OBJECTIVE TESTS

Learning Targets:

At the end of this lesson, you are expected to:

 Define and explain relative concepts in formulation of objective

tests.
 Evaluate the different types of objective tests
 Identify test objectives

I. Pre-test

Instruction: Read the questions carefully and encircle the correct answer.

1. It is a test that has right or wrong answers and can be marked objectively.

A. Objective test C. Pretest

B, Subjective test D. Post test

2. It involves establishing that an assessment measures what is supposed to

measure. (Erwin,1991)

A. Reliability B. Validity

C. Creating Applying

3. Students must be able to define and explain relative concepts in formulation of

objective test.

a. Remember/knowledge c. Analyze

b. Apply d. Create
4. It is sometimes called a test blueprint.

a. Table of specifications

b. Objective tests

c. Subjective tests

d. Post- tests

5. It is often called authentic, comprehensive or performance- based assessment.

a. Alternative Assessment c. Achievement Test

b. Single-subject Tests d. Multi-subject standard test

II. Discussion:

Objectives test require a user to choose or provide a response to a question whose

correct answer is predetermined.

An objective test is a test that has right or wrong answers and so can be marked
objectively. (teaching English org.)

Objective test measure the learner’s ability to remember facts and figures as well as
their comprehension of course materials.

Characteristics of Good test

 Validity – involves establishing that an assessment measures what is supposed

to measure. (Erwin, 1991)
 Reliability – refers to extent to which trial test of a method with representative
student populations fairly and consistently assess the expected traits or
dimensions of student learning within the construct of method. (Maki, 2004)
Steps in planning a test:

Step 1: Identify test objectives based on core competencies in curriculum guide

Creating- use information to create something new design build, construct, plan,
produce, devise, invent

Evaluating-critically examine info & make judgements judge first, critique, defend,
criticize

Analyzing-take info apart & explore relationships categorize, examine,

compare/contrast, organize

Applying-use information in a new (but similar) situation

Understanding – making sense out of information. Interpret, summarize, explain, infer,

paraphrase, discuss.

Remembering – find or remember information.

Levels of Educational Objectives Test Objectives

Remember/Knowledge Students must be able to define and
explain relative concepts in formulation of
objective tests.
Understand/ Comprehension Students must be able to determine the
difference between the types of
objectives tests.
Apply/Application Students must be able to apply the
procedure for constructing objective test
items.
Analyze/Analysis Students must be able to examine
whether the objective tests items satisfy
the requirement for validity and reliability.
 Synthesis/Evaluation Students must be able to choose
appropriate type of objective test to
assess different levels of the hierarchy of
educational objectives.
Create Students must develop assessment tools
for use in evaluating instructional
effectiveness.

Step 2: Deciding on type of objective test to be prepared.

The test objectives guide the kind of objective tests that will be designed and
constructed by the teacher.

Levels of Educational Learning / Test Objectives Types of Objective Test to

Objectives be used
Remember The students must be able Enumeration
to define relative concepts Multiple choice
in formulation of objective
tests.
Understand The students must be able True-false
to determine the difference Matching type.
between the types of
objective tests.
Apply The students must be able Multiple choice
to apply the procedure for Alternative response
constructing objective test type
items.
Analyze The students must be able Multiple choice
to examine whether the True false
objective tests items Interpretative exercises
 satisfy the requirement for
validity and reliability.
Evaluation The students must be able Matching type
to choose appropriate type
of objective test to assess
different levels of the
hierarchy of educational
objectives.
Create Develop objective
assessment tools for use
in evaluating instructional
effectiveness.

 The following array shows the most common question types used at various
cognitive levels.

Factual knowledge Understanding/ Analysis and evaluation

application
Multiple choice Multiple choice Multiple choice
True/ False Short answer Modified true or false
Matching type Problems
Identification

Step 3: Preparing a table of specifications (TOS)

A TOS, sometimes called a test blueprint, is a table that helps teachers
align objectives, instruction, and assessment ( e.g, Notar, Zuelke, Wilson, &
Yunker, 2004)
 Step 4: Constructing the test items
Draft test should contain twice as much test items than the desired
number of items in the final test.

Step 5: Item analysis and try-out

The test draft is tried out group of pupils or students, so that we can
determine:
 Item characteristics though item analysis
 Characteristics of the test itself (validity, reliability and
practicability)

Identifying test objectives

TEST CATEGORIES

1. SINGLE-SUBJECT TESTS - gaining individualized information on students' subject

specific knowledge and abilities.

2. MULTI-SUBJECT STANDARDIZED TESTS - are formal assessments with

mathematically computed scores, which provide a measure of the students' aptitude
based against grade-level norms evaluate the elementary students' learning in different
area, measures to assess multiple subjects, such as verbal comprehension, nonverbal
reasoning and mathematical or quantitative abilities. One example is the Achievement
test.

ACHIEVEMENT TESTS - designed to measure academic ability and achievement of

students in English, Reading, Mathematics, Science, and Filipino. Provide information
on the strengths and weaknesses of students in specific learning competencies that are
developed in the classroom. Used to evaluate school performance in comparison with a
national norm. Act also as diagnostic tool to guide subject area coordinators, teachers,
and guidance counselors in planning educational strategies that would lead to the
improvement of instructional quality in schools.
3. ALTERNATIVE ASSESSMENT -often called authentic, comprehensive, or
performance based assessment. Usually designed by the teacher to gauge students'
understanding of material. Examples of these measurements are open-ended
questions, written compositions, oral presentations, projects, experiments, and
portfolios of student work. Are designed so that the content of the assessment matches
the content of the instruction.

Effective assessments give students feedback on how well they understand the
information and on what they need to improve, while helping teachers better design
instruction. Assessment becomes even more relevant when students become involved
in their own assessment. Students taking an active role in developing the scoring

criteria, self-evaluation, and goal setting, more readily accept that the assessment is
adequately measuring their learning.

TYPES OF TEST

Norm- Referenced Standardized tests compare students' performance to that of a

norming or sample group who are in the same grade or are of the same age. Students'
performance is communicated in percentile ranks, grade-equivalent scores, normal-
curve equivalents, scaled scores, or stanine scores. Criterion-Referenced A student's
performance is measured against a standard. One form of criterion-referenced
assessment is the benchmark, a description of a key task that students are expected to
perform. Examples: Chapter tests, Driver's License Test

1. Survey tests typically provide an overview of general comprehension and word

knowledge. Examples: Interest surveys; Learning Styles Inventory Diagnostic Tests
Diagnostic tests assess a number of areas in greater depth.

2. Formal Tests Formal tests may be standardized. They are designed to be given
according to a standard set of circumstances, they have time limits, and they have sets
of directions which are to be followed exactly. Informal Tests Informal tests generally do
not have a set of standard directions. They have a great deal of flexibility in how they
are administered. They are constructed by teachers and have unknown validity and
reliability. Examples: Review games; Quizzes

3. Static (Summative) Tests Measures what the student has learned. Examples: End-
of-chapter tests; Final examinations; Standardized state tests Dynamic (Formative)
Tests Measures the students' grasp of material that is currently being taught. Can also
measure readiness. Formative tests help guide and inform instruction and learning.
Examples: Quizzes; Homework; Portfolios.

TEST FORMAT

1. WRITTEN TEST Written tests are tests that are administered on paper or on a
computer. A test taker who takes a written test could respond to specific items by writing
or typing within a given space of the test or on a separate form or document.

2. Multiple choice In a test that has items formatted as multiple choice questions, a
candidate would be given a number of set answers for each question, and the candidate
must choose which answer or group of answers is correct. There are two families of
multiple choice questions. The first family is known as the True/False question and it
requires a test taker to choose all answers that are appropriate. The second family is
known as One-Best-Answer question and it requires a test taker to answer only one
from a list of answers.

3. Alternative response True/False questions present candidates with a binary choice -

a statement is either true or false. This method presents problems, as depending on the
number of questions, a significant number of candidates could get 100% just by
guesswork, and should on average get 50%. Matching type, a matching item is an item
that provides a defined term and requires a test taker to match identifying
characteristics to the correct term.

4. Completion type A fill-in-the-blank item provides a test taker with identifying

characteristics and requires the test taker to recall the correct term. Two types: 1. The
easier version provides a word bank of possible words that will fill in the blanks. For
some exams all words in the world bank are exactly once. If a teacher wanted to create
a test of medium difficulty, they would provide a test with a word bank, but some words
may be used more than once and others not at all. 2. The hardest variety of such a test
is a fill-in-the-blank test in which no word bank is provided at all. This generally requires
a higher level of understanding and memory than a multiple choice test. Because of
this, fill-in-the-blank tests [with no word bank] are often feared by students.

5. Essay Items such as short answer or essay typically require a test taker to write a
response to fulfill the requirements of the item. In administrative terms, essay items take
less time to construct. As an assessment tool, essay items can test complex learning

objectives as well as processes used to answer the question. The items can also
provide a more realistic and generalize task for test. Finally, these items make it difficult
for test takers to guess the correct answers and require test takers to demonstrate their
writing skills as well as correct spelling and grammar.

6. Mathematical questions Most mathematics questions, or calculation questions from

subjects such as chemistry, physics or economics employ a style which does not fall in
to any of the above categories, although some papers employ multiple choice. Instead,
most mathematics questions state a mathematical problem or exercise that requires a
student to write a freehand response. Marks are given more for the steps taken than for
the correct answer. If the question has multiple parts, later parts may use answers from
previous sections, and marks may be granted if an earlier incorrect answer was used
but the correct method was followed, and an answer which is correct (given the
incorrect input) is returned.

7. NON-WRITTEN TEST Written tests are tests that are administered on skills and
performance. A test taker who takes a non-written test could respond to specific
instructions by executing or doing the activity within a given time.

8. Physical fitness tests A physical fitness test is a test designed to measure physical
strength, agility, and endurance. They are commonly employed in educational
institutions as part of the physical education curriculum, in medicine as part of
diagnostic testing, and as eligibility requirements in fields that focus on physical ability
such as military or police. Throughout the 20th century, scientific evidence emerged
demonstrating the usefulness of strength training and aerobic exercise in maintaining
overall health, and more agencies began to incorporate standardized fitness testing.
Common tests include timed running or the multistage fitness test, and numbers of
push-ups, setups/abdominal crunches and pull-ups that the individual can perform.

9. Performance tests A performance test is an assessment that requires an examinee to

actually perform a task or activity, rather than simply answering questions referring to
specific parts. The purpose is to ensure greater fidelity to what is being tested. An
example is a behind-the-wheel driving test to obtain a driver's license. Rather than only
answering simple multiple-choice items regarding the driving of an automobile, a

student is required to actually drive one while being evaluated. Performance tests are
commonly used in workplace and professional applications, such as professional
certification and licensure.

Preparing the Table of Specification Table of specifications (TOS)

• A two way chart that relates the learning outcomes to the course content ( kubiszyn &
Borich, (2003)

• It enables the teacher to prepare a test containing a representative sample of student

behavior in each of the areas tested.

• Provide the link between teaching and testing. (University of Kansas, 2013)

Importance of TOS:

 In order to understand how to best modify a TOS to meet your needs, it is

important to understand the goal of this strategy: improving validity of a teacher
evaluations based on a given assessment. Validity is the degree to which the
evaluation or judgments we make as a teacher about our students can be trusted
based on the quality of evidence we gathered ( Wolming & Wilkstrom, 2010).
 Ensures that there is balance between items that test lower level thinking skills
and those which test higher order thinking skills.
 The use of table of specifications can provide teacher made tests with validity (
Notar, Charles, 2004

Table of Specification
Level Learning Items #5 (item No. ( %
(level of objectives numbers number of (percentage
objective to be where items) out of the
tested) objective is total or the
being tested) particular
objective)
no./total No. *
100=%
Remember/ Students 1,2,3,4,5,7 5 20%
knowledge must be able
to define and
explain
relative
concepts in
formulation of
objective
tests.
Understand / Students 2,4,6,8,10 5 20%
comprehension must be able
to determine
the difference
between the
types of
objectives
tests.
Apply/ Students 11,13,15,17,19 5 20%
application must be able
 to apply the
procedure for
constructing
objective test
items.
Analyze/ Students 12,14.16,18,20 5 20%
analysis must be able
to examine
whether the
objective
tests items
satisfy the
requirement
for validity
and reliability.
Synthesis/ Students 21,22,23,24,25 5 20%
evaluation must be able
to choose
appropriate
type of
objective test
to assess
different
levels of the
hierarchy of
educational
objectives.
Construction and Tryouts

Constructing tests

Designing tests is an important part of assessing students understanding of course

content and their level of competency in applying what they are learning. Whether you
use low-stakes and frequent evaluations–quizzes–or high-stakes and infrequent
evaluations–midterm and final–careful design will help provide more calibrated results.

A few general guidelines to help you get started

Consider your reasons for testing.

 Will this quiz monitor the students’ progress so that you can adjust the pace of
the course?
 Will ongoing quizzes serve to motivate students?
 Will this final provide data for a grade at the end of the quarter?
 Will this mid-term challenge student to apply concepts learned so far?

The reason(s) for giving a test will help you determine features such as length, format,
level of detail required in answers, and the time frame for returning results to the
students.

Maintain consistency between goals for the course, methods of teaching, and the tests
used to measure achievement of goals. If, for example, class time emphasizes review
and recall of information, then so can the test; if class time emphasizes analysis and
synthesis, then the test can also be designed to demonstrate how well students have
learned these things.

Use testing methods that are appropriate to learning goals. For example, a multiple
choice test might be useful for demonstrating memory and recall, for example, but it
may require an essay or open-ended problem-solving for students to demonstrate more
independent analysis or synthesis.
Help Students prepare. Most students will assume that the test is designed to measure
what is most important for them to learn in the course. You can help students prepare
for the test by clarifying course goals as well as reviewing material. This will allow the
test to reinforce what you most want students to learn and retain.

Use consistent language (in stating goals, in talking in class, and in writing test
questions) to describe expected outcomes. If you want to use words like explain or
discuss, be sure that you use them consistently and that students know what you mean
when you use them.

Design test items that allow students to show a range of learning. That is, students who
have not fully mastered everything in the course should still be able to demonstrate how
much they have learned.
III. Post test:

Read and analyze each question and encircle the correct answer.

1. What type of test should a teacher give if he/she wants to measure students
overall learning. Example end of chapters’ test.

a. Formal Test c. Static Summative Test

b. Survey Test d. Dynamic Formative

2. This is formal assessment with mathematically completed scores.

a. Multi-subject Tests c. Alternative Assessment Tests

b. Achievement Tests d. Single-subject Tests

3. This assessment requires an examinee to actually perform a task or activity,

rather than simply answering question

a. Performance Test c. Physical Fitness Test

b. Non-written Test d. Written Test

4. Test are administered on paper or on a computer.

a. Multiple choice c. Non-written Test

b. Written test d. Alternative response

5. It is a characteristic of a good test wherein it involves establishing that an

assessment measure, what is supposed to measure?

a. Validity c. Pre test

b. Reliability d. Post test

6. It is often called authentic, comprehensive or performance- based assessment.

a. Alternative Assessment c. Achievement Test

b. Single-subject Tests d. Multi-subject standard test

7. Students must be able to define and explain relative concepts in formulation of

objects test.

a. Remember/knowledge c. Analyze

b. Apply d. Create

8. It is sometimes called a test blueprint.

a. Table of specifications

b. Objective tests

c. Subjective tests

d. Post-test

9. It involves establishing that an assessment measures what is supposed to

measure. (Erwin, 1991)

a. Reliability c. Creating

b. Validity d. Applying

10.It is an important part of assessing students understanding of course content and

their level of competency in applying what they are learning.

a. Designing test c. Reliability

b. Validity d. Performance test

GROUP 2: OBJECTIVE TEST BEED-III

JIMINEZ, AIMIE S.

SABANAL, SHENEE JANE M.

TABANAO, JUSTINE B.

TORRES, MARIDEL B.