This document discusses objective tests and their use in education. It defines objective tests as those that can be scored objectively, eliminating subjective judgments. The document outlines different types of objective tests, including short-answer questions and multiple choice questions. It describes the components and varieties of multiple choice questions. The advantages and limitations of objective tests are provided. Guidelines for constructing good multiple choice questions are also presented.

2. Suman vashist
Associate professor

3. INTRODUCTION
• Examination and tests play an
important role in the process of
teaching- learning. The test
commonly uses in schools and
colleges may be either of essay
type, short type questions and
multiple choice questions.

4. OBJECTIVE TYPE TEST
• When questions are framed with
reference to the objective of
instructions, the test become
objective centered or objective based.
This type of test may contain essay
type and objective test item .Objective
type test seem to be very useful

5. DEFINITION
• Objective test is one that can be
provided with single predetermined
test of correct answers so that
objective opinion or judgment in the
scoring procedure is eliminated

6. or
Objective test items that can be
objectively score items on which
person select a response from a list
of options

7. Advantages of objective type test
It can be scored objectively and easily.
The scoring will not vary from time to
time or from examiner to examiner. The
mood of examiner in no way affects
scoring
There is greater reliability and better
content validity.
It possesses economy of time and it also
save a lot of time of scorer.

8. Conti….
Students like them very much, because there
is no chance of bias and favoritism by
teacher.
It eliminate irrelevant factors such as speed
of writing, fluency of expression, good
handwriting neatness etc.
They discourage cramming and encourage
thinking ability.
It measures the higher mental process of
understanding, application, analysis,
prediction and interpretation.

9. Disadvantages of objective type
test
Objective like ability to organize matter,
ability to present matter logically and in a
coherent fashion, etc. cannot be evaluated.
Guessing is possible. No doubt the chance of
success may be reduced by the inclusion of a
large number of items.
The construction of adequate objective type i
tem is difficult. It requires special abilities
and is time consuming.

10. Conti….
Printing cost is considerably greater than that
of an essay type test. Uses of this type test
are very expensive.

11. Classification of objective type
tests
 Short answer question
 Multiple choice questions

12. Short answer type question:-
Definition:-
According to “KD Hopkins” The
short answer type test is an
objective test in which each item is
in the form of a direct question, a
stimulus word or phrase, a specific
problem or an incomplete
statement or question.

13. Varieties of short answer
type questions

14. Advantages of short answer type
question
Short- answer test is easy to construct them
as they measure only simple learning
outcomes.
They are very useful for the recall of simple
memorized facts, and figures and it provide
little opportunity for guessing the students is
required to supply information or to solve
numerical Problem.
They are useful to test lowest level of
cognitive taxonomy, i.e, knowledge of
terminology, classification etc.

15. Conti….
Easy to score, reliability of the score is
improved quick response.
There is little scope for the influence of
handwriting and spelling, etc. on marking.
Marking is relatively objective as compared
with essay type question

16. Disadvantages:
They are not suitable for measuring complex
learning outcomes.
They are not suitable for judging the power
of analyzing and reasoning of the student.
They hamper creativity on the part of the
learners.
A student who started thinking has to stop
compulsorily thus many of his taught are
ended.
.
.

17. MULTIPLE CHOICE QUESTIONS
A multiple choice item consists of a problem
and a list of suggested solutions. The
problem may be stated as a direct question
or an incomplete statement and is called the
stem of the item. The test of suggested
solutions may include words, number,
phrases or symbols and are called
alternatives (also called choices or options).

18. Parts of multiple choice
question
 The stem
The options or responses

19. CONTI…
The stem:-The stem consisting of direct question
or incomplete statement, that is answer or
completed by one the alternatives.
The options or responses:-The options or
responses refer to them. There will be two or more
alternative consisting of answers to questions or
completion of the statement. In which there
are’distractor’ and a ‘ key’. All incorrect and
alternatives are called as “distracter” or foils. And
the students ask is to select the correct or best
alternative from all option, the correct or best
alternative called as ‘key’.

20. VARIETY OF MULTIPLE CHOICE
QUESTIONS

21. QUESTION VARIETY
• Stem
Who is the following invented microscope
• Robert Koch
• Chester Bernard
• Alexander Fleming
• Hansen Fredrick
 Incomplete variety
Stem Microscope is invented by
Response
• Robert Koch
• Chester Bernard
• Alexander Fleming
• Hansen Fredrick

22. CONTI….
 One correct answer format:
• Stem What us normal body temperature?
• Response (a)35.2* (b) 36.4*
(c) 37* (d)38*C

23. CONTI….
• Analogy type:
• In this, the student is requested to deduce the
relationship that exists between the first two parts
of the items and when apply it to the third and
fourth part. Normally the third part is given and the
missing fourth part is selected from the list of
option on the basis of the relationship existing
between the first two parts.
• e.g Stem Vitamin A : Night blindness:
• Vitamin C……
• Response (a) Beriberi (b) Scurvy (c) cretinin (d)
Pellegra
•

24. CONTI….
• Reserve type : It is something called the
negative variety of the multiple choice items.
Hence all but one of the response are correct.
The student is asked to select the incorrect
response.

25. ADVNTAGES OF MULTIPLE CHOICE
QUESTIONS
 They can measure from the most elementary
knowledge level to the most complex level,
understanding and judgment and ability to solve
problems.
 They can be scored easily, quickly and accurately.
They are relatively efficient, reliable than other
objective test type items.
 They provide valuable diagnostic information.

26. CONTI…
 They provide valuable diagnostic information.
 These can be written in several form which
provide opportunities for measuring different
kind of thinking.
 They reduce the effect of guessing because
there are three or four choice.
Their format is helpful in item analysis to find
out the area of weakness of the students.

27. LIMITATIONS OF MULTIPLE TYPE
QUESTIONS
 They are very difficult to construct. More
time required to construct such items.
It is very difficult to find four choices for each
items out of which there may be plausible
incorrect answers.
Costly, when the group is small to respond.
They cannot measure attitude or motor skills.

28. CONTI…
They cannot measure attitude or motor skills.
They require more time for students to respond
to.
 They are not well- adapted to evaluate ability
to organize and present ideas.
 Element of guess work is not entirely
eliminated

29. GUIDELINES FOR CONSTRUCTION
MULTIPLE CHOICE QUESTIONS
The stem should include the following:
• The clearly states problem
• Only material which is essential for elarity.
The option should:
 Be three or more to limit guessing.
 Be in topical or quantitative order.
 Be as short as possible, but clear.
 Avoid repetition of words .

30. CONTI…
 The article ‘a’ or ‘an ‘should not be used to
introduce alternatives.
 When an incomplete- statement format is used
, the option should come at the end of the
statement.
Arrange the alternative as simple as possible.

31. CONTI….
When an incomplete- statement format is used ,
the option should come at the end of the
statement.
Arrange the alternative as simple as possible.
Avoid highly technical distracters.
The correct answer should not be consistently
longer or shorter than the distractors.

32. CONTI…
The key should be as follows:
 The single best or more likely correct
 Free of specific determiners.
The correct answer should follow a random
order.
 To measure the higher mental processes,
cast the item in a novel situation.

33. BIBLIOGRAPHY
• Neeraja KP ‘S Textbook of Nursing Education
5th edition published by Jaypee Brothers Pp
422 to 424.
• Basvanthappa BT ‘S Nursing Education 1st
edition Jaypee brothers Medical publishers (P)
LTD New Delhi Pp 485 to 490.
• Dinesh kumar Sharma communication and
Educational technology 1st edition (2008)
Lotus publishers Pp 326 to 340