This document provides information about objective type tests, including definitions, classifications, and guidelines for creating different types of objective test items. It defines objective tests as those with predetermined correct answers that can be scored objectively. Objective tests are classified as supply/recall type, selection/recognition type, and matching type. The document provides examples and creation guidelines for true/false, multiple choice, completion, and matching items. It discusses measuring various levels of learning and outlines principles for preparing objective tests, such as ensuring all content is covered and maintaining confidentiality.

2. OBJECTIVE TYPE
TEST
Objective type tests are highly
structured written test that requires
the examinee to supply a word or two
or to select the correct answer from a
number of alternatives.

3. OBJECTIVE TYPE TEST
Objective test is one that can be provided
with a single predetermined test of correct
answers so that subjective opinion in the
scoring procedure is eliminated.
RL Ebel and DA Frisbe, 1986.

4. OBJECTIVE
TYPE TEST
Objective test items are items that can
be objectively scored on which
persons select a response from a list
of options.
W Wiersma and G Jurs, 1990.

5. MERITS OF OBJECTIVE
TYPE TESTS
Economy of time.
Greater reliability.
Better validity.
Eliminates extraneous factors.
Less time for scoring.
It measures the higher mental processes.
Easy for scoring.

6. •
CLASSIFICATION
OF
OBJECTIVE TYPE TESTS

7. SUPPLY OR
RECALL TYPE

8. SHORT ANSWER TYPE ITEM
The item is presented as a direct question
which can be answered by a word, phrase,
number or symbol.
E.g. Who discovered penicillin?

9. THE COMPLETION
VARIETY
An incomplete statement is used which
can be completed by a word, phrase,
number or symbol.
E.g. The name of the person who
discovered penicillin is --------------

10. THE ASSOCIATION VARIETY
A few items will be given outside the bracket.
Students are expected to write the exactly related
response in the bracket.
E.g. Write the name of the common instrument
which measure the following: temperature (-----),
blood pressure (---------), heart rate (---------).

11. SELECTION OR
RECOGNITION TYPE

12. An alternate response item
consists of a declarative statement
that the examinee is asked to mark
true or false, right or wrong, correct
or incorrect, yes or no, agree or
disagree and the like.

14. CLASSIFICATION OF ALTERNATE
RESPONSE ITEM
ALTERNATIVE
RESPONSE
ITEM
TRUE - FALSE
YES - NO
RIGHT –
WRONG
CORRECTION
TYPE
CLUSTER
TYPE

15. TRUE –FALSE
VARIETY
A true or false item consist of a statement or
proposition which the examinee must judge and mark
either true or false.
E.g. Penicillin is an effective drug for the treatment of
pneumonia.
_ T/F

16. YES OR NO VARIETY
This consists of direct question or declarative
statement that is to be answered with ‘Yes’ or
‘No’.
E.g. Charaka was called as a father of
medicine in ancient time --------- Y/N.

17. RIGHT –WRONG VARIETY
In this variety pairs of words are given. Here
the student have been directed, i.e. if two words
have opposite meaning, write an ‘R’ and if not
‘ W’ .
E.g. Like – dislike ( )
Health – wellness ( )

18. CORRECTION VARIETY
In this, student is required to make every false
statement true by crossing out the incorrect portion
which is usually underlined and replacing it with the
correct word or phrase.
E.g. The square root of 49 is 9.

19. CLUSTER
VARIETY
In this, there is one incomplete stem or statement with
several suggested answers to be judged as true or
false.
E.g. The cardinal signs of leprosy are
a) Loss of sensation --------- T/F
b) Hypo pigmentation --------- T/F
c) High fever ---------- T/F

20. MULTIPLE RECOGNITION QUESTIONS

21. THE MULTIPLE RESPONSE ITEM
More than one of the given
alternatives is correct, but there is only one
precise answer to the question. Selection is
based on the best combination of responses.

22. Example of multiple response item
Which of the following would be included among the
group of potassium sparing diuretics?
I. Diamox and Bumet
II. Chlorthalidone and chlorthiazide.
III. Spironlactone and triamterene.
IV. Frusemide and ethacrynic acid.
a) III only
b) II only
c) I and IV.
d) II and III.

23. MULTIPLE CHOICE ITEMS

24. MEASURING KNOWLEDGE
OUTCOMES
KNOWLEDGE OF TERMINOLOGY
Students are requested to show their knowledge of a particular
term by selecting a word that has the same meaning as the
given term or by choosing a definition of the term.
Eg. Which of the following terms has the same meaning as the word
newborn?
A. Infant.
B. Toddler
C. Neonate
D. Pubescent

25. MEASURING KNOWLEDGE
OUTCOMES
KNOWLEDGE OF SPECIFIC FACTS
It provides a necessary basis for developing understanding,
thinking skills and other complex learning outcomes. The
questions of the who,what,when and where variety are the
common ones.
When did Florence Nightingale start her first nursing school?
a) 1901
b) 1862.
c) 1865.
d) 1904.

26. MEASURING KNOWLEDGE
OUTCOMES
KNOWLEDGE OF PRINCIPLES
Multiple choice items can be constructed to measure
knowledge of principles as easily and those designed to
measure knowledge of specific facts.
The principle of capillary action explains how fluids
a) Enter the solutions of lower concentration
b) Escape through small openings
c) Pass through semi permeable membranes.
d) Rise in fine tubes.

27. MEASURING KNOWLEDGE
OUTCOMES
KNOWLEDGE OF METHODS AND PROCEDURES
This includes diverse areas of knowledge of laboratory
procedures, knowledge of methods used in problem
solving, and knowledge of common social practices.
If you were making a scientific study of a problem, your first
step should be to
a) Collect information
b) Develop hypothesis to be tested.
c) Design the experiment to be conducted.
d) Select scientific equipment to be collected.

28. MEASURING OUTCOMES AT THE UNDERSTANDING
AND APPLICATION LEVEL
ABILITY TO IDENTIFY APPLICATION OF FACTS AND PRINCIPLES.
A common method of determining whether the students learning
outcome has gone beyond the mere memorization of a fact or
principle is to ask them to identify its correct application in a
situation.
Which of the following is an example of an osmotic diuretic?
I. Frusemide
II. Triamterene
III. Mannitol
IV. Aldactone

29. MEASURING OUTCOMES AT THE UNDERSTANDING
AND APPLICATION LEVEL
ABILITY TO INTERPRET CAUSE AND EFFECT RELATIONSHIP
Measuring the Understanding by asking students
to interpret various relationship among facts.
Eg: Bread will not be mouldy as rapidly if placed
in a refrigerator because
a. Cooling retards the growth of fungi.
b. Darkness retards the growth of mould.
c. Cooling prevents the bread from drying out rapidly.
d. Mould requires both heat and light for best growth.

30. MEASURING OUTCOMES AT THE UNDERSTANDING
AND APPLICATION LEVEL
ABILITY TO JUSTIFY METHODS AND PROCEDURES
Selecting the best of several possible
explanation of a method or procedure.
While administering test dose most important
thing is to
1) Explain to the patient.
2) Circle the area of administration.
3) Keep a syringe loaded with adrenaline.
4) Ensuring co-operation of relatives.

31. Variations of multiple – choice
One correct
answer
Best
answer
Analogy
type
Reserve
type

32. EXAMPLES
ONE CORRECT ANSWER
What is the normal body temperature?
a) 35.20 c b) 36.40 c c) 370 c d) 380 c
BEST ANSWER TYPE
The value of π can be accurately given by
a) 3 b) 22/7 c)3.1 d) 3.142

33. EXAMPLES
ANALOGY TYPE
Deduce the relationship that exists
between the first two parts of the item
and then apply it to the third and fourth
parts.
Vitamin A : Night blindness: vitamin C : --------
a) beriberi b) Scurvy c) cretinism d) pellagra.

34. EXAMPLE
RESERVE TYPE
Which of the following is NOT related to
heart ?
a) Myocardium
b) Pericardium
c) Endometrium
d) Endocardium

35. Directions for preparing multiple
choice items
The stem should be meaningful and present a definite
problem.
Use positive statements in the stem. If a negative
statement is to be used then underline it or write in
capital letters.
The stem of one should not suggest the answer to
another.
The options should be
 three or more.
 arranged in systematic order.
 short and clear.
 homogenous.

36. Directions for preparing multiple
choice items
• When an incomplete statement format is
used, the option should come at the end of the
statement.
• Avoid highly technical distractors.
• The correct answer should not be
consistently longer or shorter than the
distractors.
• Avoid giving irrelevant clue to the correct
answers.

37. Directions for preparing multiple
choice items contd….
Avoid the use of clues that may suggest correct
answer.
The distracters and the correct response should
possess homogeneity.
Arrange items having numerical answers in
order from large to small or vice-versa.
Arrange the place for the correct answer, in
such a way that for the test as a whole, no letter
corresponding to a given answer appears more
frequently than some other letter.

38. MATCHING TYPE ITEM
A B
STIMULUS
/PREMISES
RESPONSES

39. EXAMPLE OF MATCHING TYPE ITEM
COLUMN A
1. short answer
2. true false
3. matching
4. multiple choice
COLUMN B
A. A supply type of question
B. Student has a 50/50 chance
of guessing the true answer
C. Based on a set of similar
items in which each piece
has two components
D. Consists of a stem and
alternatives
E. Student has to choose from
3 or more possible answers

40. DIRECTIONS FOR PREPARATION OF
MATCHING TYPE ITEMS
Matching test should consist homologous items.
The number of items should be short.
The number of choices should be more than the required
answer.
Keep the stimuli and response items on the same page to
save time and avoiding confusion on the part of the
examinee.
Give some headings to both the column like A and B.
An answer choice may be used more than once.
Arrange the answers in some systematic fashion.
The premises should be identified with numbers and the
responses should be identified by letters.

41. DISADVANTAGES OF OBJECTIVE TYPE
TESTS
•
Takes a lot of time and effort in preparing the
test.
Little opportunity for measurement of student’s
ability to organize and express thoughts.
Students miss the valuable experience of making
comparisons, giving explanations or definitions.
Guessing is possible.
High Printing cost.

42. PRINCIPLES OF PREPARING OBJECTIVE
TYPE TEST
• Decide on the purpose of the test.
• Decide the type of items to be included in the
test.
• Be sure that all important contents are
covered.
• Determine the total number of items for the
test.
• Be sure that each item is independent.

43. PRINCIPLES OF PREPARING OBJECTIVE
TYPE TEST
• Provide clear, concise, and complete direction.
• Maintain confidentiality in test construction.
• Allot time properly.
• Prepare answer keys and scoring rules before
the actual scoring begins.

44. PRINCIPLES OF PREPARING
OBJECTIVE TYPE TEST contd….
• Avoid tricks and catch questions.
• Arrange items in the test in ascending order of
difficulty.
• Avoid regular sequence in the pattern of
responses.
• Use simple and clear language.

45. TRUE AND FALSE ITEM
Write statements that are either completely
true or false.
Eg.: Penicillin is an effective drug for the
treatment of pneumonia.
• Penicillin is an effective drug for the
treatment of streptococcal pneumonia.

46. TRUE AND FALSE ITEM contd….
• Avoid using “all, always, never, none,
nothing, no, should, may, sometimes” as
a rule.
Eg.: All bacteria cause disease.
Pathogenic bacteria cause disease.

47. TRUE AND FALSE ITEM contd….
Avoid ambigous statement. Write statements
in a direct and clear style.
Eg.: Diabetes develop after 40.
Incidence of diabetes mellitus is more after the
age of 40 years

48. TRUE AND FALSE ITEM contd….
Avoid the use of negative statements,
particularly double negatives.
Eg.: Tuberculosis is not a non communicable
disease.
• Tuberculosis is a communicable disease.

49. TRUE AND FALSE ITEM contd….
Limit true or false items to a single idea.
Eg.: Bleeding of gums is associated with
gingivitis, which can be prevented by brushing
the teeth daily.
• Daily brushing of teeth will prevent
occurrence of ginigivitis.

50. Completion variety
• Avoid ambiguous statements.
Eg.: Florance Nightingale was born in _________
The year of Florance Nightingale’s birth
was________
• Make the blanks of uniform length.

51. Completion variety contd….
Choose statements in which there is only
one correct response for the blank.
Eg.: Main function of liver is ……….
• Detoxification of toxic substances is one of the
functions of ………

52. Completion variety contd….
Avoid giving blanks in the beginning of
statements.
Eg.: ……….arteries supply blood to myocardium.
• Blood vessel that supply to myocardium are
called ……….. arteries.

53. Completion variety contd….
Provide blanks equal to the number of
missing words.
Eg.: Thyroid stimulating hormone is secreted by
……….
• Thyroid stimulating hormone is secreted by
………. gland.

54. REFERENCES
Basvanthappa BT. Nursing education.jaypee
publications. 1st edition 2003; 477 – 96.
Sankaranarayan B, Sindhu B.Learning and
teaching nursing.Brainfill publications.3rd edition
2009; 81-83.
Neeraja KP. Textbook of nursing education.jaypee
publications.6th edition 2008; 416-17,421-26.
Hedgerken LE. Teaching and learning in schools of
nursing: principles and methods.Konark
publications.3rd edition 2004; 219-341.

56. THANK YOU