This document provides information about paper and pencil testing. It discusses general principles of testing like measuring objectives, covering learning tasks, using appropriate test items, and improving learning. It also describes the attributes of a good test in terms of validity, reliability, objectivity, scoring, and administration. Different types of test items are outlined, including selection items like multiple choice, true/false, matching, and completion questions as well as supply items like short answers and essays. Guidelines for writing test items and details about specific question types are provided.

1. PAPER PENCIL TESTING-1
WEEK 9- WEEK 11)
BY
DR.SHAZIA ZAMIR

2. PAPER PENCIL TEST
GENERAL PRINCIPLES OF TESTING
1.MEASURE ALL INSTRUCTIONAL OBJECTIVES.
2. COVER ALL LEARNING TASKS.
3. USE APPROPRIATE TEST ITEMS.
4. MAKE TEST VALID AND RELIABLE.
5. USE TEST TO IMPROVE LEARNING.

3. PAPER PENCIL TEST
• IS ONE OF THE MOST COMMON AND SYSTEMATIC WAY OF GATHERING
INFORMATION ABOUT THE LEARNERS’ BEHAVIOR AND PERFORMANCE.
• IS A PROFESSIONAL SKILL
ATTRIBUTES OF A GOODTEST
• VALIDITY – THE DEGREE TO WHICH A TEST MEASURES WHAT IT SEEKS TO MEASURE.
• RELIABILITY – THE ACCURACY WITH WHICH A TEST CONSISTENTLY MEASURES THAT WHICH IT DOES
MEASURE.
• OBJECTIVITY – THE EXTENT TO WHICH PERSONAL BIASES OR SUBJECTIVE JUDGMENT OF THE TEST
SCORER IS ELIMINATED IN CHECKING THE STUDENT’ RESPONSES TO THE TEST ITEMS, AS THERE IS ONLY
ONE CORRECT ANSWER FOR EACH QUESTION.
• SCORING – EASY TO SCORE OR CHECK AS ANSWER KEY AND ANSWER SHEET ARE PROVIDED.
• ADMINISTRATION – EASY TO ADMINISTER AS CLEAR AND SIMPLE INSTRUCTIONS ARE PROVIDED IN
STUDENTS, AND SCORERS.

4. TYPES OF TEST
SELECTION TYPE ITEMS (OBJECTIVE TYPE)
• MULTIPLE CHOICE QUESTIONS
• TRUE FALSE QUESTIONS
• MATCHING ITEMS
• COMPLETION ITEMS
SUPPLY TYPE (SUBJECTIVE TYPE)
• SHORT ANSWERS
• ESSAY

5. GENERAL GUIDELINES IN WRITINGTEST ITEMS
1. AVOID WORDING THAT IS AMBIGUOUS AND CONFUSING.
2. USE APPROPRIATE VOCABULARY AND SENTENCE STRUCTURE.
3. KEEP QUESTIONS SHORT AND TO THE POINT.
4. WRITE ITEMS THAT HAVE ONE CORRECT ANSWER.
5. DO NOT PROVIDE CLUES TO THE ANSWER.
SELECTION ITEMS (OR SELECTED RESPONSE ITEMS) ARE TEST ITEMS ON WHICH THE EXAMINEE
SELECTS ONE OF A SET OF CHOICES, RATHER THAN GENERATING AN ORIGINAL RESPONSE.
WRITING MULTIPLE- CHOICE ITEMS
• THE MOST WIDELY USED FORM OF THE TEST. • IT CAN BE IN MEASURING DIFFERENT KINDS OF
CONTENT AND ALMOST ANY TYPE OF COGNITIVE BEHAVIOR, FROM FACTUAL KNOWLEDGE TO
ANALYSIS OF COMPLEX DATA.
A MULTIPLE-CHOICE ITEM IS COMPOSED OF A STEM, WHICH SETS UP THE PROBLEM AND ASKS A
QUESTION, FOLLOWED BY A NUMBER OF ALTERNATIVE RESPONSES.

6. TRUE AND FALSE QUESTIONS:
A TRUE-FALSE TEST ITEM REQUIRES THE STUDENT TO DETERMINE WHETHER A STATEMENT IS
TRUE OR FALSE.
• ADVANTAGES OF TRUE AND FALSE QUESTIONS:
• CAN CUSTOMIZE TO USE 'YES' AND 'NO' OR 'I DISAGREE' AND 'I AGREE'
• EASY TO GRADE ON PAPER.
• CAN BE ANSWERED QUICKLY BY TEST TAKERS.
• LARGE RANGE OF CONTENT CAN BE TESTED.
• QUESTIONS ARE EASY TO CREATE.
• DISADVANTAGES OF TRUE AND FALSE QUESTIONS:
• TAKES TIME TO CREATE QUESTIONS.
• THERE'S A 50% CHANCE OF USERS GETTING THE QUESTION CORRECT.
• HARD TO DETERMINE WHO KNOWS THE MATERIAL AND WHO DOESN'T.
• CAN BE “TOO EASY”

7. MATCHING ITEMS
The matching items consist of two parallel columns. The column on the left
contains the questions to be answered, termed premises; the column on the right,
the answers, termed responses. The student is asked to associate each premise
with a response to form a matching pair.
Column “A” Capital City Column “B” Country
Islamabad
Tehran
Istanbul
Madrid
Jaddah
Iran Spain
Portugal
Pakistan
Netherlands
Turkey
West Germany

8. ADVANTAGES
 Maximum coverage at knowledge level in a minimum amount of space/prep time
 Valuable in content areas that have a lot of facts
DISADVANTAGES
• Answering matching questions is time-consuming for learners.
• Introducing too many options can make it so that the question tests the ability to search
first, relevant knowledge second.

9. • SUPPLY TEST
THE INSTRUCTOR IS ABLE TO DETERMINE THE STUDENTS' LEVEL OF GENERALIZED KNOWLEDGE OF
A SUBJECT THROUGH THE USE OF SUPPLY-TYPE QUESTIONS. THERE ARE FOUR TYPES OF TEST
ITEMS IN SUPPLY TYPE CATEGORY OF TEST. COMMONLY THESE ARE COMPLETION ITEMS, SHORT
ANSWERS, RESTRICTED RESPONSE AND EXTENDED RESPONSE (ESSAY TYPE COMPRISES THE
RESTRICTED AND EXTENDED RESPONSES).
• STUDENT SUPPLIES A RESPONSE TO A QUESTION THAT MIGHT CONSISTENT OF A SINGLE WORD
OR PHRASE. MOST EFFECTIVE FOR ASSESSING KNOWLEDGE AND COMPREHENSION LEARNING
OUTCOMES BUT CAN BE WRITTEN FOR HIGHER LEVEL OUTCOMES. SHORT ANSWER ITEMS ARE OF
TWO TYPES.
• SIMPLE DIRECT QUESTIONS
• WHO WAS THE FIRST PRESIDENT OF THE PAKISTAN?
• COMPLETION ITEMS
• THE NAME OF THE FIRST PRESIDENT OF PAKISTAN IS .

10. COMPLETION ITEMS
• Completion items require a word, short phrase, number, or symbol response. They are
sometimes called fill-in-the-blank questions.
• Among the advantages, they are relatively easy to construct and, when responses are
short or composed of a single word, easy to score; short-answer items can assess
higher-order thinking skills.

11. SHORT ANSWER
Student supplies a response to a question that might consistent of a single word or
phrase. Most effective for assessing knowledge and comprehension learning
outcomes but can be written for higher level outcomes. Short answer items are of
two types.
 Simple direct questions
• Who was the first president of the Pakistan?
 Completion items
• The name of the first president of Pakistan is .

12. ADVANTAGES:
 Easy to construct
 Good for "who," what," where," "when" content
 Minimizes guessing
 Encourages more intensive study-student must know the answer vs. Recognizing the
answer.
 They reduce the likelihood that a student will guess the correct answer
 They are relatively easy for a teacher to construct.
 They are will adapted to mathematics, the sciences, and foreign languages where specific
types of knowledge are tested (the formula for ordinary table salt is ).
 They are consistent with the socratic question and answer format frequently employed in
the elementary grades in teaching basic skills.
DISADVANTAGES:
 May overemphasize memorization of facts
 Take care - questions may have more than one correct answer
 Scoring is difficult

13. ESSAY TYPE TEST
Essay questions are supply or constructed response type questions and can be the best way
to measure the students' higher order thinking skills, such as applying, organizing,
synthesizing, integrating, evaluating, or projecting while at the same time providing a
measure of writing skills. The student has to formulate and write a response, which may be
detailed and lengthy. The accuracy and quality of the response are judged by the teacher.
ADVANTAGES:
 Students less likely to guess
 Easy to construct
 Stimulates more study
 Allows students to demonstrate ability to organize knowledge, express opinions, show originality.
DISADVANTAGES:
 Can limit amount of material tested, therefore has decreased validity.
 Subjective, potentially unreliable scoring.
 Time consuming to score.