Objective Test Items

OBJECTIVE

TEST ITEMS

True – False Items

Matching Items

Multiple-Choice Items

Completion Items

True-false items are popular probably because they are quick and easy to write, or at least they seem to be. Actually, true-false items do take less time to write than good objective items of any other format, but good true-false items are not that easy to write.

Unlike true-false items, matching items represent a popular and convenient testing format. Just like good true-false items, though, good matching items are not easy to write as you might think.

Multiple-choice items are among objective test items because, contrary to popular opinion, they enable you to measure at high levels of the taxonomy of educational objectives. We have called these items objective items, but they are also referred to as recognition items.

Completion items are relatively easy to write. Perhaps the first test classroom teachers construct and students take are completion tests.

Criteria for writing good True – False items

Criteria for writing good Matching items

Criteria for writing good Multiple-Choice items

Criteria for writing good Completion or Supply Items

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Clear instructions should be given before the start of the true – false test. Construct definitely true or definitely false questions/statements. Use relatively short statements or questions. Keep true and false questions the same length and more or less the same amount of true as false. Avoid using doublenegative questions. Taking statements directly from text and presenting them out of context.

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Keep both the list of descriptions and the list of options fairly short and Homogeneous. Title the lists to ensure homogeneity and arrange the descriptions and options in some logical order. Make sure that all the options are plausible distracters for each description to ensure homogeneity of lists. The list of descriptions should contain the longer phrases or statements while the options should consists of short phrases, words, or symbols.

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The stem of the item should clearly formulate the problem. Be sure that there is only one and only one correct or clearly best answer. Be sure wrong answer choices (distracters) are plausible. Use negative questions or statements only if the knowledge being tested requires it. Include from three to five options (two to four distracters plus one correct answer) to optimise testing for knowledge rather than encouraging guessing.

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If at all possible, items should require a singleword answer, or a brief and definite statement. Be sure the question or statement poses a problem to the examinee. A direct question is often more desirable than an incomplete statement. Be sure that the student is required to produce is factually correct. Be sure the language used in the question is precise and accurate in relation to the subject matter area being tested.

Omit only key words;

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Avoid the following: - Verbal clues. - Broad general statements. - Terms denoting indefinite or absolutes. - Placing items in a systematic order.

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Each description in the list should be numbered, and the list of options should be identified by letter. Include more options than descriptions In the directions, specify the basis for matching and whether options can be used more than once.

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To increase the difficulty of a multiplechoice item, increase the similarity of content among the questions. Use the option ‘none of the above’ sparingly and only when the keyed answer can be classified unequivocally as right or wrong. Avoid using ‘all of the above’. It is usually the correct answer and makes the item too easy for students with partial information.

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don’t eliminate so many elements that the sense of the content is impaired. Word the statement such that the blank is near the end of the sentence rather than near the beginning. This will prevent awkward mistakes. If the problem requires a numerical answer, indicate the units in which it is to be expressed.