Ms. Zainab Mehnaz OBJECTIVE TYPE QUESTIONS

WRITING OBJECTIVE TEST TYPE QUESTIONS MUTIPLE CHOICE QUESTIONS MUTIPLE CHOICE QUESTIONS HIGHER LEVEL MULTIPLE CHOICE HIGHER LEVEL MULTIPLE CHOICE TRUE/FALSE QUESTIONS TRUE/FALSE QUESTIONS ASSERTION-REASON QUESTIONS ASSERTION-REASON QUESTIONS MATCHING ITEMS MATCHING ITEMS TEXT MATCH QUESTIONS TEXT MATCH QUESTIONS RANKING QUESTIONS RANKING QUESTIONS

MULTIPLE CHOICE QUESTIONS REQUIRE THE STUDENT TO CHOOSE FROM A LIST OF POSSIBLE ANSWERS REQUIRE THE STUDENT TO CHOOSE FROM A LIST OF POSSIBLE ANSWERS MCQs CONSIST OF A STEM: TEXT OF THE QUESTION MCQs CONSIST OF A STEM: TEXT OF THE QUESTION OPTIONS: CHOICES PROVIDED AFTER THE STEM OPTIONS: CHOICES PROVIDED AFTER THE STEM THE KEY: CORRECT ANSWER THE KEY: CORRECT ANSWER DISTRACTORS:THE INCORRECT OPTIONS DISTRACTORS:THE INCORRECT OPTIONS

HIGHER LEVEL MCQs Higher level MCQs assess higher level thinking e.g Analogy questions Higher level MCQs assess higher level thinking e.g Analogy questions For example, Given the copy of the President’s state of the union address; the student will be able to identify one example of simile and one metaphor. For example, Given the copy of the President’s state of the union address; the student will be able to identify one example of simile and one metaphor. The student will be able to correctly solve three- digit addition problems without regrouping The student will be able to correctly solve three- digit addition problems without regrouping

TRUE/FALSE QUESTIONS True/false questions present only two possible alternatives True/false questions present only two possible alternatives They help the examiner to measure the student’s ability to identify whether statements of fact are accurate or not They help the examiner to measure the student’s ability to identify whether statements of fact are accurate or not

ADVANTAGES IT TAKES LESS TIME TO CONSTRUCT TRUE FALSE ITEMS IT TAKES LESS TIME TO CONSTRUCT TRUE FALSE ITEMS HIGH DEGREE OF OBJECTIVITY HIGH DEGREE OF OBJECTIVITY TEACHER CAN EXAMINE STUDENTS ON MORE MATERIAL TEACHER CAN EXAMINE STUDENTS ON MORE MATERIAL

HOW TO WRITE TRUE/FALSE Use only one main idea in one item Use only one main idea in one item Use in combination with graphs, charts and other tests Use in combination with graphs, charts and other tests Use statements which are unequivocally true or false Use statements which are unequivocally true or false Avoid lifting statements directly from class readings, lecture notes Avoid lifting statements directly from class readings, lecture notes Avoid negatives and absolutes like ‘none’, ‘never’, ‘all’ etc. Avoid negatives and absolutes like ‘none’, ‘never’, ‘all’ etc.

ASSERTION-REASON QUESTIONS Assertion-reason questions combine elements of MCQs and True/false types Assertion-reason questions combine elements of MCQs and True/false types They allow you to test more complex issues and higher level of learning They allow you to test more complex issues and higher level of learning They consist of two statements: an assertion and a reason They consist of two statements: an assertion and a reason The student determines whether both are true The student determines whether both are true

ASSERTION-REASON CONTD. If both statements are true then the student determines whether the reason correctly explains the assertion If both statements are true then the student determines whether the reason correctly explains the assertion There is one option for each possible outcome There is one option for each possible outcome

ASSERTION-REASON EXAMPLE Assertion Assertion 1. The blood sugar level falls rapidly after hepactectomy. 1. The blood sugar level falls rapidly after hepactectomy. BECAUSE BECAUSE The glycogen of the liver is the principal source of blood sugar. The glycogen of the liver is the principal source of blood sugar. 2. Increased government spending increases inflation under all conditions. 2. Increased government spending increases inflation under all conditions. BECAUSE BECAUSE Government spending is not offset by any form of production. Government spending is not offset by any form of production. 3. Chloroform has a dipole moment 3. Chloroform has a dipole moment BECAUSE BECAUSE The chloroform molecule is tetrahedral. The chloroform molecule is tetrahedral. (Quoted in Brown et al 1997, p. 93 based on Matthews 1981.) (Quoted in Brown et al 1997, p. 93 based on Matthews 1981.)

MATCHING ITEMS Matching items require students to match a series of stems or premises to a response or principle. Matching items require students to match a series of stems or premises to a response or principle. They consist of a set of directions, a column of statements and a column of responses. They consist of a set of directions, a column of statements and a column of responses.

MATCHING ITEMS:ADVANTAGES Matching questions are particularly good at assessing a student's understanding of relationships. Matching questions are particularly good at assessing a student's understanding of relationships. They can test recall by requiring a student to match the following elements: They can test recall by requiring a student to match the following elements: Definitions - terms Definitions - terms Historical events- dates Historical events- dates Achievements - people Achievements - people Statements- postulates Statements- postulates Descriptions - principles (McBeath, 1992) Descriptions - principles (McBeath, 1992)

TEXT MATCH QUESTIONS These require a student to supply an answer to a question or complete a blank within a brief piece of text, using words, symbols or numbers. These require a student to supply an answer to a question or complete a blank within a brief piece of text, using words, symbols or numbers. Their advantage is that they require students to supply the answer and not guess it. Their advantage is that they require students to supply the answer and not guess it.

TEXT MATCH EXAMPLE a. Tony Blair is the leader of the ___________ party. a. Tony Blair is the leader of the ___________ party. b. 235 x 23 + (9x5) = ________. b. 235 x 23 + (9x5) = ________.

SORE FINGER QUESTIONS They are formulated so that one word, or phrase is out of keeping with the rest of the passage. They are formulated so that one word, or phrase is out of keeping with the rest of the passage. It could be presented as a ‘hot spot’ or text input type of question It could be presented as a ‘hot spot’ or text input type of question

RANKING QUESTIONS They require the student to relate items in a column to one another They require the student to relate items in a column to one another They are used to test the knowledge of sequences, order of events and levels of gradation for example They are used to test the knowledge of sequences, order of events and levels of gradation for example Questions in a social survey requiring answers ranging from ‘Definitely’ to ‘don’t know’ Questions in a social survey requiring answers ranging from ‘Definitely’ to ‘don’t know’

RANKING QUESTIONS They require a person to rate a product or brand along a well-defined, evenly spaced continuum. They require a person to rate a product or brand along a well-defined, evenly spaced continuum. Ranking questions or rating scales are often used to measure the direction and intensity of attitudes. Ranking questions or rating scales are often used to measure the direction and intensity of attitudes.

RANKING QUESTION EXAMPLE Which of the following categories best describes your last experience purchasing a product or service on our website? Would you say that your experience was: Which of the following categories best describes your last experience purchasing a product or service on our website? Would you say that your experience was: Very pleasant Very pleasant Somewhat pleasant Somewhat pleasant Neither pleasant nor unpleasant Neither pleasant nor unpleasant Somewhat unpleasant Somewhat unpleasant Very unpleasant Very unpleasant

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