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Unit 5 : Types of Tests Items
Description
An objective test requires a respondent to provide a briefly response which is usually not more than a sentence long. The tests normally consist of a large number of items and the responses are scored objectively, to the extent that competent observers can agree on how responses should be scored.
There are two major types of objective tests. These are the selection type and the supply type. The selection type consists of the multiple-choice type, true and false type and matching type. The supply type has variations as completion, fill-in-the-blanks and short-answer.
Features
Strengths and advantages
Weaknesses and disadvantages
Multiple-Choice Tests
Description:
A multiple-choice test is a type of objective test in which the respondent is given a stem and then is to select from among three or more alternatives (options or responses) the one that best completes the stem. The incorrect options are called foils or distracters.
There are two types of multiple-choice tests. These are the single ‘best response’ type and the ‘multiple response type’. The single ‘best response’ type consists of a stem followed by three or more responses and the respondent is to select only one option to complete the stem.
An example is
Write 0.039387 as a decimal correct to 3 significant figures.
The multiple response type consists of a stem followed by several true or false statements or words. The respondent is to select, which statement(s) could complete the stem
An example is:
Which of the following action(s) contribute to general principles of First Aid?
III. Immobilize injured bone
Guidelines for constructing multiple-choice tests
The following are examples of poor and good items
Poor Good
Ghana The largest man-made lake in Africa is in
C has the largest man-made lake in Africa C. Kenya
E. is a landlocked country E. Uganda
Poor Good
The longest river in Africa is The longest river in Africa is
In the poor example, rivers Benue, Densu and Pra are not significantly long to attract respondents and Thames is not in Africa.
Poor Good
The first woman Prime Minister The first woman Prime Minister
in the world is/was in the world is/was
In the poor example, only options A and D were Prime Ministers.
Poor
‘Which is the best definition of a contour-line?
Good
A line on a map joining places of equal pressure is called
B. isobront
C. isochasm
D. isogeotherm
Poor Good
The first woman cosmonaut was a The first woman to go into space was a/an
In the poor example, the article, a, gives a clue that the correct option is Russian. In addition, it is only Russians who use the term, cosmonaut.
Poor Good
The best Ghanaian medical doctor is The Ghanaian medical doctor famous
for his work on the sickle-cell disease is
Poor
In constructing multiple-choice test items, options to an item should be
Good
In constructing multiple-choice test items, options to an item should be
Example: In constructing multiple-choice test items, options to an item should be
Example: A teacher training college principal measures many variables in his college. An example of a variable measured in an ordinal scale is
Good example:
A teacher training college principal measures many variables in his college. An example of a variable measured in an ordinal scale is the
Poor Good
An adult liver weighs about An adult liver weighs exactly
Poor Good
The following are local signs and symptoms In administering intramuscular
of inflammation except injection, the needle is inserted into
the muscle at an angle of
E. None of the above E. None of the above
In the poor example, there are other signs and symptoms not included whereas in the good example there is one and only one answer.
Which of these insects has NOT been incriminated to transmit diseases?
Item 1. The perimeter of a rectangular field is 60 metres. If one side is 20 metres long,
what is the width of the field?
Item 2. Find the length of the diagonal of the rectangular field in item 1 above.
True and False tests
Description
A true and false test consists of a statement to marked true or false. A respondent is expected to demonstrate his command of the material by indicating whether the
given statement is true or false.
For example:
Sir Gordon Guggisberg was the governor who built the Takoradi Harbour. True or False
Guidelines for constructing true and false tests
Poor: The value of 2/3 as a decimal fraction is 0.7. True or False
Good: The value of i expressed as a decimal fraction correct to two decimal places is 0.66. True or False
Words like some, most, often, many, may are usually associated with true statements. All, always, never, none are associated with false statements. These words must therefore be avoided.
true statements.
Poor: A patient took one tablet of a prescribed medicine and was healed in 24 hours. 8 tablets would therefore heal him in 3 hours. True or False
The true case is that 8 tablets would constitute an overdose.
Poor: Akropong Teacher Training College, built in 1900, is the first teacher training institution in Ghana
Two main themes are in the statement; When it was built, and Whether it was the first
Examples: (1) Abedi Pele was the best Ghanaian footballer. True or False
True or False
Item 1 is ambiguous because best is relative while the trick in item 2 is the spelling of Thatcher.
Poor: Dr. Kwame Nkrumah, had artificial teeth. True or False.
Good: Dr. Kwame Nkrumah was the first President of Ghana. True or False.
Poor: The Bond of 1844, signed by Governor Commander Hill declared the Northern territories of Ghana a Protectorate.
The Bond was signed by Commander Hill but did not achieve the stated purpose.
Matching-Type tests
Description
The matching type of objective test consists of two columns. The respondent is expected to associate an item in Column A with a choice in Column B on the basis of a well-defined relationship.
Column A contains the premises and Column B the responses or options.
Example.
Match the vitamins in Column A with the diseases and conditions which a lack of the vitamin in causes in column B
Column A: Column B
Vitamins Diseases caused by lack
Guidelines for constructing matching-type tests
least three more responses than premises.
Poor example:
Instruction: Select an option from List B to match list A.
A B
Good example:
Instruction: Select a river from list B to complete the description in list A. Write the answer against the number in list A.
List A List B
Description of river Name of river
Constructed-Response Type and
Short-Answer Type tests
Description
This type of objective test is also known as the Supply, Completion, and fill-in-the blanks. It consists of a statement or question and the respondent is required to complete it with a short answer usually not more than one line.
Examples: 1. Modern nursing was introduced into Ghana in the year _________
Guidelines for constructing short-answer tests
Poor: The_____of _____ took place in _____________
Good: The battle of Dodowa took place in the ________
lifted from textbooks or past items or any written material.
beginning.
Poor: ____________ is an instrument used for measuring temperature.
Good: An instrument used for measuring temperature is called _________________
recognized.
Poor. The battle of Nsamankow was fought in ______________
Good: The battle of Nsamankow was fought in the year _______
Poor: A specific disease in which acute glomerular damage occurs following distant infections, particularly with certain streptococci and usually affects children and young adults and which clinical picture is commonly one of a dramatic onset of oedema and haomaturia is _______________________
Good: The disease in which acute glomerular, damage occurs following distant
infections is ___________________
student. Only test for important facts and knowledge.
Poor: The ___ of the June 4 ,1979 revolution in Ghana was Flt. Lt. J. J. Rawlings.
Poor: The value of 2.6 ¸ 0.07 is ____________
Good: The value of 2.6 ¸ 0.07 correct to 3 decimal places is ____________
Poor: The best audio-visual material to use in the classroom is _____________.
Good: Radios and tape recorders are regarded as ______________ audio-visual aids.
A direct question is generally more desirable than an incomplete statement.
ESSAY-TYPE TESTS
Description:
There are two types of essay-tests. These are the restricted response type and the extended response type.
The restricted response type limits the respondent to a specified length of the response. For example, ‘In not more than 200 words explain the causes of the Yaa Asantewa War of 1900.
The extended response type does not limit the student in the form and scope of the answer. For example, Discuss the factors that led to the overthrow of the Dr. Kwame Nkrumah’s government in Ghana in 1966.
Features:
11 Content validity is low.
Strengths and Advantages
such as analysis, synthesis and evaluation
Weaknesses and Disadvantages
that inter-rater variability could be as high as 68.
unnecessary material.
Guidelines in constructing good classroom essay tests
Give adequate time and thought to the preparation of the test items. The test
items must be constructed from a test specification table and well in advance (at
least two weeks) of the testing date.
knowledge. The items should not measure rote memorization of facts,
definitions and theorems but must be restricted to the measuring of higher
mental processes such as application, analysis, synthesis and evaluation.
Examples of items include:
(a) application:
You are in charge of a youth camp of 100 campers. Prepare a menu chart
which shows a balanced diet taking into consideration cost and nutritional
value.
Here the student uses knowledge learnt in school to deal with a concrete situation.
(b) analysis:
A student girl was severely and unfairly punished. Describe some of the
feelings such treatment aroused in her.
(c) synthesis:
You are the financial secretary of a society aimed at raising money to build a
Post Office in your community. Plan and describe a promotional campaign for
raising the money.
(d) evaluation:
Evaluate the function of the United Nations Organization as a promoter of
world peace.
the maturity level of students (age and educational level).
An item like:
“Discuss the implications of the Lome II Convention on the economy of Ghana” would be too difficult for a first year senior secondary school student.
only for large external examinations and when the purpose of the test is to measure writing effectiveness. If students answer different questions, an analysis of the performances on the test items is difficult.
Decide in advance what factors will be considered in evaluating an essay response. Determine the points to he included and the weights to be assigned for each point. The preparation of a model answer will help disclose ambiguities in an item.
knows exactly what to do.
The following item for example does not establish any framework for the student to operate in.
Write brief notes on the following:
interpretation is possible. The questions/items must not be ambiguous or vague.
For example: Family Planning in Ghana is a “mixed bag”. Discuss.
Different interpretations could be given to the term ‘mixed bag’ if it was not mentioned in class.
An item like:
Discuss the factors which in your opinion, contributed to the escalation of the Persian Gulf War in 1990.
This item elicits students opinions which might be different from the behaviour desired.
provide a broader sampling of subject content and thus better than a few items that require extended responses.
requires the student to respond to the stimulus expected. Avoid words such as: what, list who, as much as possible.
For example: What can you as a teacher do to promote professionalism in the teaching service in Ghana? This item requires only a statement as the response and not an extended answer.
Commonly used words to begin essay test items
Scoring essay tests
Essay tests can be scored by using the analytic scoring rubrics (also known as the point-score method) or holistic scoring rubrics (also called global-quality scaling or rating method).
In analytic scoring, the main elements of the ideal answer are identified and points awarded to each element. This works best on restricted response essays.
In holistic scoring, the model answer serves as a standard. Each response is read for a general impression of its adequacy as compared to the standard. The general impression is then transformed into a numerical score. To check the consistency of the scoring, a first reading is done to sort the responses into several piles (mostly five A, B, C, D, E,) according to the different levels of quality. A second reading of each pile enables the actual grade or score to be given.
Principles for scoring essay tests
environment with very little or no distraction.
expression, quality of handwriting, orderly presentation of material and spelling
should be judged separately from the content.