The document discusses objective, recognition, and recall types of test items in educational assessment. It outlines definitions, types, merits, and demerits of each item category, providing guidelines for effective test construction. Key recommendations include clear directions, independent item design, and minimizing guessing while ensuring comprehensive content coverage.

1. OBJECTIVE TYPE ITEMS, RECOGNITION
TYPE ITEMS AND RECALL ITEMS
Munazza Mohsin Samo
Roll No: 2k16/BEDEL/67
Course Title: Test Development and Evaluation
Supervisor: Dr Amjad Ali Arain

2. Objective Type Items
DEFINITION:
• Items that can be objectively scored items on which person selects a response from
the list of options. (W Wiersma & Jurs, 1990)
• The test that require a specific answer.
• An objective question usually has only one potential correct answer and they leave
no room for options.

3. Categories Of Objective Items
Selected response format
Constructed response format
 Selected response format:
 Selection type
 True or false
 Matching type
 Multiple choice

4. Selected response format:
 Selection type
 True or false
 Matching type
 Multiple choice

5. Constructed response format
 Supply type
 Labeling
 Identification
 Completion type
 Simple recall

6. Types of Objective Items
 True or false
 Matching text
 Multiple choice
 Identification
 Completion type
 Simple recall
 Recognition type
 Labeling

7. Principles Of Preparing Objective Type
Items
 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

8.  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.
 Use simple and clear language.
 Avoid tricks and catch questions.

9. Rules For Objective Type Items
 Present a clear problem in the stem
 Put alternatives at the end of the question
 Put most of the wording in the stem
 Avoid unnecessary wordiness
 Avoid negatively worded stems
 Avoid requiring personal opinion

10.  Avoid linked or clued items
 All options should be homogeneous
 All options should be plausible
 Put repeated words in the stem, not the options
 Make all options grammatically consistent with stem
 Order options logically
 Word length of true statements = false statements

11. Merits Of Objective Type Items
 It covers all the aspect of the content.
 Rapid scoring is possible.
 Evaluation time will be less.
 Students can answer quickly.
 Greater reliability
 Better validity
 Easy for scoring
 Eliminates extraneous factors
 Economy of time

12. Demerits Of Objective Type Items
 Blind guessing is possible.
 Content validity cannot be tested.
 It takes more time in construction.
 The specific abilities like expression and organization are not tested.
 Generally, it measures factual knowledge only.
 High printing cost.
 Little opportunity for students to express thoughts.

13. Recognition Type Items
 RECOGNITION
Recognition => Re + Cognition
Cognition: To become acquainted with, to come to know the act, or the process of
knowing an entity (the process of knowing)
Recognition: the knowledge or feeling that the present object has been met before
(the process of knowing again)
Recognition and acquire knowledge through sender perception are very much related.

14. DEFINITION:
 The ability to match a piece of information or a stimulus to a stored image of fact.
 A measure of memory in which a person must identify items learned earlier.
 It is a process of determining the meaning and pronunciation of a word
 Example:
Completing a word search
fill in the blanks
Multiple choice
Matching test questions test recognition.

15. Recall Type Items
 Objective type of a test that sometimes require the student to supply the answer to
direct question and sometime requires him to complete the statement where a
word or phrase has been omitted.
 Type of retrieval in which you must search for information that you previously
stored.
 Fill in the blanks, Essay and short answer test questions test recall.

16. Types Of Recall Test
 There are three main types of recall test.
1) Free Recall
2) Cued Recall
3) Serial Recall

17. How to construct simple Recall test?
 Do not lift statement from the book verbatim.
 Frame the question so that one correct answer is possible.
 Avoid extraneous hints that give student clues to the answer.
 Design the test items so that the blank comes at the end
of the statement.

18. Merits Of Recall Type Items
 This type of questions provoke thinking and create interest.
 Higher learning outcomes like understanding, application, analysis, judgement are
better tested.
 This type is superior to alternate response or simple recall type.
 More reliable and valid
 This can be used to diagnose the difficulty area of the learner.

19. Guidelines For Recall Type Items
 Questions must be carefully prepared and simply worded.
 Questions should not contain any clue.
 The answer must be pin pointed, definite and be in a word, a
number, symbol or a phrase.
 Space should be given at the right hand side in the
column to write answer.

20. THANK
YOU.