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Subjective vs Objective test
The document provides an overview of a presentation on subjective and objective tests. It defines subjective tests as those requiring essay, explanation or description answers, while objective tests can be objectively scored with selected responses. It discusses the purposes of tests in evaluating students and instruction, and how to design subjective tests including short answers and essays. Tips are provided for writing good subjective test questions and scoring student responses. The presentation aims to distinguish between subjective and objective testing methods and items.
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Welcome to the presentation on tests by instructor Truong Vien and team members.
Overview of subjective and objective tests, including how to design them.
Subjective tests involve essay and explanation answers, focusing on depth of understanding.
Objective tests require responses from a list of options and are scored objectively.
Testing assesses knowledge, diagnoses strengths/weaknesses, and evaluates syllabus effectiveness.
Different types of objective tests: multiple-choice, matching, and true-false items.
Subjective tests evaluate culture, coherence, creativity, and skills in essay form.
Focusing on objective test nature, their traits, and skills they assess.
Differences in construction, judgment requirements, and correctness between test types.
Guidelines for designing subjective tests, highlighting advantages of short answer formats.
Pros of short answer and essay tests, promoting deeper student understanding. Challenges of subjective tests, including scoring difficulties and potential validity issues. Guidelines for clear and effective questions for both short answer and essay tests.
Identifying test items as either objective or subjective.
Game-based questions to engage audience on subjective vs objective tests.
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Subjective vs Objective test
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- 2. Instructor: Truong Vien,MA Members: H Văn Kétồ Lê Th Bìnhị Ngô Th Th oị ả Lý Th Thùy Dungị Đào Th Ngânị Nguy n Th B pễ ị ấ
- 3. DEFINITION OF SUBJECTIVEAND OBJECTIVE TESTSI II III HOW TO DESIGNIV CONTENT GAMEV PURPOSES CHARACTERISTIC
- 5. a) Subjective test Arikunto(2007) states that Subjective test is generally a test which needs answers in form of essay, explanation or description. DEFINITION (KET)
- 6. Subjective test includefollowing items: Short answer Essay
- 8. Objective test Wiersma andJurs (1990) said that Objective test items are items that can be objectively scored items on which person select a response from the list of options.
- 11. Why does teachergive student tests?
- 12. THE PURPOSES (NGO THITHAO) THE PURPOSES (NGO THI THAO) Objective test Subjective test Subjective test
- 13. Testing student’sknowledge or comprehension Diagnosing the student’s weakness, strength THE GENERAL PURPOSES
- 14. Evaluating theeffectiveness of the syllabus, the methods and materials that he or she is using. Using to test structures, vocabulary, comprehension and sound discrimination OBJECTIVE TEST
- 15. Checking onfactual and procedural knowledge. Multiple-choice items
- 16. providing objective measurementof student achievement or ability. providing highly reliable test scores. providing scoring efficiency and accuracy. MATCHING ITEMS
- 17. True-false testcan be used when the test-designer wishes to measure a student’s ability to identify whether statements of fact are accurate or not. TRUE-FALSE TEST
- 18. Subjective testare used to test ideas, culture, coherence and creativity To give an overall evaluation of the student’s mastery of language Teachers who ask subjective questions must care about whether you are gaining a deep understanding. SUBJECTIVE TESTSUBJECTIVE TEST
- 19. Subjective testare used to test ideas, culture, coherence and creativity giving an overall evaluation of the student’s mastery of language SUBJECTIVE TEST
- 20. Short-answer questions areopen- ended questions that require students to create an answer. Using in examinations to assess the basic knowledge and understanding SHORT ANSWERSHORT ANSWER
- 21. Giving studentsmore freedom to express ideas and opinions and use synthesizing skills to change knowledge into a creative idea. Essay tests promote the development of problem – solving skills. Used to measure in-depth knowledge especially in a restricted subject matter area. ESSAY TESTESSAY TEST
- 25. Including types suchas Multiple choice items Matching items True/False items Alternate-choice
- 26. *Single correct response. *Subjectivejudgment of the scorer do not influence an individual’s score. *Guessing is a distinct possibility. *Typically assess lower-level skills such as knowledge, comprehension, and application.
- 29. More restricted More restricted Constructionharder Construction harder NO judgment required NO judgment required Several possible correct responses Judgment required Judgment required Construction easier Construction easier Les restricted Les restricted Only one correct answer
- 30. Hughes (1989) saidthat The difference between objective and subjective testing is between methods of evaluating a test.
- 31. HOW TO DESIGN Ngan& Dung
- 32. III. HOW TODESIGN SUBJECTIVE TESTS SUBJECTIVE TEST SHORT ANSWER ESSAY
- 33. III. HOW TODESIGN SUBJECTIVE TESTS SHORT ANSWER ESSAY APPLICATION, SYNTHESIS, ANALYSIS, AND EVALUATION LEVELS APPLICATION, SYNTHESIS AND EVALUATION LEVELS
- 34. III. HOW TODESIGN SUBJECTIVE TESTS ADVANTAGESADVANTAGES SHORT ANSWER • 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.
- 35. III. HOW TODESIGN SUBJECTIVE TESTS ADVANTAGESADVANTAGES SHORT ANSWER ESSAY • 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. • Students less likely to guess • Easy to construct • Stimulates more study • Allows students to demonstrate ability to organize knowledge, express opinions, show originality.
- 36. III. HOW TODESIGN SUBJECTIVE TESTS DISADVANTAGESDISADVANTAGES SHORT ANSWER • May overemphasize memorization of facts • Take care - questions may have more than one correct answer • Scoring is laborious
- 37. III. HOW TODESIGN SUBJECTIVE TESTS ADVANTAGESADVANTAGES SHORT ANSWER ESSAY • 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. • Students less likely to guess • Easy to construct • Stimulates more study • Allows students to demonstrate ability to organize knowledge, express opinions, show originality.
- 38. III. HOW TODESIGN SUBJECTIVE TESTS TIPS FOR GOOD WRITTINGTIPS FOR GOOD WRITTING SHORT ANSWER • When using with definitions: supply term, not the definition-for a better judge of student knowledge. • For numbers, indicate the degree of precision/units expected.
- 39. III. HOW TODESIGN SUBJECTIVE TESTS TIPS FOR GOOD WRITTINGTIPS FOR GOOD WRITTING SHORT ANSWER • When using with definitions: supply term, not the definition-for a better judge of student knowledge. • For numbers, indicate the degree of precision/units expected.
- 40. III. HOW TODESIGN SUBJECTIVE TESTS GOOD FOR:GOOD FOR: SHORT ANSWER ESSAY APPLICATION, SYNTHESIS, ANALYSIS, AND EVALUATION LEVELS APPLICATION, SYNTHESIS AND EVALUATION LEVELS
- 41. III. HOW TODESIGN SUBJECTIVE TESTS ADVANTAGESADVANTAGES ESSAY • Students less likely to guess • Easy to construct • Stimulates more study • Allows students to demonstrate ability to organize knowledge, express opinions, show originality.
- 42. III. HOW TODESIGN SUBJECTIVE TESTS DISADVANTAGESDISADVANTAGES ESSAY • Can limit amount of material tested, therefore has decreased validity. • Subjective, potentially unreliable scoring. • Time consuming to score.
- 43. III. HOW TODESIGN SUBJECTIVE TESTS DISADVANTAGESDISADVANTAGES ESSAY • Can limit amount of material tested, therefore has decreased validity. • Subjective, potentially unreliable scoring. • Time consuming to score.
- 44. III. HOW TODESIGN SUBJECTIVE TESTS DISADVANTAGESDISADVANTAGES ESSAY • Can limit amount of material tested, therefore has decreased validity. • Subjective, potentially unreliable scoring. • Time consuming to score.
- 45. III. HOW TODESIGN SUBJECTIVE TESTS TIPS FOR GOOD WRITTINGTIPS FOR GOOD WRITTING ESSAY • Provide reasonable time limits for thinking and writing. • Avoid letting them to answer a choice of questions.
- 46. III. HOW TODESIGN SUBJECTIVE TESTS TIPS FOR GOOD WRITTING TIPS FOR GOOD WRITTING ESSAY • Give definitive task to student-compare, analyze, evaluate, etc. • Use checklist point system to score with a model answer. • Score one question at a time-all at the same time.
- 47. III. HOW TODESIGN SUBJECTIVE TESTS SHORT ANSWER ESSAY APPLICATION, SYNTHESIS, ANALYSIS, AND EVALUATION LEVELS APPLICATION, SYNTHESIS AND EVALUATION LEVELS
- 48. Test Items ObjectiveSubjective True/False Gap-fill (no choice given) Listening and ordering pictures Multiple-choice questions Underlining mistakes Composition writing Speaking on a topic Write whether the following test items are objective or subjective.
- 49.
- 51. Question1: What is thebasic difference between subjective test and objective test? A. Construction B. Correct answer C. Method of scoring Answer:Answer: 123456789Over time 10s
- 52. Question2: Between subjective testand objective test, which is take much time to evaluate? Subjective test AnswerAnswer 123456789HÕt giê 10s
- 53. Question 3: Filling inthe blank: Objective type tests require the examinee to select the ….. from a number of alternatives. Corect answer AnswerAnswer 123456789 HÕt giê 10s
- 54. Question 4: A. Subjectivetest B. Objective test AnswerAnswer 123456789HÕt giê 10s Which kind of test is easier to design?
- 55. Question 5 Filling inthe blank: True-false is an ……….item. objective AnswerAnswer 123456789HÕt giê 10s
Editor's Notes
- #6 Cloze tests consist of a text (usually two or three paragraphs) which has had words or parts of words deleted from it. Test subjects must draw from their knowledge of the language in order to write appropriate words in the blanks
- #24 1, Easy to prepare and organized the test 2. NOT give any opportunities to speculate or cheat 3.Provides Students opportunities to express their opinions by using their own style 4. Can identify the ss’ understanding about the problems that be tested 5. Can identify the ss’ understanding about the problems that be tested