Here are the key learning outcomes this exercise aims to assess: - Students will develop an understanding of historical events from different perspectives by taking on roles in a Civil War battle reenactment. - Students will learn about and experience aspects of daily life for Union and Confederate soldiers through activities like marching, setting up camp, cooking, and scouting. - Students will gain procedural knowledge about the tactics and strategies employed in a historically representative Civil War battle through direct participation in a reenactment.  2. Design 5-10 multiple choice or true/false questions to assess student learning related to the reenactment experience.

1. PRADEEP MK
M.SC. NURSING

3.  An essay type test may be objective centered or
objectivebased, though it may be difficult to score it
objectively.Nowadays students denounce essay type
examinationbecause of its heavy fire or strain, and also
the parentscriticize it because of its injurious effects on
the physicalhealth of their children, and the
psychologists also criticize this type test because of its
unreliability and invalidity.Educationologists attack this
essay type test, because it lacksdefiniteness in aim and
purpose.

4. Cont...,
 To overcome some of the evil effects of essay type test,
objective type tests seem to be very useful. Most of the
modem educationologists lay much stress on objective type
tests to supplement the essay type it may not be objective
centered if it is not planned with reference to the objectives
of instruction.

5. Definition
 Objective test is one that can be provicled with a single pre-
determined test of correct answers so that objective opinion
 or judgment in the scoring procedure is eliminated.
 -RL Ebei ami DA Frisbe, 1986
 Objective test items require students to work or select
acorrect or best answer. These items are called objective
 because they can be scored more objecitvely than any
othertype of item used to measure students performance
selectedresponse items include alternative response,
matching,keyed and multiple choice items. Loit M Ctzrry,
1988

6. Cont...,
 Objective test has a clear and
unambiguous scoring criteria, because
multiple choice and true talse tests can
usually be scored objectively, they are
sometimes retenedto as objective tests.
Gilbert Sax, 1989
 Objective test items are items that can be
objectively scored items on which persons
select a response from a list of options. W
Wiersma and G Jars, 1990

7. Cont...,
 The objective type test refers to any written test
thatrequires the examinee to select the correct answer from
among one or more of several alternatives or a supply a
word of two and that demands an objective judgement
where it is scored.

8. Advantages of Objective test
 1, It can be scored objectively and easily. The scoring will
not vary from time to time or from examiner to examiner.
The mood of the examiner in no way affects scoring.
 2. In this type, more extensive and representative sampling
can be obtained. This reduce the role of luck and craming of
expected question. As a result there is greater reliability and
better content validity. They can be made to cover more
material than traditional type.
 3. It possesses economy of time, for it takes less time to
answer than an essay test. Comparatively many test items
can be presented to students. It also saves, a lot of time of
the scorer.
 4. Students like them very much, because there is no
question as to the accuracy of marks they receive and there

9. Cont...,
 5. It elimates extraneous (irrelevant) factors such as speed of
writing, fluency of expression, literacy style, good hand
writing neatness, etc.
 6. They discourage cramming and encourage thinking
observation and scrutiny.
 7. It creates an incentive for pupils to building a broad base
of knowledge, skills and abilities. They are more educative
for the students.
 8. It measures the higher mental processes of

10. Disadvantages of objective
test
1. Objectives like ability to organize matte ability to
present matter logically and in a coherent fashion, etc., cannot
be evaluated.
2. Guessing is possible. No doubt the chances of success
may be reduced by the inclusion of a large number of
items.
3. The construction of adequate objective type items
is difficult. It requires special abilities and is time consuming.
4. Printing cost is considerably greater than that of an essay
type test. Use of this type test are very expensive.

11. Classification of Objective type
test
There are a number of varieties in objective type test. The common type
which are widely used are given,
1. Supply type or recall type.
a.Short answer.
b.Completion.
2. Selection type or recognition type.
a. Alternate response test.
b. Matching,
c. Multiple choice.
3. Context-dependent type.
a. pictorial form.
b. Interpretative.

12. Introduction to Short Answer Type Test:
 The modern trend is to include more short answer questions in the
question papers in order to improve their reliability, validity and
sampling capacity.
 Short answer questions generally require exact answers and,
although taking many forms, they share the following distinctive
features:

13. (i) They usually take less than five minutes to read
and answer, many take less than a minute.
(ii) Short answer questions permit larger sampling
of content.
(iii) They tend towards greater objectivity in
scoring.
(iv) More reliable and valid than essay questions.
(v) The answer is supplied by the pupil, not pre-
selected as in objective questions.
(vi) Precise and specific as to the scope and length
of answers.

14. Classification of Short Answer Type Test:
They can be grouped into two broad categories:
(a) Extended answer.
(b) Insert and completion.
Extended Answer Type:
The extended answer version includes questions which
require pupils to write a brief description, draw a map,
make a list, perform a calculation, translate a sentence.
Write down a definition or formula and so on.
They are probably the commonest form of questions
used in schools and are frequently used in examining
Boards. They are deceptively easy to set and usually difficult
to mark with any degree of speed and consistency.

15. Examples 1:
Give the titles of two novels of Prem Chand and for each the names of three of
the principal character.
(a) Title:
Character: (i)………. (ii)………………. (iii)………………
(b) Title:
Character: (i)……….. (ii)………………. (iii)………………
2. Describe briefly two factors which contributed to the outbreak of the First
World War. Do not write more than thirty words about each factor.
3. Name the two types of chemical compounds which combine to form salts,
and then name one inorganic and one organic salt.
4. Make diagrams to show the structure of
(i) An atom.
(ii) A human cell.
(iii) Methyl alcohol.
5. Write two separate sentences, one containing the word ’eminent’ and the
other containing ‘imminent’.

16. (b) Insert or Completion Type:
The commonest form of completion questions is one where
the pupil is required to add one or two words to complete
an incomplete statement correctly. Where the missing
words are in the body of the statement to be completed, it
is usually called an insert type.
A completion type is where the words are required at the
end of the statement. The use of insert or completion
questions is not, however, limited to written statements and
can be used to prepare extremely good questions based on
incomplete maps, drawings, diagrams, formulae,
calculations, and the like.

17. Examples 2:
1. Complete the missing words in this paragraph.
That night there was so little hotel a…tion that they had to take an
expensive………….. of rooms. After paying the bill they were almost
p…………… less.
(A useful technique for testing vocabulary and spelling).
2. Complete the following formulae:
Ammonia : N……….
Sulphuric : H………
Sodium carbonate : ……………… CO

18. Merits of Short Answer Type Test:
1. Objectivity of scoring can be better ensured in short
answer type question in comparison lo long answer
question.
2. Besides, the question-setter can ask a number of such
questions as compared to long-answer type question
within the same time limit. Thus, there can be a greater
coverage of content (course).
3. They are more reliable than the long-answer type-
questions.
4. There is less chance of guessing by the students.
5. Preparation and administration are easy.
6. It is a compromise between the essay and the objective
form of test items.

19. Demerits of Short Answer Type Test:
There are no such significant demerits of the short answer type test
items. Handwriting, language, expression and the way of organisation
of answer may affect the scores. However, the use of short-answer type
tests are to be preferred to long- answer type tests.

20. 2. Completion Type Test Items (Fill up the Blanks):
The completion test may be defined as a series of
sentences in which certain important words or
phrases have been omitted and blanks submitted
for the pupil to fill in.
A sentence may contain a simple blank, or it may
contain two or more blanks. The sentences in the
test may be disconnected, or they may be
organized into a paragraph.

21. Example 2:
1. There is more perspiration in the………….. season.
2. The……… is obtained by dividing the……….. by the M.A.
3. The first performance test of Intelligence was prepared by………….

22. Advantages:
1. Completion-type items are easy to construct.
2. Such type of items are popular and widely used. The
pupils are quite familiar with such items.
3. There is no scope of guess work and as such they are
more reliable.
4. Such items can measure both knowledge and
comprehension (understanding) of the subject matter,
while simple recall type items can measure the knowledge
aspect only.

23. Limitations:
1. Such items cannot measure higher levels of objective like
application, analysis, synthesis or evaluation.
2. Such items fail to test the reasoning power, power to
explain, discriminate, illustrate or estimate.
3. These questions are mostly based on memory.
4. Scoring is a bit more laborious as the blanks are
scattered here and there.

24. Rules and Suggestions for Construction:
1. Avoid vague statements and see that there is a definite answer to the
item.
2. Omit the keywords and phrases. Don’t omit trivial details as in the
item— “The first battle of Panipath………… fought between Babur……….
Ibrahim Lodi.”
3. Don’t omit too many keywords. This will make the question
ambiguous and there may be many possible answers.
4. Don’t omit a part of the sentence. A single word, a date, a number or
at best of phrase may be omitted.
5. Avoid giving gaps at the beginning of an item.

25. 6. See that the items do not contain any clue—Ex. ‘Paper
boats are made of……………. ‘.
7. Make the blanks of uniform length.
8. Avoid using statements directly from the text. It would
encourage rote memory than understanding.
9. Prepare a scoring key containing correct answers.
10. Each blank should be given equal credit (marks).

26. 2. Selection type or
recognition type.
 a. Alternate response test.
True-False Test Items
A true-false item can be written in one of three forms:
simple, complex, or compound. Answers can consist of
only two choices (simple), more than two choices
(complex), or two choices plus a conditional completion
response (compound)

27. Advantages In Using True-False Items
True-False items can provide ...
 the widest sampling of content or objectives per unit of
testing time.
 scoring efficiency and accuracy.
 versatility in measuring all levels of cognitive ability.
 highly reliable test scores.
 an objective measurement of student achievement or
ability.

28. Limitations In Using True-False Items
True-false items ...
 incorporate an extremely high guessing factor. For simple
true-false items, each student has a 50/50 chance of
correctly answering the item without any knowledge of
the item's content.
 can often lead an instructor to write ambiguous
statements due to the difficulty of writing statements
which are unequivocally true or false.
 do not discriminate between students of varying ability
as well as other item types.
 can often include more irrelevant clues than do other
item types.
 can often lead an instructor to favor testing of trivial
knowledge.

29.  Example
Allsessions of Congress are called by the President.(F)
The Supreme Court isfrequentlyrequired to rule on the
constitutionality of a law. (T)
An objective test isgenerallyeasier to score than an essay test. (T)
The sum of the angles of a triangle isalways1800 . (T)
Each molecule of a given compound is chemically the same
aseveryother molecule of that compound. (T)
The galvanometer is the instrumentusuallyused for the metering
of electrical energy used in a home. (F)

30. Matching Test
In general, matching items consist of a column of stimuli
presented on the left side of the exam page and a column
of responses placed on the right side of the page.
Students are required to match the response associated
with a given stimulus.
Directions; On the line to the left of each factual
statement, write the letter of the principle which bests
explains the statement's occurrence. Each principle may
be used more than once.

31. Limitations;
Included directions which clearly stated
the basis for matching the stimuli with the
response.
Explained whether or not a response
could be used more than once and
indicated where to write the answer.
Used only homogeneous material.
When possible, arranged the list of
responses in some systematic order (e.g.,
chronologically, alphabetically).
Avoided grammatical or other clues to the
correct response.
Kept items brief (limited the list of stimuli
to under 10).
Included more responses than stimuli.
When possible, reduced the amount of
reading time by including only short
phrases or single words in the response
list.

32.  Example
Column I Column II
1. ___ Water A. H2SO4
2. ___ Salt B. HCl
3. ___ Ammonia C. NaCl
4. ___
Sulfuric
Acid
D. H2O
E. H2HCl

33.  Multiple-choice test items
The multiple-choice item consists of two parts: (a) the
stem, which identifies the question or problem and (b) the
response alternatives. Students are asked to select the
one alternative that best completes the statement or
answers the question.

34. Advantages In Using Multiple-Choice Items
Multiple-choice items can provide ...
 versatility in measuring all levels of cognitive ability.
 highly reliable test scores.
 scoring efficiency and accuracy.
 objective measurement of student achievement or ability.
 a wide sampling of content or objectives.
 a reduced guessing factor when compared to true-false
items.
 different response alternatives which can provide
diagnostic feedback.

35. Limitations In Using Multiple-Choice Items
Multiple-choice items ...
 are difficult and time consuming to construct.
 lead an instructor to favor simple recall of facts.
 place a high degree of dependence on the student's
reading ability and instructor's writing ability.

36.  Example;
. Include in the stem any word(s)
that might otherwise be
repeated in each alternative.
Undesirable: In national elections in the
United States the President is
officially
a. chosen by the people.
b. chosen by members of Congress.
c.
chosen by the House of
Representatives.
*d. chosen by the Electoral College.

37.  The daily minimum required amount of milk that a 10
year old child should drink is
a. 1-2 glasses.
*b. 2-3 glasses.
*c. 3-4 glasses.
d.at least 4 glasses.

38. 3,Context-dependent type
a. pictorial form.
1. What is the capital of Oregon?
 a. Portland
b. Salem
c. Eugene
d. Corvallis
 2. Which is the largest state in the United States of
America?
 3. Which state has the highest population?

39. b. Interpretative.
The phrase "Context-dependent item sets" may be new to you, but I'm
sure you've seen this type of question before. By way of definition, let me
provide you with an example:
 Case Study: Mr. West wants his students to truly understand Civil War
battles. He engages the help of a local Historical Re-enactment Society
and assigns each of his students to the Union or Confederate side. His
students join the re-enactors from 7:00am-7:00pm for a full day of
activities which include a long march (complete with rudimentary
battle gear), setting up camp, cooking over campfires, scouting
territory, and engaging in a historically representative battle.
 1. Mr. West's strategy is most representative of which of the following
learning theories:
 a. Behaviorism
b. Cognitivism
c. Social Cognitivism
 2. Mr. West is using which of the following strategies:
 a. maintenance rehearsal
b. shaping
c. multisensory teaching
d. negative reinforcement
 3. As which type of memory or knowledge will this lesson most likely
be stored?
 a. Declarative
b. Episodic
c. Procedural

40.  1. Define the intended learning outcome(s) that the exercise will be designed to
assess.
 2. Select or create a display consisting of information that is—
 Directly relevant to the intended learning outcome, and
 Novel to the students
 3. Construct a series of test items that require students to reason with their
knowledge and understanding of the subject by analyzing, interpreting,
evaluating, and/or drawing inferences from the information in the display.
 4. Write each item so that it complies with accepted principles of effective test
item construction.
 5. Design the page layout so that it calls students’ attention to the dependent
relationship between the display and each accompanying test item.
 6. Provide adequate directions which describe the tasks the examinees are
expected to perform. Students should not be expected to infer what is expected of
them.
 7. Define the criteria which will be used to evaluate students’ responses.
 8. Ask a knowledgeable colleague to review the exercise in terms of—
 How well the tasks and content of the exercise match the task and content of the
intended learning outcome.
 The accuracy, completeness, and relevance of the scoring criteria.
 9. Revise the exercise as needed.
 10. Use the exercise on a trial basis. Analyze students’ responses and make further