WRITING OBJECTIVE TEST ITEMS

An objective test is a type of assessment in which questions are designed to be answered

correctly or incorrectly, rather than requiring the test taker to provide subjective responses.
Objective tests are often used in educational settings to assess student learning or to evaluate
job candidates' knowledge and skills. They can be administered in a variety of formats, such as
multiple choice, true/false, or matching, and are typically scored by counting the number of
correct answers. In order to write an effective objective test, it is important to carefully consider
the content and format of the test, as well as the specific learning objectives or competencies
that the test is intended to measure. Here are some key points to consider when writing an
objective test:

Objectives

 Clearly define the learning objectives or competencies that the test is intended to
measure.
 Select appropriate question formats, such as multiple choice or true/false, based on the
content and learning objectives of the test.
 Write clear and concise questions that are free from bias or ambiguity.
 Provide clear and accurate answer options for multiple choice or other question formats.
 Use a variety of question types, such as recall, application, analysis, and synthesis, to
assess different levels of understanding and critical thinking skills.
 Use test-taking strategies, such as providing test-taking tips or using distractors in
multiple choice questions, to increase the reliability and validity of the test.
OBJECTIVES
At the end of this topic the students will be able to:
1. To understand the purpose and characteristics of objective tests.
2. To learn about different types of objective test questions, including multiple choice,
true/false, and matching.
3. To learn how to write clear and concise questions for objective tests.
4. To understand how to select appropriate answer options for multiple choice and other
question formats.
5. To learn how to use test-taking strategies, such as distractors in multiple choice
questions, to increase the reliability and validity of the test.
6. To understand how to use a variety of question types, such as recall, application,
analysis, and synthesis, to assess different levels of understanding and critical thinking
skills.
7. To learn how to effectively evaluate the results of objective tests and use the data to
inform instructional decisions.

Pretest
Select the best answer.
1. Which of the following is NOT a characteristic of an objective test?
A) It measures knowledge or skills in a specific domain.
B) It requires the use of judgment or interpretation.
C) It allows for multiple correct answers.
D) It is scored objectively and consistently.
2. When writing an objective test, which of the following is NOT a good practice?
A) Using clear and specific language.
B) Providing concrete examples to illustrate concepts.
C) Asking open-ended or essay questions.
D) Ensuring that the test is aligned with the learning objectives.

3. How can you reduce the risk of bias in an objective test?

A) By including a variety of question types.
B) By using ambiguous or vague language.
C) By limiting the number of options for each question.
D) By using multiple raters to score the test.

4. How can you ensure that an objective test is reliable?

A) By including a large number of questions.
B) By using difficult or obscure content.
C) By using the same test for multiple administrations.
D) By using a single rater to score the test.

5. When writing an objective test, which of the following is NOT a good practice?
A) Providing clear instructions.
B) Using jargon or technical terms.
C) Including a mix of easy and difficult questions.
D) Ensuring that the test is aligned with the learning objectives.
LEARNING ACTIVITIES

Objective tests can take a variety of forms, including multiple choice tests, true/false tests,
matching tests, and fill-in-the-blank tests. These tests typically have a set of predetermined
correct answers, and the student's task is to select the correct answer or complete the task
correctly. Objective tests are scored in a standardized way, usually by assigning a certain
number of points for each correct answer and then totaling the points to determine the student's
overall score.

Objective tests have several advantages over other types of assessments. They are relatively
quick and easy to administer and score, and they can be used to assess a wide range of
knowledge and skills. They are also objective, meaning that they are not subject to the personal
biases or opinions of the evaluator. However, they may not always be the best choice for
assessing certain types of learning or skills, as they may not adequately measure more complex
or subjective knowledge or abilities.

WHAT ARE THE COMMON ELEMENTS AMONG THE DIFFERENT TYPES OF OBJECTIVE
TEST?
There are several common elements among the different types of objective tests, including:

1. Structured format:
Objective tests are typically structured in a specific way, with a series of questions or
tasks that the student must complete. This structure allows for a consistent and reliable
measure of student performance.
2. Predetermined correct answers:
Objective tests have a set of predetermined correct answers, and the student's task is to
select the correct answer or complete the task correctly.
3. Multiple answer choices:
Objective tests often present the student with multiple answer choices, from which they
must select the correct answer. The number of answer choices can vary, but they are
usually between three and five options.
4. Standardized scoring:
Objective tests are typically scored in a standardized way, usually by assigning a certain
number of points for each correct answer and then totaling the points to determine the
student's overall score.
5. Objective evaluation:
Objective tests are designed to be free of bias and to provide an objective measure of
student performance. They are not subject to the personal opinions or biases of the
evaluator.

Overall, the common elements of objective tests are their structured format, predetermined
correct answers, multiple answer choices, standardized scoring, and objective evaluation.

Different types of objective tests may have different parts, depending on the specific format of
the test. However, some common parts that may be included in objective tests include:

1. Questions or tasks:
The main part of an objective test is the series of questions or tasks that the student
must complete. These may be multiple-choice questions, true/false questions, matching
tasks, or other types of structured tasks.
2. Answer sheet:
In some types of objective tests, the student must mark their answers on a separate
answer sheet. This may be a paper-based answer sheet or an electronic answer sheet,
depending on the format of the test.
3. Answer key:
An answer key is a list of the correct answers for each question or task on the test. It is
used to score the test and determine the student's overall score.
4. Scoring guide:
A scoring guide is a set of instructions for how to score the test and calculate the
student's overall score. It may include the number of points assigned to each correct
answer and any other criteria for evaluating student performance.

Overall, the parts of an objective test may vary depending on the specific format of the test, but
they typically include questions or tasks, an answer sheet, an answer key, and a scoring guide.
MULTIPLE-CHOICE TEST

A multiple-choice test is a type of objective test that presents the student with a question or
statement and a set of possible answers, from which the student must select the correct
answer. Multiple-choice tests are commonly used to assess a wide range of knowledge and
skills, including factual knowledge, problem-solving abilities, and critical thinking skills.

Multiple-choice tests typically consist of a series of questions, each with three to five possible
answers. One of the possible answers is the correct answer, while the others are called
distractors or incorrect answers. The student's task is to select the correct answer by marking
their choice on a separate answer sheet or by clicking on the correct answer on a computer-
based test.

Multiple-choice tests are scored in a standardized way, usually by assigning a certain number of
points for each correct answer and then totaling the points to determine the student's overall
score. Multiple-choice tests are relatively quick and easy to administer and score, and they can
be used to assess a wide range of knowledge and skills. However, they may not always be the
best choice for assessing certain types of learning or skills, as they may not adequately
measure more complex or subjective knowledge or abilities.

WHAT ARE THE ADVANTAGES OF USING MULTIPLE CHOICE TEST IN THE

CLASSROOM?
There are several advantages to using multiple-choice tests in the classroom:

1. Multiple-choice tests are relatively quick and easy to administer and score. They can be
administered and scored efficiently, allowing for a large number of questions to be
covered in a short amount of time. This is particularly useful in situations where time is
limited, such as in a high-stakes exam or when assessing a large number of students.
2. Multiple-choice tests can be used to assess a wide range of knowledge and skills,
including factual knowledge, problem-solving abilities, and critical thinking skills. They
can be designed to test specific content areas or more general skills, depending on the
learning objectives.
3. Multiple-choice tests are objective, meaning that they are not subject to the personal
biases or opinions of the evaluator. This can make them more reliable and consistent in
measuring student performance.
4. Multiple-choice tests can be easily administered online, allowing for greater flexibility in
testing and assessment. This can be especially useful in situations where students are
learning remotely or in hybrid learning environments.
5. Multiple-choice tests can be useful for formative assessment, as they can provide quick
feedback to both students and teachers about what students know and what areas need
further instruction or practice.

However, it is important to note that multiple-choice tests may not always be the best choice for
assessing certain types of learning or skills, as they may not adequately measure more complex
or subjective knowledge or abilities. It is important to carefully consider the learning objectives
and the type of assessment that is most appropriate for the task.
WHAT ARE THE DISADVANTAGES OF USING MULTIPLE-CHOICE TEST IN THE
CLASSROOM?

There are also several disadvantages to using multiple-choice tests in the classroom:

1. Multiple-choice tests may not adequately measure more complex or subjective

knowledge or abilities. They are best suited for assessing factual knowledge and basic
skills, but may not be as effective at assessing higher-level thinking skills, such as
analysis, synthesis, and evaluation.
2. Multiple-choice tests can be susceptible to guessing, as students may be able to
eliminate some of the incorrect answers and increase their chances of getting a correct
answer. This can result in inflated scores and may not accurately reflect the student's
true level of understanding.
3. Multiple-choice tests may not be as engaging or motivating for students as other types of
assessments, as they may not allow for the same level of creativity or self-expression.
4. Multiple-choice tests can be time-consuming to create, as they require the development
of a large number of questions and answer choices.
5. Multiple-choice tests may not be suitable for assessing certain types of learning or skills,
such as hands-on or practical skills. In these cases, other types of assessments, such as
projects, presentations, or demonstrations, may be more appropriate.

Overall, multiple-choice tests can be a useful tool for assessing student learning, but it is
important to carefully consider the learning objectives and the type of assessment that is most
appropriate for the task.

How can we minimize the disadvantages of using multiple-choice test in the classroom?
There are several ways to minimize the disadvantages of using multiple-choice tests in the
classroom:

1. Use multiple-choice tests as just one of several types of assessments. By using a variety
of assessment methods, such as projects, presentations, demonstrations, and essays, in
addition to multiple-choice tests, you can get a more well-rounded picture of student
learning and provide opportunities for students to demonstrate their skills and
understanding in different ways.
2. Make sure the questions are well-written and test higher-level thinking skills. Avoid using
simplistic or straightforward questions that can be easily guessed. Instead, design
questions that require students to apply their knowledge, analyze information, evaluate
arguments, or synthesize new ideas.
3. Use distractors that are reasonable but incorrect. Distractors should be plausible but not
obviously wrong, in order to make the question more challenging and reduce the
likelihood of guessing.
4. Use multiple-choice tests as a formative assessment tool. By providing quick feedback
to students about what they know and what areas need further instruction or practice,
multiple-choice tests can be a useful formative assessment tool.
 5. Use other types of assessments to measure more complex or subjective knowledge or
abilities. For example, essays, projects, and presentations may be more suitable for
assessing higher-level thinking skills or more subjective knowledge or abilities.

By considering these strategies, you can minimize the disadvantages of using multiple-choice
tests and make them a more effective and useful assessment tool in your classroom.

Here is an example of a well-written multiple-choice item:

Question:

Which of the following is NOT a characteristic of a democratic government?

A. A system of checks and balances

B. A president with unlimited power
C. The right to vote
D. An independent judiciary

This multiple-choice item is well-written because it presents a clear and concise question and a
set of plausible but incorrect answer choices. The correct answer (B) is not obviously wrong, but
it is not a characteristic of a democratic government. The other answer choices (A, C, and D)
are all characteristics of a democratic government, making it more challenging for the student to
select the correct answer. This question tests the student's knowledge of democratic
government and requires them to think critically about the characteristics of a democratic
government.

Another example of a well-written multiple-choice item:

Question:

Which of the following is NOT a characteristic of the Earth's atmosphere?

A. It is composed of 78% nitrogen and 21% oxygen

B. It contains trace amounts of water vapor
C. It protects the Earth from harmful solar radiation
D. It is made up of solid particles

This multiple-choice item is well-written because it presents a clear and concise question and a
set of plausible but incorrect answer choices. The correct answer (D) is not obviously wrong, but
it is not a characteristic of the Earth's atmosphere. The other answer choices (A, B, and C) are
all characteristics of the Earth's atmosphere, making it more challenging for the student to select
the correct answer. This question tests the student's knowledge of the Earth's atmosphere and
requires them to think critically about the characteristics of the Earth's atmosphere.

Another example of a well-written multiple-choice item, this time in mathematics:

Question: Which of the following is NOT a property of real numbers?

A. Closure under addition

B. Commutative property of addition
C. Associative property of addition
D. Existence of a square root for every real number

This multiple-choice item is well-written because it presents a clear and concise question and a
set of plausible but incorrect answer choices. The correct answer (D) is not obviously wrong, but
it is not a property of real numbers. The other answer choices (A, B, and C) are all properties of
real numbers, making it more challenging for the student to select the correct answer. This
question tests the student's knowledge of real numbers and requires them to think critically
about the properties of real numbers.

Here is an example of a poorly written multiple-choice item:

Question: Which of the following is NOT a type of transportation?

A. Car B. Bus C. Bike D. Television

This multiple-choice item is poorly written because the correct answer (D) is obviously wrong
and not a plausible answer choice. The other answer choices (A, B, and C) are all types of
transportation, making it easy for the student to select the correct answer. This question does
not effectively test the student's knowledge or require them to think critically about the topic.

To improve this question, the distractors (incorrect answers) should be more plausible and not
obviously wrong. For example:

Revised question: Which of the following is NOT a type of transportation?

A. Car B. Bus C. Bike D. Train

In this revised question, all of the answer choices (A, B, C, and D) are types of transportation,
making it more challenging for the student to select the correct answer. This revised question is
a better example of a well-written multiple-choice item because it tests the student's knowledge
and requires them to think critically about the topic.

Another example of a poorly written multiple-choice item:

Question: Which of the following is the capital of France?

A. London B. Paris C. Rome D. Madrid

This multiple-choice item is poorly written because the correct answer (B) is too obvious and not
a challenging enough question. All of the answer choices are well-known European cities,
making it easy for the student to select the correct answer. This question does not effectively
test the student's knowledge or require them to think critically about the topic.
To improve this question, the answer choices should be more challenging and not as well-
known. For example:

Revised question: Which of the following is the capital of France?

A. Lyon B. Marseille C. Toulouse D. Bordeaux

In this revised question, all of the answer choices (A, B, C, and D) are well-known French cities,
but only one of them (A) is the capital of France. This revised question is a better example of a
well-written multiple-choice item because it tests the student's knowledge and requires them to
think critically about the topic.

TRUE-FALSE ITEMS
A true-false test is a type of objective test that presents the student with a series of statements
and requires them to determine whether each statement is true or false. True-false tests are
commonly used to assess a wide range of knowledge and skills, including factual knowledge,
problem-solving abilities, and critical thinking skills.

True-false tests typically consist of a series of statements, each with two possible answers: true
or false. The student's task is to mark their choice on a separate answer sheet or by clicking on
the correct answer on a computer-based test.

True-false tests are scored in a standardized way, usually by assigning a certain number of
points for each correct answer and then totaling the points to determine the student's overall
score. True-false tests are relatively quick and easy to administer and score, and they can be
used to assess a wide range of knowledge and skills. However, they may not always be the
best choice for assessing certain types of learning or skills, as they may not adequately
measure more complex or subjective knowledge or abilities.

WHEN IS TRUE-FALSE TEST ITEM APPROPRIATE TO USE IN THE CLASSROOM?

True-false tests can be appropriate to use in the classroom when:

1. The learning objectives focus on factual knowledge or basic skills. True-false tests are
well-suited for assessing knowledge of facts or basic skills, such as definitions, dates, or
procedures.
2. The test is relatively short and covers a limited amount of content. True-false tests can
be efficient for assessing a small amount of content in a short amount of time. However,
they may not be as effective for assessing larger amounts of content or more complex
concepts.
3. The test is used as one of several types of assessments. By using a variety of
assessment methods, such as projects, presentations, demonstrations, and essays, in
addition to true-false tests, you can get a more well-rounded picture of student learning
and provide opportunities for students to demonstrate their skills and understanding in
different ways.
 4. The test is used as a formative assessment tool. By providing quick feedback to
students about what they know and what areas need further instruction or practice, true-
false tests can be a useful formative assessment tool.

SUGGESTIONS FOR WRITING TRUE-FALSE ITEMS

We offer the following suggestions for writing true-false items.
1. The desired method of marking true or false should be clearly explained before students
begin the test.
2. Construct statements that are definitely true or definitely false, without additional
qualifications. If opinion is used, attribute it to some source
3. Use relatively short statements and eliminate extraneous material.
4. Keep true and false statements at approximately the same length, and be sure that there
are approximately equal numbers of true and false items.
5. Avoid using double-negative statements. They take extra time to decipher and are
difficult to interpret.
6. Avoid the following:
a. verbal clues, absolutes, and complex sentences;
b. broad general statements that are usually not true or false without further
qualifications;
c. terms denoting indefinite degree (e.g., large, long time, or regularly) or absolutes
(e.g., never, only, or always);
d. placing items in a systematic order (e.g., TTFF, TFTF, and so on);
e. taking statements directly from the text and presenting them out of context.

ADVANTAGES OF TRUE-FALSE ITEMS

True-false item can provide:
1. The widest sampling of content or objectives per unit of testing time;
2. Scoring efficiency and accuracy;
3. Versatility in measuring all levels of cognitive ability;
4. Highly reliable test scores; and
5. An objective measurement of student achievement or ability.

MATCHING TYPE
A matching test is a type of objective test that presents the student with two lists of items and
requires them to match the items in one list with the corresponding items in the other list.
Matching tests are commonly used to assess a wide range of knowledge and skills, including
factual knowledge, problem-solving abilities, and critical thinking skills.

Matching tests typically consist of two lists of items, with each item in one list having a
corresponding match in the other list. The student's task is to match the items in one list with the
corresponding items in the other list. This may be done by marking the matches on a separate
answer sheet or by clicking on the correct matches on a computer-based test.
Matching tests are scored in a standardized way, usually by assigning a certain number of
points for each correct match and then totaling the points to determine the student's overall
score. Matching tests are relatively quick and easy to administer and score, and they can be
used to assess a wide range of knowledge and skills. However, they may not always be the
best choice for assessing certain types of learning or skills, as they may not adequately
measure more complex or subjective knowledge or abilities.
When is the matching type of test item appropriate for use in the classroom?
Matching type test items, also known as matching questions, are a type of assessment in which
students are required to match a set of items from one list to another list. These test items are
often used to assess students' knowledge of concepts, terminology, or processes.

The matching type of test item is appropriate for use in the classroom when the material being
tested is relatively straightforward and the students are expected to be able to recall specific
information. For example, a matching test item might be used to assess students' understanding
of a list of vocabulary words and their definitions, or to assess their knowledge of the different
parts of a scientific process.

It is important to note that matching type test items are generally considered to be lower-level
items on Bloom's Taxonomy, which is a widely used framework for organizing learning
objectives. As such, they may not be the most appropriate type of test item for assessing
higher-level thinking skills such as analysis, synthesis, and evaluation.
Example of a poorly written matching type

Question: Match the following terms with their definitions:

Column A- Description Column B- Options
1. The process by which cells divide to A. mitosis
produce genetically identical B. meiosis
daughter cells C. photosynthesis
2. The process by which cells produce D. respiration
energy by converting glucose and
oxygen into water and carbon dioxide
3. The process by which cells divide to
produce genetically diverse daughter
cells
4. The process by which plants convert
light energy into chemical energy

This test item is poorly written because the definitions do not clearly match the terms they are
supposed to define. Definition 1 could potentially match either term A or term B, and definition 3
could potentially match either term B or term D. Additionally, the definitions are not written
clearly and easy to understand. A better way to write this test item would be to provide more
specific and accurate definitions for each term, and to make sure that the terms and definitions
are clearly paired.
FILL-IN-THE-BLANK
A fill-in-the-blank test item is a type of assessment in which students are presented with a
statement or question with one or more blank spaces and are required to fill in the blank with the
correct answer. Fill-in-the-blank test items are often used to assess students' knowledge of
specific facts, concepts, or terminology, and can be used to assess a wide range of subjects
and topics.

There are several different types of fill-in-the-blank test items, including:

1. Simple fill-in-the-blank: This type of test item includes a single blank space and requires
students to provide a specific word or phrase as the answer.
2. Multiple-word fill-in-the-blank: This type of test item includes multiple blank spaces and
requires students to provide a complete sentence or phrase as the answer.
3. Cloze test: This type of test item involves the removal of certain words from a passage of
text, and requires students to fill in the blanks with the missing words.

Fill-in-the-blank test items can be an effective way to assess students' understanding of specific
material, but they should be used with caution. It is important to make sure that the answer to
the test item is not too obvious or too obscure, and that there is only one correct answer. It is
also important to provide clear and concise instructions for the test item, and to give students
enough context to understand the material being tested.

Here is an example of a poorly written fill-in-the-blank test item:

Question: The capital of France is ________.

This test item is poorly written because it is too simple and does not require students to
demonstrate any real understanding of the material. A better way to write this test item would be
to provide more context or to ask a more challenging question that requires students to apply
their knowledge in a more meaningful way.

Here is another example of a poorly written fill-in-the-blank test item:

Question: In the sentence "The cat sat on the mat," the word "cat" is a(n) ________.

Possible answers:

A. verb B. noun C. adjective D. adverb

This test item is poorly written because it is ambiguous and could potentially have more than
one correct answer. A better way to write this test item would be to provide a more specific and
accurate definition of the word being tested, and to make sure that there is only one correct
answer.

Here is another example of a poorly written fill-in-the-blank test item:

Question: The process by which plants convert light energy into chemical energy is called
________.

Possible answers:

A. photosynthesis B. respiration C. digestion D. circulation

This test item is poorly written because the list of possible answers is confusing and does not
provide a clear choice for the correct answer. A better way to write this test item would be to
provide a more accurate and relevant list of possible answers, and to make sure that there is
only one correct answer. For example:

Question: The process by which plants convert light energy into chemical energy is called
________.

Possible answers:

A. photosynthesis B. respiration C. fermentation D. digestion

This revised test item is clearer and more accurate and provides a clear choice for the correct
answer.

EVALUATE YOURSELF
Mark A if you think you can do better next time, B if you can do a good job, and C if you think
you can do a great job and can confidently do the evaluation(s) below.

A B C

Can differentiate good true-false item and poor true-false item.

Can determine the “faults” of a poor item.

Can distinguish terms that is used on poor statements (e.g., always,

never, etc.).
 Can construct a good true-false item.

REVIEW OF CONCEPTS
Multiple-choice, true-false, matching type, and fill-in-the-blank test items are all types of
assessment that are commonly used in education to evaluate students' knowledge and
understanding of specific material.

Multiple-choice test items involve presenting students with a question or statement, along with a
list of possible answers, and requiring them to select the correct answer. True-false test items
involve presenting students with a statement and requiring them to indicate whether the
statement is true or false. Matching type test items involve presenting students with two lists of
items and requiring them to match the items from one list to the corresponding items in the other
list. Fill-in-the-blank test items involve presenting students with a statement or question with one
or more blank spaces, and requiring them to fill in the blank with the correct answer.

All of these types of test items can be effective for assessing students' knowledge and
understanding, but it is important to use them appropriately and to consider the specific learning
objectives and material being tested. It is also important to make sure that the test items are
well-written and clearly understood by the students, and to provide clear and concise
instructions for completing the test.

There are many resources available that can help you with writing objective test items,
including:

1. Bloom's Taxonomy: This is a widely used framework for organizing learning objectives
into six levels of complexity, from the most basic (remembering) to the most advanced
(evaluating). Understanding the different levels of Bloom's Taxonomy can help you write
test items that are appropriate for the level of learning you are trying to assess.
2. The Test Item Writing Guide for the National Assessment of Educational Progress
(NAEP): This guide provides detailed information and examples for writing multiple-
choice, true-false, and short-answer test items. It is available for free download from the
National Center for Education Statistics (NCES) website.
3. The Test Item Writing Handbook: A Practical Guide to Writing Accurate and Fair Test
Items: This handbook, published by the American Institutes for Research (AIR), provides
detailed guidance on writing multiple-choice, true-false, and short-answer test items, as
well as tips for reviewing and revising test items.
4. The Test Item Writer's Handbook: Tips and Techniques for Writing Effective Test Items:
This handbook, published by the Educational Testing Service (ETS), provides detailed
guidance on writing multiple-choice, true-false, and short-answer test items, as well as
tips for reviewing and revising test items.

These resources can provide valuable guidance and examples for writing objective test items
that are clear, accurate, and fair.
EXERCISE.
Put a G in the space next to the items you believe are good true-false items and a P next to the
items you feel are poor.
1. Near-sightedness is hereditary in origin.
2. The construction and the maintenance of the Interstate highways are provided by both
local and national government.
3. Water will boil at a higher temperature if the atmospheric pressure on its surface is
increased and more heat is applied the container.
4. The second principle of education is that the individual gathers knowledge.
5. For every action there is an opposite or equal reaction.
6. The Supreme Court is composed of nine Justices.

Answers:
1. P 2. G 3. P 4. P 5. P 6. G
Select the best answer.
1. A true-false test consists of questions that can only be answered with a "true" or "false"
response.
A) True B) False

Answer: A) True
2. True-false tests are less reliable than other types of objective tests, such as multiple
choice.
A) True B) False

Answer: B) False
3. When writing true-false test items, it is important to use double negatives in the stem of
the question.
A) True B) False

Answer: B) False
4. True-false tests are typically used to assess higher-order thinking skills, such as analysis
and synthesis.
A) True B) False

Answer: B) False
5. True-false tests can be scored by counting the number of correct answers or by
assigning a point value to each correct answer.
A) True B) False

Answer: A) True
6. True-false test items should be written in a way that makes it easy for test takers to
guess the correct answer.
 A) True B) False

Answer: B) False
7. True-false tests are more prone to guessing than other types of objective tests, such as
multiple choice.
A) True B) False

Answer: A) True
8. When writing true-false test items, it is important to avoid using absolute words, such as
"always" or "never."
A) True B) False

Answer: A) True
9. True-false tests are a good choice for assessing complex or abstract concepts.
A) True B) False
Answer: B) False
10. True-false test items should be written in a way that is clear and easy to understand for
all test takers.
A) True B) False

Answer: A) True

Multiple-Choice Test
1. Which of the following is NOT a characteristic of multiple-choice tests?
A) They can assess a wide range of content and skills.
B) They are easy to score and grade.
C) They are prone to guessing.
D) They are not suitable for assessing higher-order thinking skills.

Answer: D) They are not suitable for assessing higher-order thinking skills.
2. When writing multiple-choice test items, it is important to:
A) Make the stem of the question as long as possible.
B) Use double negatives in the stem of the question.
C) Make the answer options as similar as possible.
D) Use absolute words, such as "always" or "never," in the stem of the question.

Answer: C) Make the answer options as similar as possible.

3. Which of the following is NOT a good practice when writing multiple-choice test items?
A) Write clear and concise questions.
B) Provide answer options that are free from bias or ambiguity.
C) Use a variety of question types, such as recall, application, analysis, and synthesis.
D) Use distractors in the answer options to increase the reliability and validity of the test.

Answer: A) Write clear and concise questions.

4. Which of the following is NOT a benefit of using multiple-choice tests? A) They can be
administered in a variety of formats, such as online or on paper.
B) They can be scored quickly and accurately.
C) They are prone to guessing.
D) They are not suitable for assessing higher-order thinking skills.
 Answer: D) They are not suitable for assessing higher-order thinking skills.
5. When selecting answer options for a multiple-choice test item, it is important to:
A) Make all answer options correct.
B) Make all answer options incorrect.
C) Use double negatives in the answer options.
D) Use absolute words, such as "always" or "never," in the answer options.

Answer: B) Make all answer options incorrect.

6. Which of the following is NOT a test-taking strategy for multiple-choice tests?
A) Read the stem of the question carefully before selecting an answer.
B) Eliminate answer options that are clearly wrong.
C) Guess if you are unsure of the correct answer.
D) Read all of the answer options before selecting the best answer.

Answer: A) Read the stem of the question carefully before selecting an answer.
7. Which of the following is NOT a tip for test takers taking a multiple-choice test?
A) Read the stem of the question carefully before selecting an answer.
B) Eliminate answer options that are clearly wrong.
C) Guess if you are unsure of the correct answer.
D) Read all of the answer options before selecting the best answer.

Answer: C) Guess if you are unsure of the correct answer.

8. When writing multiple-choice test items, it is important to:
A) Make the stem of the question as long as possible.
B) Use double negatives in the stem of the question.
C) Make the answer options as similar as possible.
D) Use absolute words, such as "always" or "never,"
9. Multiple choice tests typically consist of questions that have ________ answer options.
A) 2
B) 3
C) 4
D) 5

Answer: C) 4
10. When writing multiple choice test items, it is important to ________ the answer options.
A) balance
B) unbalance
C) randomize
D) eliminate

Answer: A) balance
11. Multiple choice tests are more reliable than other types of objective tests, such as true-
false.
A) True
B) False

Answer: A) True
12. Which of the following is NOT a benefit of using multiple choice tests?
A) They allow for the assessment of higher-order thinking skills.
 B) They can be easily scored and graded.
C) They are less prone to guessing than other types of objective tests.
D) They are more time-consuming for test takers to complete.

Answer: D) They are more time-consuming for test takers to complete.

13. When writing multiple choice test items, it is important to ________ the correct answer.
A) obscure
B) emphasize
C) disguise
D) hide

Answer: A) obscure
14. Which of the following is NOT a tip for writing effective multiple choice test items?
A) Use double negatives in the stem of the question.
B) Avoid using absolute words, such as "always" or "never."
C) Provide clear and accurate answer options.
D) Make the stem of the question as long and complex as possible.

Answer: D) Make the stem of the question as long and complex as possible.
15. Multiple choice test items can be used to assess ________ level of understanding and
critical thinking skills.
A) all
B) some
C) few
D) none

Answer: A) all
16. When writing multiple choice test items, it is important to ________ the answer options.
A) randomly order
B) alphabetize
C) reverse
D) cluster

Answer: A) randomly order

17. Multiple choice tests are a good choice for assessing ________ concepts.

A) complex or abstract
B) simple or concrete
C) both complex and simple
D) neither complex nor simple
Answer: B) simple or concrete
18. When writing multiple choice test items, it is important to ________ the stem of the
question.
A) make as long and complex as possible
B) make as short and simple as possible
C) use double negatives
D) use absolute words
 Answer: B) make as short and simple as possible
19. When writing multiple choice test items, it is important to ________ the answer options.
A) make all of the options equally plausible
B) make some of the options more plausible than others
C) make all of the options implausible
D) make some of the options implausible and others plausible

Answer: A) make all of the options equally plausible

20. Multiple choice tests are typically more reliable than other types of objective tests
because ________.
A) they allow for the assessment of higher-order thinking skills
B) they can be easily scored and graded
C) they are less prone to guessing due to the presence of distractors
D) all of the above

Answer: C) they are less prone to guessing due to the presence of distractors
21. When writing multiple choice test items, it is important to ________ the stem of the
question.
A) make it as long and complex as possible
B) make it as short and simple as possible
C) use double negatives
D) use absolute words

Answer: B) make it as short and simple as possible

22. Which of the following is NOT a tip for writing effective multiple choice test items?
A) Use double negatives in the stem of the question.
B) Avoid using absolute words, such as "always" or "never."
C) Provide clear and accurate answer options.
D) Make the stem of the question as long and complex as possible.

Answer: D) Make the stem of the question as long and complex as possible.
23. Multiple choice test items can be used to assess ________ level of understanding and
critical thinking skills.
A) all
B) some
C) few
D) none

Answer: A) all

About Matching -type

1. Matching-type tests typically consist of ________ that must be matched to a list of
________.
A) questions, answers
B) answers, questions
 C) terms, definitions
D) definitions, terms

Answer: C) terms, definitions

2. Matching-type tests are a good choice for assessing ________ knowledge and skills.
A) factual
B) conceptual
C) procedural
D) all of the above

Answer: A) factual
3. When writing matching-type test items, it is important to ________ the terms and
definitions.
A) balance
B) unbalance
C) randomize
D) eliminate

Answer: A) balance
4. Matching-type tests are typically more reliable than other types of objective tests, such
as true-false.
A) True
B) False

Answer: B) False
5. When writing matching-type test items, it is important to ________ the correct matches.
A) obscure
B) emphasize
C) disguise
D) hide

Answer: A) obscure
6. Which of the following is NOT a tip for writing effective matching-type test items?
A) Use double negatives in the stem of the question.
B) Avoid using absolute words, such as "always" or "never."
C) Provide clear and accurate match options.
D) Make the stem of the question as long and complex as possible.

Answer: D) Make the stem of the question as long and complex as possible.

7. Matching-type test items can be used to assess ________ level of understanding and
critical thinking skills.
A) all
B) some
C) few
D) none
 Answer: B) some
8. When writing matching-type test items, it is important to ________ the match options.
A) randomly order
B) alphabetize
C) reverse
D) cluster

Answer: A) randomly order

9. Matching-type tests are a good choice for assessing ________ concepts. A) complex or
abstract
B) simple or concrete
C) both complex and simple
D) neither complex nor simple

Answer: B) simple or concrete

10. When writing matching-type test items, it is important to ________ the stem of the
question.
A) make as long and complex as possible
B) make as short and simple as possible
C) use double negatives
D) use absolute words

Answer: B) make as short and simple as possible

About fill in the blanks test

1. What is a fill-in-the-blank test?

A) A test that requires students to fill in the blanks in a passage with the correct words
B) A test that requires students to solve math problems
C) A test that requires students to identify the main idea of a passage
D) A test that requires students to write an essay

Answer: A

2. What is the purpose of a fill-in-the-blank test?

A) To assess students' understanding of key concepts and terms
B) To assess students' ability to solve math problems
C) To assess students' ability to write an essay
D) To assess students' ability to identify the main idea of a passage

Answer: A

3. How are fill-in-the-blank tests typically structured?

A) As a series of multiple-choice questions
B) As a series of true or false questions
C) As a series of open-ended questions
D) As a series of short answer questions
Answer: D

4. What is an example of a fill-in-the-blank test question?

A) "What is the capital of France?"
B) "True or false: The Earth is the third planet from the sun."
C) "Explain the process of photosynthesis."
D) "The process of photosynthesis involves the conversion of _____ into glucose."

Answer: D

5. What is an example of a higher order level fill-in-the-blank test question?

A) "What is the capital of France?"
B) "True or false: The Earth is the third planet from the sun."
C) "Explain the process of photosynthesis."
D) "Evaluate the impact of photosynthesis on the environment."

Answer: D

6. How can students prepare for a fill-in-the-blank test?

A) By memorizing definitions of key terms
B) By solving math problems
C) By writing essays
D) By reviewing and understanding the material covered in class

Answer: D

7. What is an advantage of fill-in-the-blank tests?

A) They are less time-consuming to grade than other types of tests
B) They allow students to demonstrate their understanding of key concepts and terms
C) They allow students to show their ability to solve math problems
D) They allow students to demonstrate their ability to write an essay

Answer: B

8. What is a disadvantage of fill-in-the-blank tests?

A) They are less time-consuming to grade than other types of tests
B) They do not allow students to demonstrate their understanding of key concepts and
terms
C) They do not allow students to show their ability to solve math problems
D) They do not allow students to demonstrate their ability to write an essay

Answer: D

9. Can fill-in-the-blank tests be used to assess higher order thinking skills?

A) Yes
B) No

Answer: A
 10. Can fill-in-the-blank tests be used to assess lower order thinking skills?
A) Yes
B) No

Answer: A

References:
Here are a few resources that you can download for easy access when writing objective test
items:

1. The Test Item Writing Guide for the National Assessment of Educational Progress
(NAEP): This guide provides detailed information and examples for writing multiple-
choice, true-false, and short-answer test items. It is available for free download as a PDF
from the National Center for Education Statistics (NCES) website:
https://nces.ed.gov/nationsreportcard/naepdata/pdf/TIIWG_2012.pdf
2. The Test Item Writing Handbook: A Practical Guide to Writing Accurate and Fair Test
Items: This handbook, published by the American Institutes for Research (AIR), is
available for purchase as a PDF from the AIR website: https://www.air.org/resource/test-
item-writing-handbook-practical-guide-writing-accurate-and-fair-test-items
3. The Test Item Writer's Handbook: Tips and Techniques for Writing Effective Test Items:
This handbook, published by the Educational Testing Service (ETS), is available for free
download as a PDF from the ETS website:
https://www.ets.org/s/research/23756/test_item_writers_handbook.pdf