Objective Test Items
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Objective Test Items A Criteria Table and Checklist This is a checklist for writing effective Objective Test Items Stephan Freysen 22188160 06/03/2008
CHECKLIST FOR OBJECTIVE TEST ITEMS
This is a checklist for determining whether an objective test-item is effective or not. How to use this checklist: •
Read the bolded statements and answer the questions by ticking YES, NO or N/A on the sheet that accompanies this checklist. Alternatively, the answers may be ticked on the checklist itself when determining the efficiency of single-items. Note: The N/A option will only be applicable to certain test-items.
•
Should your answer be contrasting to the preferred answer, the test-item should be revised.
•
The term ‘Specific Criteria’ refers to one test-item.
•
The term ‘Holistic Criteria’ refers to all the test-items that compile a question type.
•
The marking sheet works as follow: -
The criterion number is filled in, in the vertical column on the left.
-
The number of the item on the test should be filled in, in the second horizontal row as indicated on the sheet.
-
After completing the check, compare the actual answers on the marking sheet and verify whether they correlate with the desired answers on the checklist.
•
Make the necessary changes to the items in order to increase the probability of efficiency of the items.
2
CHECKLIST FOR OBJECTIVE TEST ITEMS
Type of Objective Test Item
Criteria for successful construction
YES
The following are specific criteria that one should answer no to: 1.1) 1.2) 1.3) 1.4)
True / False Tests
1.5) 1.6) 1.7) 1.8)
Are words that imply absolutes like “always”, “never”, “all” or “only” used in the statement? Are words or phrases that are meant to trick the reader used in the statement? Are double negatives used in the statement? Is the statement opinionated? Is the sentence complex? Are there verbal clues in the statement? Is the statement ambiguous? Is the statement double-barreled? The following are specific criteria that one should answer yes to:
Is the statement definitely true or definitely false? If a negative is used in a statement, is it highlighted, underlined, italicised or bolded so that the learner will not overlook it? 1.11) If an opinion needs to be tested, is a referent that has this opinion stated? 1.9) 1.10)
The following are holistic criteria that one should answer yes to: 1.12) 1.13) 1.14) 1.15) 1.16) 1.17)
Are the items placed in a systematic order? Are statements derived from text kept in context? Are the questions limited to a specific frame of reference? Is the desired method of marking true or false questions explained in a clear way before learners start the test? Are the statements kept at approximately the same length? Is the distribution between true and false answers more or less equal?
3
NO
N/A
CHECKLIST FOR OBJECTIVE TEST ITEMS
Type of Objective Test Item
Criteria for successful construction
Matching Items
The following are holistic criteria that one should answer yes to: 2.1)
Is a title given to the list?
2.2)
Is the description on the left (column A) and the list of terms (options) that must be linked to the description, on the right (column B)?
2.3)
Are there two or three more descriptions than options, as to prevent guessing?
2.4)
Are the instructions very specific and elaborate so that the learner knows exactly what is expected of him/her?
2.5)
Is the basis of matching mentioned, as well as whether descriptions could be applicable to more than one option?
2.6)
Is there only one correct description for every option?
2.7)
Are numbers ordered numerically, dates and times ordered chronologically, and names and phrases ordered alphabetically?
2.8)
Are all of the options plausible distracters for each of the descriptions?
2.9)
Are the descriptions all numbered and the options all identified by a letter?
4
YES NO N/A
CHECKLIST FOR OBJECTIVE TEST ITEMS
Type of Objective Test Item
Criteria for successful construction
YES
Multiple Choice Tests
The following are specific criteria that one should answer no to: 3.1)
Are grammatical clues such as “an” used?
3.2)
Is there more than one possible, defensible answer among the distractors?
3.3)
Is the option “all of the above” used? The following are specific criteria that one should answer yes to:
3.4)
Is the problem clearly formulated by the stem?
3.5)
Are the distracters plausible?
3.6)
Are negatives only used when it is required to test certain knowledge? The following are holistic criteria that one should answer yes to:
Are there between 3 and 5 options in an item? 3.8) Is the option “none of the above” used sparingly and only when the key can be equally right or wrong? 3.9) Is the position of the key rotated so that the different items will always stay random? 3.7)
5
NO
N/A
CHECKLIST FOR OBJECTIVE TEST ITEMS
Type of Objective Test Item
Criteria for successful construction
YES
NO
N/A
Completion Tests
The following are specific criteria that one should answer yes to: 4.1)
Does the item have one definite answer that is brief and logical?
4.2)
Does the item pose a problem to the learner?
4.3)
Is the required answer factually correct?
Is precise language is used and does it relate to the subject jargon? 4.5) Are only key words eliminated and preferably only one per sentence or question? 4.6) Is the blank of the sentence closer to the end than to the beginning of the sentence? 4.4)
4.7)
Is the unit of measurement indicated if the desired answer is of a numerical nature?
Bibliography: 1.
Kubiszyn, T., and Borich, G. (2007). Educational Testing and Measurement: Classroom Approach and Practice. (8 th ed.) NJ: John Wiley & Sons, Inc.
6
CHECKLIST FOR OBJECTIVE TEST ITEMS
TRUE/FALSE
Item number (e.g. 4.a) ITEM NUMBER
ITEM NUMBER
ITEM NUMBER
ITEM NUMBER
ITEM NUMBER
ITEM NUMBER
ITEM NUMBER
Criterion Number Y
N
N /A
Y
N
N /A
Y
N
N /A
1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 1.10 1.11 1.12 1.13 1.14 1.15 1.16 1.17
7
Y
N
N /A
Y
N
N /A
Y
N
N /A
Y
N
N /A
CHECKLIST FOR OBJECTIVE TEST ITEMS
MATCHING
Item number (e.g. 4.a) ITEM NUMBER
ITEM NUMBER
ITEM NUMBER
ITEM NUMBER
ITEM NUMBER
ITEM NUMBER
ITEM NUMBER
Criterion Number Y
N
N /A
Y
N
N /A
Y
N
N /A
2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9
8
Y
N
N /A
Y
N
N /A
Y
N
N /A
Y
N
N /A
CHECKLIST FOR OBJECTIVE TEST ITEMS
MULTIPLE CHOICE
Item number (e.g. 4.a) ITEM NUMBER
ITEM NUMBER
ITEM NUMBER
ITEM NUMBER
ITEM NUMBER
ITEM NUMBER
ITEM NUMBER
Criterion Number Y
N
N /A
Y
N
N /A
Y
N
N /A
3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9
9
Y
N
N /A
Y
N
N /A
Y
N
N /A
Y
N
N /A
CHECKLIST FOR OBJECTIVE TEST ITEMS
Item number (e.g. 4.a)
COMPLETION ITEM NUMBER
ITEM NUMBER
ITEM NUMBER
ITEM NUMBER
ITEM NUMBER
ITEM NUMBER
ITEM NUMBER
Criterion Number Y
N
N /A
Y
N
N /A
Y
N
N /A
4.1 4.2 4.3 4.4 4.5 4.6 4.7
10
Y
N
N /A
Y
N
N /A
Y
N
N /A
Y
N
N /A
CHECKLIST FOR OBJECTIVE TEST ITEMS
This is a checklist for determining whether an objective test-item is effective or not. How to use this checklist: •
Read the bolded statements and answer the questions by ticking YES, NO or N/A on the sheet that accompanies this checklist. Alternatively, the answers may be ticked on the checklist itself when determining the efficiency of single-items. Note: The N/A option will only be applicable to certain test-items.
•
Should your answer be contrasting to the preferred answer, the test-item should be revised.
•
The term ‘Specific Criteria’ refers to one test-item.
•
The term ‘Holistic Criteria’ refers to all the test-items that compile a question type.
•
The marking sheet works as follow: -
The criterion number is filled in, in the vertical column on the left.
-
The number of the item on the test should be filled in, in the second horizontal row as indicated on the sheet.
-
After completing the check, compare the actual answers on the marking sheet and verify whether they correlate with the desired answers on the checklist.
•
Make the necessary changes to the items in order to increase the probability of efficiency of the items.
2
CHECKLIST FOR OBJECTIVE TEST ITEMS
Type of Objective Test Item
Criteria for successful construction
YES
The following are specific criteria that one should answer no to: 1.1) 1.2) 1.3) 1.4)
True / False Tests
1.5) 1.6) 1.7) 1.8)
Are words that imply absolutes like “always”, “never”, “all” or “only” used in the statement? Are words or phrases that are meant to trick the reader used in the statement? Are double negatives used in the statement? Is the statement opinionated? Is the sentence complex? Are there verbal clues in the statement? Is the statement ambiguous? Is the statement double-barreled? The following are specific criteria that one should answer yes to:
Is the statement definitely true or definitely false? If a negative is used in a statement, is it highlighted, underlined, italicised or bolded so that the learner will not overlook it? 1.11) If an opinion needs to be tested, is a referent that has this opinion stated? 1.9) 1.10)
The following are holistic criteria that one should answer yes to: 1.12) 1.13) 1.14) 1.15) 1.16) 1.17)
Are the items placed in a systematic order? Are statements derived from text kept in context? Are the questions limited to a specific frame of reference? Is the desired method of marking true or false questions explained in a clear way before learners start the test? Are the statements kept at approximately the same length? Is the distribution between true and false answers more or less equal?
3
NO
N/A
CHECKLIST FOR OBJECTIVE TEST ITEMS
Type of Objective Test Item
Criteria for successful construction
Matching Items
The following are holistic criteria that one should answer yes to: 2.1)
Is a title given to the list?
2.2)
Is the description on the left (column A) and the list of terms (options) that must be linked to the description, on the right (column B)?
2.3)
Are there two or three more descriptions than options, as to prevent guessing?
2.4)
Are the instructions very specific and elaborate so that the learner knows exactly what is expected of him/her?
2.5)
Is the basis of matching mentioned, as well as whether descriptions could be applicable to more than one option?
2.6)
Is there only one correct description for every option?
2.7)
Are numbers ordered numerically, dates and times ordered chronologically, and names and phrases ordered alphabetically?
2.8)
Are all of the options plausible distracters for each of the descriptions?
2.9)
Are the descriptions all numbered and the options all identified by a letter?
4
YES NO N/A
CHECKLIST FOR OBJECTIVE TEST ITEMS
Type of Objective Test Item
Criteria for successful construction
YES
Multiple Choice Tests
The following are specific criteria that one should answer no to: 3.1)
Are grammatical clues such as “an” used?
3.2)
Is there more than one possible, defensible answer among the distractors?
3.3)
Is the option “all of the above” used? The following are specific criteria that one should answer yes to:
3.4)
Is the problem clearly formulated by the stem?
3.5)
Are the distracters plausible?
3.6)
Are negatives only used when it is required to test certain knowledge? The following are holistic criteria that one should answer yes to:
Are there between 3 and 5 options in an item? 3.8) Is the option “none of the above” used sparingly and only when the key can be equally right or wrong? 3.9) Is the position of the key rotated so that the different items will always stay random? 3.7)
5
NO
N/A
CHECKLIST FOR OBJECTIVE TEST ITEMS
Type of Objective Test Item
Criteria for successful construction
YES
NO
N/A
Completion Tests
The following are specific criteria that one should answer yes to: 4.1)
Does the item have one definite answer that is brief and logical?
4.2)
Does the item pose a problem to the learner?
4.3)
Is the required answer factually correct?
Is precise language is used and does it relate to the subject jargon? 4.5) Are only key words eliminated and preferably only one per sentence or question? 4.6) Is the blank of the sentence closer to the end than to the beginning of the sentence? 4.4)
4.7)
Is the unit of measurement indicated if the desired answer is of a numerical nature?
Bibliography: 1.
Kubiszyn, T., and Borich, G. (2007). Educational Testing and Measurement: Classroom Approach and Practice. (8 th ed.) NJ: John Wiley & Sons, Inc.
6
CHECKLIST FOR OBJECTIVE TEST ITEMS
TRUE/FALSE
Item number (e.g. 4.a) ITEM NUMBER
ITEM NUMBER
ITEM NUMBER
ITEM NUMBER
ITEM NUMBER
ITEM NUMBER
ITEM NUMBER
Criterion Number Y
N
N /A
Y
N
N /A
Y
N
N /A
1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 1.10 1.11 1.12 1.13 1.14 1.15 1.16 1.17
7
Y
N
N /A
Y
N
N /A
Y
N
N /A
Y
N
N /A
CHECKLIST FOR OBJECTIVE TEST ITEMS
MATCHING
Item number (e.g. 4.a) ITEM NUMBER
ITEM NUMBER
ITEM NUMBER
ITEM NUMBER
ITEM NUMBER
ITEM NUMBER
ITEM NUMBER
Criterion Number Y
N
N /A
Y
N
N /A
Y
N
N /A
2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9
8
Y
N
N /A
Y
N
N /A
Y
N
N /A
Y
N
N /A
CHECKLIST FOR OBJECTIVE TEST ITEMS
MULTIPLE CHOICE
Item number (e.g. 4.a) ITEM NUMBER
ITEM NUMBER
ITEM NUMBER
ITEM NUMBER
ITEM NUMBER
ITEM NUMBER
ITEM NUMBER
Criterion Number Y
N
N /A
Y
N
N /A
Y
N
N /A
3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9
9
Y
N
N /A
Y
N
N /A
Y
N
N /A
Y
N
N /A
CHECKLIST FOR OBJECTIVE TEST ITEMS
Item number (e.g. 4.a)
COMPLETION ITEM NUMBER
ITEM NUMBER
ITEM NUMBER
ITEM NUMBER
ITEM NUMBER
ITEM NUMBER
ITEM NUMBER
Criterion Number Y
N
N /A
Y
N
N /A
Y
N
N /A
4.1 4.2 4.3 4.4 4.5 4.6 4.7
10
Y
N
N /A
Y
N
N /A
Y
N
N /A
Y
N
N /A
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