07 Hmef5053 T3

Topic How to Assess?
3 Objective
Tests
LEARNING OUTCOMES
By the end of this topic, you should be able to:
1. Define objective tests;
2. Differentiate between different types of objective tests;
3. Discuss the advantages of using different objective tests;
4. Identify the weaknesses of using the different objective tests;
5. Explain the techniques of making different objective test items; and
6. Plan a table of specifications for deciding what to assess and how
to assess.
INTRODUCTION
In Topic 2, we discussed the need to assess students holistically based on
cognitive, affective and psychomotor learning outcomes. In the next four topics,
we will discuss how one can assess these three learning outcomes. In this topic,
however, we will focus on using objective tests in assessing various kinds of
behaviour in the classroom. Three types of objective tests are examined and the
guidelines for the construction of each type of test are discussed. The advantages
and limitations of each of these types of objective tests are explained, followed by
an examination of the table of specifications and its role in determining the
distribution of test items in the assessment of various types of learning outcomes.
Copyright Open University Malaysia (OUM)

56 TOPIC 3 HOW TO ASSESS? OBJECTIVE TESTS
3.1 WHAT IS AN OBJECTIVE TEST?

What is an objective test? An objective test is a written test consisting of items or
questions which require the respondent to select from a list of possible answers.
The word objective means accurate. Hence, an objective item or question
provides the respondent with a list of possible answers. An objective item or
question is accurate because it cannot be influenced by the personal
preferences and prejudices of the marker. In other words, it is not subjective
and not open to varying interpretations. This is one of the reasons why the
objective test is popular in measuring human abilities, competencies and many
other psychological attributes such as personality, interest and attitude.
Figure 3.1 describes how objective tests were used in Malaysian schools since its
inception and also how they are used today.
Figure 3.1: Objective tests in Malaysian schools
When objective tests were first used in 1845 by George Fisher in the United
States, they were not well received by society. However, they were widely used
later, and today objective tests are perhaps the most popular format of assessing
various types of human abilities, competencies and socio-emotional attributes.
Objective tests are extensively used in schools, industry, business, professional
organisations, universities and colleges. Can you guess why?

TOPIC 3 HOW TO ASSESS? OBJECTIVE TESTS 57
Objective tests vary depending on how the questions are presented. The three
common types of questions used in most objective tests are multiple-choice
questions, matching questions and true-false questions (see Figure 3.2).
Figure 3.2: Common formats of objective tests
3.2 MULTIPLE-CHOICE QUESTIONS

Let us take a look at one of the most popular formats in objective tests: the
multiple-choice question.
3.2.1 What is a Multiple-choice Question?

Multiple-choice questions or MCQs are widely used in many different settings
because they can be used to measure low-level cognitive outcomes as well as
more complex cognitive outcomes. It is challenging to write test items to tap into
higher-order thinking. All of these demands of good item writing can only be
met when test writers have been well trained. Above all, test writers need to have
expertise in the subject area of what is being tested so they can gauge the
difficulty and content coverage of test items.
Multiple-choice questions are the most difficult to prepare. These questions have
two parts: a stem that contains the question and four or five options with one
containing the correct answer called the keyed response. The other incorrect
options are called distractors. The stem may be presented as a question, direction
or a statement while the options can be a word, phrase, numbers, symbols and so
forth. The role of the distractor is to attract the attention of respondents who are
not sure of the correct answer.

A traditional multiple-choice question (or item) is one in which a student chooses

one answer from a number of choices supplied (illustrated in Figure 3.3).
Figure 3.3: Multiple-choice question
(a) The Stem should:

(i) Be in the form of a question or statement to be completed;
(ii) Be expressed clearly and concisely, avoiding poor grammar, complex
syntax, ambiguity and double negatives;
(iii) Generally present a positive question (if a negative is used, it should
be emphasised with italics or underlining);
(iv) Generally ask for one answer only (the correct or the best answer); and
(v) Include as many of the words common to all alternatives as possible.
(b) The Options or Alternatives should:

(i) Ensure that each item have either four or five alternatives, all of which
should be mutually exclusive and not too long;
(ii) All follow grammatically from the stem and be parallel in
grammatical form;
(iii) Be expressed simply enough to make clear the essential differences
between them and they must be unambiguous; and
(iv) Ensure that the intended answer or key be clearly correct to the
informed, while the distractors should be definitely incorrect, but
plausible.
SELF-CHECK 3.1
1. What is an objective test?

2. Why are multi-choice questions (MCQs) a popular form of
objective test?

3.2.2 Construction of Multiple-choice Questions

Test writing is a profession. By that we mean that good test writers are
professionally trained in designing test items. Test writers have the knowledge of
the rules of constructing items, but at the same time they have the creativity in
constructing items that capture students attention. Test items need to be succinct
but yet clear in meaning.
McKenna and Bull (1999) offered some guidelines for constructing stems for
multiple-choice questions. All the options in multiple-choice items need to be
plausible, but they also need to separate students of different ability levels. Let us
take a look at these guidelines.
(a) When writing stems, present a single, definite statement to be completed or

answered by one of the several given choices.
Weak Question:
World War II was:
A. The result of the failure of the League of Nations
B. Horrible
C. Fought in Europe, Asia and Africa
D. Fought during the period of 19391945
Improved Question:
In which of these time periods was World War II fought?
A. 19141917
B. 19291934
C. 19391945
D. 19511955
Note: In the weak question, there is no clue from the stem to what the
question is asking. The improved version identifies more clearly the
question and offers the student a set of homogeneous choices.

(b) When writing stems, avoid unnecessary and irrelevant material.
Weak Question:
For almost a century, the Rhine river has been used by Europeans for a
variety of purposes. However, in recent years, the increased river traffic
has resulted in increased levels of diesel pollution in the waterway.
Which of the following would be the most dramatic result if, because of
the pollution, the Council of Ministers of the European Community
decided to close the Rhine to all shipping?
A. Increased prices for Ruhr products
B. Shortage of water for Italian industries
C. Reduced competitiveness of the French Aerospace Industry
D. Closure of the busy river Rhine ports of Rotterdam, Marseilles and
Genoa
Improved Question:
Which of the following would be the most dramatic result if, because of
diesel pollution from ships, the river Rhine was closed to all shipping?
A. Increased prices for Ruhr products
B. Shortage of water for Italian industries
C. Reduced competitiveness of the French Aerospace Industry
D. Closure of the busy river Rhine ports of Rotterdam, Marseilles
and Genoa
Note: The weak question is too wordy and contains unnecessary material.
(c) When writing stems, use clear, straightforward language. Questions that
are constructed using complex wording may become a test of reading
comprehension rather than an assessment of students performance with
regard to a specific learning outcome.
Weak Question:
As the level of fertility approaches its nadir, what is the most likely
ramification for the citizenry of a developing nation?
A. A decrease in the labour force participation rate of women
B. A downward trend in the youth dependency ratio
C. A broader base in the population pyramid
D. An increased infant mortality rate

Improved Question:
A major decline in fertility in a developing nation is likely to produce
A. A decrease in the labour force participation rate of women
B. A downward trend in the youth dependency ratio
C. A broader base in the population pyramid
D. An increased infant mortality rate
Note: In the improved question, the word nadir is replaced with

decline and ramifications is replaced with produce. These are more
straightforward words.
(d) When writing stems, use negatives sparingly. If negatives must be used,
capitalise, underscore or bold.
Weak Question:
Which of the following is not a symptom of osteoporosis?
A. Decreased bone density
B. Frequent bone fractures
C. Raised body temperature
D. Lower back pain
Improved Question:
Which of the following is a symptom of osteoporosis?
A. Decreased bone density
B. Raised body temperature
C. Painful joints
D. Hair loss
Note: The improved question is stated in the positive so as to avoid the use
of the negative not.

(e) When writing stems, put as much of the question in the stem as possible,
rather than duplicating material in each of the options.
Weak Question:
Theorists of pluralism have asserted which of the following?
A. The maintenance of democracy requires a large middle class.
B. The maintenance of democracy requires autonomous centres of

countervailing power.
C. The maintenance of democracy requires the existence of a

multiplicity of religious groups.
D. The maintenance of democracy requires the separation of

governmental powers.
Improved Question:
Theorists of pluralism have asserted that the maintenance of democracy
requires
A. A large middle class.
B. The separation of governmental powers.
C. Autonomous centres of countervailing power.
D. The existence of a multiplicity of religious groups.
Note: In the improved question, the phrase maintenance of democracy is

included in the stem so as not to duplicate it in each option.
(f) When writing stems, avoid giving away the answer because of grammatical
cues.
Weak Question:
A fertile area in the desert in which the water table reaches the ground
surface is called an
A. Mirage
B. Oasis
C. Lake
D. Polder

Improved Question:
A fertile area in the desert in which the water table reaches the ground
surface is called a/an
A. Lake
B. Mirage
C. Oasis
D. Polder
Note: The weak question uses the article an which identifies choice B as
the correct response. Ending the stem with a/an improves the question.
(g) When writing stems, avoid asking an opinion as much as possible.
Weak Question:
Which of the following men contributed the most towards the defeat of
Hitlers Germany in World War II?
A. Winston Churchill
B. Josef Stalin
C. Franklin D Roosevelt
D. George Patton
(h) Avoid using ALWAYS and NEVER in the stem as test-wise students are
likely to rule such universal statements out of consideration.
(i) When writing distractors for single response MCQs, make sure that there is
only one correct response.
Weak Question:
What is the main source of pollution of Malaysian rivers?
A. Land clearing
B. Open burning
C. Solid waste dumping
D. Coastal erosion

Improved Question:
What is the main source of pollution of Malaysian rivers?
A. Open burning
B. Coastal erosion
C. Solid waste dumping
D. Carbon dioxide emission
Note: In the weak question, both options A and C can be considered

correct.
(j) When writing distractors, use only plausible and attractive alternatives.
Weak Question:
Who was the third Prime Minister of Malaysia?
A. Hussein Onn
B. Ghafar Baba
C. Mahathir Mohamad
D. Musa Hitam
Improved Question:
Who was the third Prime Minister of Malaysia?
A. Hussein Onn
B. Abdullah Badawi
C. Mahathir Mohamad
D. Abdul Razak Hussein
Note: In the weak question, B and D are not serious distractors.

(k) When writing DISTRACTORS, if possible, avoid the choices All of the
above and None of the above. If you do include them, make sure that
they appear as correct answers some of the time.
It is tempting to resort to these alternatives but their use can be flawed. To

begin with, they often appear as an alternative that is not the correct
response. If you do use them, be sure that they constitute the correct answer
part of the time. An all of the above alternative can be exploited by a test-
wise student who will recognise it as the correct choice by identifying only
two correct alternatives. Similarly, a student who can identify one wrong
alternative can then rule this response out. Clearly, the students chance of
guessing the correct answer improves as they employ these techniques.
Although a similar process of elimination is not possible with none of the
above, it is the case that when this option is used as the correct answer, the
question is only testing the students ability to rule out wrong answers, and
this does not guarantee that they know the correct one (Gronlund, 1988).
(l) Distractors based on common student errors or misconceptions are very

effective.
One technique for compiling distractors is to ask students to respond to

open-ended short answer questions, perhaps as formative assessments.
Identify which incorrect responses appear most frequently and use them as
distractors for a multiple-choice version of the question.
(m) Do not create distractors that are so close to the correct answer that they
may confuse students who really know the answer to the question.
Distractors should differ from the key in a substantial way, not just in some
minor nuance of phrasing or emphasis.
(n) Provide a sufficient number of distractors.
You will probably choose to use three, four or five alternatives in a multiple-
choice question. Until recently, it was thought that three or four distractors were
necessary for the item to be suitably difficult. However, a study by Owen and
Freeman suggests that three choices are sufficient (Brown, 1987). Clearly, the
higher the number of distractors, the less likely it is for the correct answer to be
chosen through guessing provided that all alternatives are of equal difficulty.

ACTIVITY 3.1
1. Do you agree that you should not use negatives in the stems of
MCQs? Why?
2. Do you agree that you should not use ALL OF THE ABOVE and
NONE OF THE ABOVE as distractors in MCQs? Why?
3. Select 10 multiple-choice questions in your subject area and

analyse the distractors of each item using the guidelines above.
4. Suggest how you would improve weak items.
3.2.3 Why are Multiple-choice Questions Widely

Used?
Multiple-choice questions are widely used to measure knowledge outcomes and
various types of learning outcomes. They are popular because of the following
reasons:
(a) Learning outcomes from simple to complex can be measured;
(b) Highly structured and clear tasks are provided;
(c) A broad sample of achievement can be measured;
(d) Incorrect alternatives or options provide diagnostic information;
(e) Scores are less influenced by guessing than true-false items;
(f) Scores are more reliable than subjectively scored items (e.g. essays);
(g) Scoring is easy, objective and reliable;
(h) Item analysis can reveal how difficult each item was and how well it
discriminated between the strong and weaker students in the class;
(i) Performance can be compared from class to class and year to year;

(j) Can cover a lot of material very efficiently (about one item per minute of
testing time); and
(k) Items can be written so that students must discriminate among options that
vary in degree of correctness.
3.2.4 Limitations in the Use of Multiple-choice

Questions
While there are many advantages of using multiple-choice questions (MCQs),
there are also many limitations in using such items:
(a) Constructing good items is time-consuming;
(b) It is frequently difficult to find plausible distractors;
(c) MCQs are not as effective for measuring some types of problem-solving
ability and ability to organise and express ideas;
(d) Scores can be influenced by reading ability;
(e) There is a lack of feedback on individual thought processes it is difficult

to determine why individual students selected incorrect responses;
(f) Students can sometimes read more into the question than was intended;
(g) It often focuses on testing factual information and fails to test higher levels
of cognitive thinking;
(h) Sometimes, there is more than one defensible correct answer;
(i) They place a high degree of independence on the students reading ability
and the constructors writing ability;
(j) Does not provide a measure of writing ability; and
(k) May encourage guessing.

Table 3.1 highlights some procedural rules when constructing multiple-choice

questions.
Table 3.1: Procedural Rules for the Construction of Multiple-Choice Questions
Test for important or significant Avoid giving clues through the use of
information faulty grammatical construction
Avoid trick items Avoid the use of humour when
Keep the vocabulary consistent with developing options
the students level of understanding Present practical or real-world
Avoid overly specific knowledge situations to students
when constructing items Use pictorial materials that require
Avoid textbook and verbatim students to apply principles and
phrasing when developing items concepts
Avoid items based on opinions Use charts, tables or figures that

require interpretation
Be sensitive to cultural, religious and
gender issues Avoid distractors that can clue test-
wise students
Keep options or alternatives
independent and not overlapping
SELF-CHECK 3.2
1. What are some advantages of using multiple-choice questions?
2. List some limitations and weaknesses of multiple-choice

questions.
3.3 TRUE-FALSE QUESTIONS

The next type of objective test is the true-false question. Here, we will discuss the
rationale for its use as well as its limitations.
3.3.1 What are True-False Questions?

In the most basic format, true-false questions are those in which a statement is
presented and the student indicates in some manner whether the statement is
true or false. In other words, there are only two possible responses for each item,
and the student chooses between them. A true-false question is a specialised
form of the multiple-choice format in which there are only two possible

alternatives. These questions can be used when the test designer wishes to
measure a students ability to identify whether statements of fact are accurate or
not. The true-false questions can be used for testing knowledge and judgement in
many subjects. When grouped together, a series of true-false questions on a
specific topic or scenario can test a more complex understanding of an issue.
They can be structured to lead a student through a logical pathway (Brown, 1997)
and can reveal part of the thinking process employed by the student in order to
solve a given problem.
Example:
True False
A whale is a mammal because it gives birth to its young.
3.3.2 Why Use True-False Questions?

True-false questions can be quickly written and can cover a lot of content. True-
false questions are well suited for testing students recall or comprehension.
Students can generally respond to many questions covering a lot of content in a
fairly short amount of time. From the teachers perspective, these questions can
be written quickly and are easy to score. Because they can be objectively scored,
the scores are more reliable than for items that are at least partially dependent on
the teachers judgement. Generally, they are easier to construct compared to
multiple-choice questions because there is no need to develop distractors. Hence,
they are less time-consuming compared to constructing multiple-choice questions.
3.3.3 Limitations of True-False Questions

However, true-false questions do have a number of limitations, notably:
(a) Guessing A student has a one in two chance of guessing the correct
answer of a question. Scores on true-false items tend to be high because of
the ease of guessing correct answers when the answers are not known. With
only two choices (true or false), the student can expect to guess correctly on
half of the items for which correct answers are not known. Thus, if a
student knows the correct answers to 10 questions out of 20 and guesses on
the other 10, the student can expect a score of 15. The teacher can anticipate
scores ranging from approximately 50 percent for a student who did
nothing but guess on all items to 100 percent for a student who knew the
material;

(b) Because these items are in the form of statements, there is sometimes a
tendency to take quotations from the text, expecting the student to
recognise a correct quotation or note a change (sometimes minor) in
wording. There may also be a tendency to include trivial or inconsequential
material from the text. Both of these practices are discouraged;
(c) It can be difficult to write a statement which is unambiguously true or false,

particularly for complex material; and
(d) The format does not discriminate among students of different abilities as
well as other question types.
3.3.4 Suggestions for Construction of True-False

Questions
Here are some suggestions on constructing true-false questions:
(a) Include only one main idea in each item;
(b) As in multiple-choice questions, use negatives sparingly;
(c) Try using true-false questions in combination with other materials, such as
graphs, maps and written material. This combination allows for the testing
of more advanced learning;
(d) Avoid lifting statements directly from assigned readings, notes or other
course materials so that recall alone will not lead to a correct answer;
(e) In general, avoid the use of words which would signal the correct response
to the test-wise student. Absolutes such as none, never, always, all
and impossible tend to be false, while qualifiers such as usually,
generally, sometimes and often are likely to be true;
(f) A similar situation occurs with the use of can in a true-false statement. If
the student knows of a single case in which something can be done, it
would be true;
(g) Ambiguous or vague statements and terms, such as largely, long time,
regularly, some and usually are best avoided in the interest of
clarity. Some terms have more than one meaning and may be interpreted
differently by individuals;
(h) True statements should be about the same length as false statements. There
is a tendency to add details in true statements to make them more precise;

(i) Word the statement so precisely that it can be judged unmistakably as true
or false;
(j) Use negative statements sparingly and avoid double negatives;
(k) Statements of opinion should be attributed to some source;
(l) Keep statements short and use simple language structure;
(m) Avoid verbal clues (specific determiners) that indicate the answer;
(n) Test important ideas rather than trivia; and
(o) Do not present items in an easily learned pattern.
3.4 MATCHING QUESTIONS

Matching questions are used in measuring a students ability to identify the
relationship between two lists of terms, phrases, statements, definitions, dates,
events, people and so forth.
One matching question can replace several true-false questions.
3.4.1 Construction of Matching Questions

In developing matching questions, you have to identify two columns of material
listed vertically. The items in Column A (or I) are usually called premises and
assigned numbers (1, 2, 3, etc.) while items in Column B (or II) are called
responses and designated capital letters (A, B, C, etc.). The student reads a
premise (Column A) and finds the correct response from among those in Column
B. The student then prints the letter of the correct response in the blank beside
the premise in Column A. An alternative is to have the student draw a line from
the correct response to the premise, but this is more time-consuming to score.
One way to reduce the possibility of guessing correct answers is to list a larger
number of responses (Column B) than premises (Column A), as is done in the
example. Another way to decrease the possibility of guessing is to allow
responses to be used more than once. Directions to the students should be very
clear about the use of responses.

Some psychometricians suggest that no more than five to eight premises

(Column A) in one set are given. For each premise, the student has to read
through the entire list of responses (or those still unused) to find the matching
response. For this reason, the shorter elements should be in Column B, rather
than Column A, to minimise the amount of reading needed for each item
(Alabama Department of Education, 2001). Responses (Column B) should be
listed in logical order if there is one (chronological, by size, etc.). If there is no
apparent order, the responses should be listed alphabetically. Premises (Column
A) should not be listed in the same order as the responses. Care must be taken to
be sure that the association keyed as the correct response is unquestionably
correct and that the numbered item could not be rightly associated with any
other choice.
Example:
Directions: Column A contains statements describing selected Asian cities. For
each description, find the appropriate city in Column B. Each city in Column B
can be used only once.
Column A Column B
1. Ancient capital of Thailand A. Ayutthaya
2. Largest city in Sumatera B. Ho Chi Minh City
3. Capital of Myanmar C. Karachi
4. Formerly known as Saigon D. Medan
5. Former capital of Pakistan E. Yangon
F. Hanoi
G. Surabaya
ACTIVITY 3.2
1. Select five true-false questions in your subject area and analyse
each item using the guidelines above.
2. Select five matching questions in your subject area and analyse

each item using the guidelines above.
3. Suggest how you would improve the weak items for each type of
question.

3.4.2 Advantages of Matching Questions

Like other types of assessments, there are advantages and disadvantages to
matching questions as well. Let us go through the advantages and
disadvantages.
(a) Matching questions are particularly good at assessing a students

understanding of relationships. They can test recall by requiring a student
to match the following elements (McBeath, 1992):
Definitions terms,
Historical events dates,
Achievements people,
Statements postulates, and
Descriptions principles.
(b) They can also assess a students ability to apply knowledge by requiring a
test-taker to match the following:
Examples terms,
Functions parts,
Classifications structures,
Applications postulates, and
Problems principles.
(c) Matching questions format is really a variation of the multiple-choice

format. If you find that you are writing MCQs which share the same
answer choices, you may consider grouping the questions into a matching
item.
(d) Matching questions are generally easy to write and score when the content
tested and objectives are suitable for matching questions.
Matching questions are highly efficient as a large amount of knowledge can

be sampled in a short amount of time.

3.4.3 Limitations of Matching Questions

There are also limitations when using this type of assessment, such as:
(a) Matching questions are limited to material that can be listed in two columns
and there may not be much material that lends itself to such a format;
(b) If there are four items in a matching question and the student knows the
answer for three of them, the fourth item is a giveaway through
elimination;
(c) Difficult to differentiate between effective and ineffective items;
(d) Often leads to testing of trivial facts or bits of information; and
(e) Often criticised for encouraging rote memorisation.
3.4.4 Suggestions for Writing Good Matching

Questions
When assessing students, we must prepare quality questions. Here are some
suggestions for writing good matching questions:
(a) Provide clear directions. They should explain how many times responses
can be used;
(b) Keep the information in each column as homogeneous as possible;
(c) Include more responses than premises or allow the responses to be used
more than once;
(d) Put the items with more words in Column A;
(e) Correct answers should not be obvious to those who do not know the
content being taught;
(f) There should not be keywords appearing in both the premise and response,
providing clues to the correct answer; and
(g) All of the responses and premises for a matching item should appear on the
same page.

SELF-CHECK 3.3
1. What are some advantages of matching questions?
2. List some limitations of matching questions.
3. Suggest other advantages and weaknesses of using matching

questions.
3.5 PLANNING YOUR TEST

The first step in test construction is to develop a test plan. This is sometimes
referred to as a table of specifications or blueprint for your test. It serves to
ensure that the test will be a valid representation of your learning objectives and
that the various content areas covered by the test reflect the emphasis you have
placed on them in your teaching, notes and discussions during class. By listing
the content areas or topics and the percentage of emphasis each will have, you
develop a structure for your test. You may also want to consider the level of
understanding you want the students to have about each topic. For example, do
you simply want students to be able to recall information, or do you want them
to comprehend or apply the information to a novel situation? Table 3.2 shows an
example of a table of specifications.
You can create a matrix by listing the content areas or topics as rows, and levels
of thinking or process skills (such as recall, comprehend, apply, analyse,
synthesise or evaluate) as columns (see Table 3.2). The table of specifications
identifies the objectives and skills that are to be tested and relative weight on the
test given to each. The table of specifications can help you ensure that you are
obtaining the desired coverage of topics and levels of learning outcomes. Once
you have created your test blueprint, you can begin writing your items. When
you start to write or select items (from other sources), you should follow your
plan and the resulting sample of items will be representative of your course
content and emphasis.

Table 3.2: Example of a Table of Specifications
Level of Learning Outcomes Topic 1 Topic 2 Topic 3 Topic 4 Total

Knowledge:
Recall of definitions 1 1 1 5 (12.5%)
Identify 1 1
Comprehension:
Interpret 1 1
Classify 1
Infer 1 1 7 (17.5%)
Comparing 1
Explain 1
Application:
Solve 2 1 1 1
Relate 1 2 1 1 15 (37.5%)
Use 1 1 1 2
Analysis:
Analyse 2 1 2 1
Discriminate 1 1 10 (25.0%)
Infer 1 1
Synthesis:
Devise 1 1 2 (5.0%)
Evaluation:
Justify 1 1 (2.5%)
Total 10 (25%) 10 (25%) 10 (25%) 40
Developing a test plan also helps you determine the types of items you want to
include in your test. Your choice between essay items and objective items
depends on the types of objectives you have developed and the level of thinking
you wish to test. You may want to combine several types of items in your test.
In writing test items, you must consider the length of the test or examination as
well as the reading level of your students. You do not want students to feel rushed
and frustrated because they were not able to demonstrate their knowledge of the
material in the allotted time. Some general guidelines regarding time requirements
for secondary school student test takers are shown in Table 3.3. If you are
combining multiple-choice and essay items, these estimates may help you decide
how many of each type of items to include. One mistake often made by many
educators is having too many questions for the time allowed.

Table 3.3: Allotment of Time for Each Type of Question
Task Approximate Time per Item

True/False items 2030 seconds
Multiple-choice (factual) 4060 seconds
Multiple-choice (complex) 7090 seconds
Matching (five stems/six choices) 24 minutes
Short-answer 24 minutes
Multiple-choice (with calculations) 25 minutes
Word problems (simple math) 510 minutes
Short essays 1520 minutes
Data analysis/graphing 1525 minutes
Extended essays 3550 minutes
Once your questions are developed, make sure that you include clear directions
to the students. For the objective items, specify that they should select one
answer for each item and indicate the point value of each question, especially if
you are weighting sections of the test differently. For essay items, indicate the
point value and suggested time to be spent on the item (we will discuss essay
questions in more detail in Topic 4). If you are teaching a large class with close
seating arrangements and are giving an objective test, you may want to consider
administering several versions of your test to decrease the opportunities for
cheating. You can create versions of your test with different arrangements of the
items.
SELF-CHECK 3.4
1. What is a Table of Specifications?
2. Have you or your colleagues used a Table of Specifications? If you

have not, explain why.
3. To what extent do you agree with the allotment of time for each
type of question shown in Table 3.3? Explain.

An objective test is a written test consisting of items or questions which

require the respondent to select from a list of possible answers. An objective
item or question is accurate because it cannot be influenced by the personal
preferences and prejudices of the marker.
Objective tests vary depending on how the questions are presented. The three
common types of questions used in most objective tests are multiple-choice
questions, matching questions and true-false questions.
Multiple-choice questions have two parts: a stem that contains the question
and four or five options with one of them containing the correct answer. The
correct option is called the keyed response and incorrect options are called
distractors.
Multiple-choice questions are widely used because they can measure learning
outcomes from simple to complex. They are highly structured, and clear tasks
are provided to test a broad sample of what has been learned.
Multiple-choice questions, however, are difficult to construct, tend to

measure low-level learning outcomes, lend themselves to guessing and do
not measure writing ability.
True-false questions are those in which a statement is presented and the

student indicates in some manner whether the statement is true or false.
True-false questions can be written quickly and are easy to score. Because
they can be objectively scored, the scores are more reliable than for items that
are at least partially dependent on the teachers judgement.
Avoid lifting statements directly from assigned readings, notes or other

course materials so that recall alone will not lead to a correct answer.
Matching questions are used in measuring a students ability to identify the

relationship between two lists of terms, phrases, statements, definitions,
dates, events, people and so forth.
To reduce the possibility of guessing correct answers, list a larger number of

responses than premises and allow responses to be used more than once.

A table of specifications serves to ensure that the test will be a valid

representation of learning objectives and content covered by the test.
In writing test items, you must consider the length of the test or examination
as well as the reading level of your students.
Allotment of time Matching questions

Alternatives Objective tests
Blueprint Premises
Content coverage Responses
Distractors Stem
Guessing Table of specifications
Multiple-choice questions True-false questions
McBeath, R. (1992). Instructing and evaluating in higher education: A guidebook

for planning learning outcomes. R. J. McBeath (Ed.). Educational
Technology.
McKenna, C., & Bull, J. (1999). Designing effective objective test questions: an
introductory workshop. In Workshop, Computer Assisted Assessment
Centre, Loughborough University, Leicestershire, UK, June (Vol. 17).

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Topic How to Assess?

Copyright Open University Malaysia (OUM)

3.1 WHAT IS AN OBJECTIVE TEST?

Figure 3.1: Objective tests in Malaysian schools

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Figure 3.2: Common formats of objective tests

3.2 MULTIPLE-CHOICE QUESTIONS

3.2.1 What is a Multiple-choice Question?

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A traditional multiple-choice question (or item) is one in which a student chooses

Figure 3.3: Multiple-choice question

(a) The Stem should:

(b) The Options or Alternatives should:

1. What is an objective test?

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3.2.2 Construction of Multiple-choice Questions

(a) When writing stems, present a single, definite statement to be completed or

A. The result of the failure of the League of Nations

C. Fought in Europe, Asia and Africa

D. Fought during the period of 19391945

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(b) When writing stems, avoid unnecessary and irrelevant material.

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A. A decrease in the labour force participation rate of women

B. A downward trend in the youth dependency ratio

C. A broader base in the population pyramid

D. An increased infant mortality rate

Note: In the improved question, the word nadir is replaced with

A. Decreased bone density

B. Frequent bone fractures

C. Raised body temperature

D. Lower back pain

A. Decreased bone density

B. Raised body temperature

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A. The maintenance of democracy requires a large middle class.

B. The maintenance of democracy requires autonomous centres of

C. The maintenance of democracy requires the existence of a

D. The maintenance of democracy requires the separation of

A. A large middle class.

B. The separation of governmental powers.

C. Autonomous centres of countervailing power.

D. The existence of a multiplicity of religious groups.

Note: In the improved question, the phrase maintenance of democracy is

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(g) When writing stems, avoid asking an opinion as much as possible.

C. Solid waste dumping

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C. Solid waste dumping

D. Carbon dioxide emission

Note: In the weak question, both options A and C can be considered

D. Abdul Razak Hussein

Note: In the weak question, B and D are not serious distractors.

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It is tempting to resort to these alternatives but their use can be flawed. To

(l) Distractors based on common student errors or misconceptions are very

One technique for compiling distractors is to ask students to respond to

(n) Provide a sufficient number of distractors.