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Four Types of Objective Test Items

This document outlines four types of objective test items and provides criteria for setting each type of item: 1. True-false items should avoid absolute terms and complex sentences. 2. Matching items lists should be logical and homogeneous with more options than descriptions. 3. Multiple choice items should have one correct answer and plausible distractors. The answers should be equal in length and randomly rotated. 4. Completion items should precisely pose a factual problem for the student to answer and omit only key words.

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32K views

Four Types of Objective Test Items

This document outlines four types of objective test items and provides criteria for setting each type of item: 1. True-false items should avoid absolute terms and complex sentences. 2. Matching items lists should be logical and homogeneous with more options than descriptions. 3. Multiple choice items should have one correct answer and plausible distractors. The answers should be equal in length and randomly rotated. 4. Completion items should precisely pose a factual problem for the student to answer and omit only key words.

Uploaded by

api-3803023
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© Attribution Non-Commercial (BY-NC)
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Download as DOC, PDF, TXT or read online on Scribd
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Marli Breedt CIA 722

FOUR TYPES OF
OBJECTIVE TEST CRITERIA FOR SETTING OBJECTIVE TEST ITEMS
ITEMS
Good directions
Use relatively short statements
Eliminate extraneous material
Keep all true and false statement to approximately the same length, and be sure that
there are approximately equal numbers of true and false items
1. TRUE-FALSE ITEMS
AVOID:
using absolute terms (e.g., all, always, never, or only)
using double-negative statements
verbal clues and complex sentences
broad general statements
using terms denoting indefinite degree (e.g., large, regularly)
placing items in a systematic order
taking statements directly from the text
Keep both the list of descriptions and the list of options fairly short and homogeneous
Title the lists to ensure homogeneity
Arrange the descriptions and options in some logical order
Make sure that all the options are plausible distracters for each description to ensure
homogeneity of lists
2. MATCHING ITEMS
The list of descriptions should contain the longer phrases or statements, while the
options should consist of short phrases, words, or symbols
Each description in the list should be numbered
Include more options than descriptions
In the directions, specify the basis for matching and whether options can be used more
than once.
It is a good idea to introduce some sort of order – chronological, numerical, or
alphabetical – to your list of options
Marli Breedt CIA 722

The stem of the item should clearly formulate a problem


Include only the material needed to make the problem clear and specific
Be sure that there is one and only one correct or clearly best answer
3. MULTIPLE-CHOICE
Be sure wrong answer choices (distracters) are plausible
ITEMS
Eliminate unintentional grammatical clues
Keep the length and form of all the answer choices equal
Rotate the position of the correct answer from item to item randomly
Sort options in ascending order
Use negative questions or statements only if the knowledge being tested requires it
Include three to five options to optimise testing for knowledge
Items should require a single-word answer, or a brief and definite statement
Avoid statements that are so indefinite that they may be logically answered by several
terms
Be sure the question or statement poses a problem to the examinee
Be sure the answer the answer that the student is required to produce is factually
4. COMPLETION
correct
ITEMS
Be sure the language used in the question is precise and accurate in relation to the
subject matter area being tested
Omit only key words
Don't eliminate so many elements that the sense of the content is impaired
Word the statement so that the blank is near the end of the sentence rather than near
the beginning. This will prevent awkward sentences.
If the problem requires a numerical answer, indicate the units in which it is to be
expressed

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