground in given time
goodfortestingpopularmisconceptions

6. disadvantages
tests rote memorization

7. ADVANTAGES
guessing is encouraged
greatforcheating
offers little diagnostic value
Nearly impossible to get meaningful absolute
statements

8. steps to
construct
true / false
test items

9. the statement must be
unequivocally true or
false

10. make each item as
significant as
possible

11. Include only one
central idea in
each statement

12. Avoid "specific determiners"
Avoid ambiguous terms
like "frequently" or "in most
cases"

13. 4
_________ 1) In most cases, Anecdotal records is an
alternative method to written tests.

14. 4

15. Avoid negative and
particularly double
negative statements

16. 5

17. Keep the statement
short and use simple
language

18. 6

19. Do not have a
pattern in the
order of
responses

20. 7

21. approximately,
half of the
statements
should be false

22. avoid trick
questions

23. Paraphrase source
materials before
including them
on the test

24. Directionstostudentsare
clear
Scoringmethodisclear
Havestudentscircle"true"
or"false",ratherthan
write"t"or"f“

27. binary
choice items

28. BINARYCHOICE

30. Additional reasoning skills can be
assessed using the same approach by
developing some statements that are
examples of the skill and some
statements that are not examples

31. This can be done with many of the critical
thinking skills (e.g. identifying
stereotypes, biased statements, emotional
language, relevant data, and verifiable
data

34. interpretive
exercises

39. things to put in
mind when
writing
interpretive
exercises

40. Identify the reasoning skills
to be assessed before
selection or development
of the Interpretive exercise

41. Keep introductory
material as brief
as possible

42. Select similar
but new
introductory
material

43. Construct
several test
items for each
exercise

47. Construct
items that
are not
found in the
question

50. write-shop

52. references
Raagas, Ester L . (2010). Assessment and Evaluation of Student
Learning: Concepts and Applications (3rd edition) by Ester L.
Raagas, ELR DATStat Analysis Center, Cagayan de Oro
City.
http://www.utexas.edu/academic/mec/research/pdf/oldhtmlfiles/m
ultichoiceexamhandout.html
http://web.utk.edu/~mccay/apdm/plan/plan_b.htm