Ms. Zainab Mehnaz OBJECTIVE TYPE QUESTIONS. WRITING OBJECTIVE TEST TYPE QUESTIONS MUTIPLE CHOICE QUESTIONS MUTIPLE CHOICE QUESTIONS HIGHER LEVEL MULTIPLE.

Ms. Zainab MehnazMs. Zainab Mehnaz

OBJECTIVE TYPE OBJECTIVE TYPE QUESTIONSQUESTIONS

WRITING OBJECTIVE TEST WRITING OBJECTIVE TEST TYPE QUESTIONSTYPE QUESTIONS

MUTIPLE CHOICE QUESTIONSMUTIPLE CHOICE QUESTIONS HIGHER LEVEL MULTIPLE CHOICEHIGHER LEVEL MULTIPLE CHOICE TRUE/FALSE QUESTIONSTRUE/FALSE QUESTIONS ASSERTION-REASON QUESTIONSASSERTION-REASON QUESTIONS MATCHING ITEMSMATCHING ITEMS TEXT MATCH QUESTIONSTEXT MATCH QUESTIONS RANKING QUESTIONSRANKING QUESTIONS

MULTIPLE CHOICE QUESTIONSMULTIPLE CHOICE QUESTIONS

REQUIRE THE STUDENT TO CHOOSE REQUIRE THE STUDENT TO CHOOSE FROM A LIST OF POSSIBLE ANSWERSFROM A LIST OF POSSIBLE ANSWERS

MCQs CONSIST OF A STEM: TEXT OF MCQs CONSIST OF A STEM: TEXT OF THE QUESTIONTHE QUESTION

OPTIONS: CHOICES PROVIDED AFTER OPTIONS: CHOICES PROVIDED AFTER THE STEMTHE STEM

THE KEY: CORRECT ANSWERTHE KEY: CORRECT ANSWER DISTRACTORS:THE INCORRECT DISTRACTORS:THE INCORRECT

OPTIONSOPTIONS

HIGHER LEVEL MCQsHIGHER LEVEL MCQs

Higher level MCQs assess higher level Higher level MCQs assess higher level thinking e.g Analogy questionsthinking e.g Analogy questions

For example, Given the copy of the For example, Given the copy of the President’s state of the union address; the President’s state of the union address; the student will be able to identify one student will be able to identify one example of simile and one metaphor.example of simile and one metaphor.

The student will be able to correctly solve The student will be able to correctly solve three-digit addition problems without three-digit addition problems without regroupingregrouping

TRUE/FALSE QUESTIONSTRUE/FALSE QUESTIONS

True/false questions present only two True/false questions present only two possible alternativespossible alternatives

They help the examiner to measure They help the examiner to measure the student’s ability to identify the student’s ability to identify whether statements of fact are whether statements of fact are accurate or notaccurate or not

ADVANTAGESADVANTAGES

IT TAKES LESS TIME TO CONSTRUCT IT TAKES LESS TIME TO CONSTRUCT TRUE FALSE ITEMSTRUE FALSE ITEMS

HIGH DEGREE OF OBJECTIVITY HIGH DEGREE OF OBJECTIVITY TEACHER CAN EXAMINE STUDENTS TEACHER CAN EXAMINE STUDENTS

ON MORE MATERIALON MORE MATERIAL

HOW TO WRITE TRUE/FALSEHOW TO WRITE TRUE/FALSE

Use only one main idea in one itemUse only one main idea in one item Use in combination with graphs, Use in combination with graphs,

charts and other testscharts and other tests Use statements which are Use statements which are

unequivocally true or falseunequivocally true or false Avoid lifting statements directly from Avoid lifting statements directly from

class readings, lecture notesclass readings, lecture notes Avoid negatives and absolutes like Avoid negatives and absolutes like

‘none’, ‘never’, ‘all’ etc.‘none’, ‘never’, ‘all’ etc.

ASSERTION-REASON ASSERTION-REASON QUESTIONSQUESTIONS

Assertion-reason questions combine Assertion-reason questions combine elements of MCQs and True/false elements of MCQs and True/false typestypes

They allow you to test more complex They allow you to test more complex issues and higher level of learningissues and higher level of learning

They consist of two statements: an They consist of two statements: an assertion and a reasonassertion and a reason

The student determines whether both The student determines whether both are trueare true

ASSERTION-REASON CONTD.ASSERTION-REASON CONTD.

If both statements are true then the If both statements are true then the student determines whether the student determines whether the reason correctly explains the reason correctly explains the assertionassertion

There is one option for each possible There is one option for each possible outcomeoutcome

ASSERTION-REASON EXAMPLEASSERTION-REASON EXAMPLE

AssertionAssertion 1. The blood sugar level falls rapidly after hepactectomy.1. The blood sugar level falls rapidly after hepactectomy. BECAUSEBECAUSE The glycogen of the liver is the principal source of blood The glycogen of the liver is the principal source of blood

sugar.sugar. 2. Increased government spending increases inflation under 2. Increased government spending increases inflation under

all conditions.all conditions. BECAUSEBECAUSE Government spending is not offset by any form of Government spending is not offset by any form of

production.production. 3. Chloroform has a dipole moment3. Chloroform has a dipole moment BECAUSEBECAUSE The chloroform molecule is tetrahedral.The chloroform molecule is tetrahedral. (Quoted in Brown et al 1997, p. 93 based on Matthews (Quoted in Brown et al 1997, p. 93 based on Matthews

1981.)1981.)

MATCHING ITEMSMATCHING ITEMS

Matching items require students to Matching items require students to match a series of stems or premises match a series of stems or premises to a response or principle. to a response or principle.

They consist of a set of directions, a They consist of a set of directions, a column of statements and a column column of statements and a column of responses.of responses.

MATCHING ITEMS:ADVANTAGESMATCHING ITEMS:ADVANTAGES

Matching questions are particularly good Matching questions are particularly good at assessing a student's understanding of at assessing a student's understanding of relationships.relationships.

They can test recall by requiring a student They can test recall by requiring a student to match the following elements:to match the following elements:

Definitions - termsDefinitions - terms Historical events- datesHistorical events- dates Achievements - peopleAchievements - people Statements- postulatesStatements- postulates Descriptions - principles (McBeath, 1992)Descriptions - principles (McBeath, 1992)

TEXT MATCH QUESTIONSTEXT MATCH QUESTIONS

These require a student to supply an These require a student to supply an answer to a question or complete a answer to a question or complete a blank within a brief piece of text, blank within a brief piece of text, using words, symbols or numbers.using words, symbols or numbers.

Their advantage is that they require Their advantage is that they require students to supply the answer and students to supply the answer and not guess it.not guess it.

TEXT MATCH EXAMPLETEXT MATCH EXAMPLE

a. Tony Blair is the leader of the a. Tony Blair is the leader of the ___________ party.___________ party.

b. 235 x 23 + (9x5) = ________.b. 235 x 23 + (9x5) = ________.

SORE FINGER QUESTIONSSORE FINGER QUESTIONS

They are formulated so that one They are formulated so that one word, or phrase is out of keeping word, or phrase is out of keeping with the rest of the passage.with the rest of the passage.

It could be presented as a ‘hot spot’ It could be presented as a ‘hot spot’ or text input type of questionor text input type of question

RANKING QUESTIONSRANKING QUESTIONS

They require the student to relate They require the student to relate items in a column to one another items in a column to one another

They are used to test the knowledge They are used to test the knowledge of sequences, order of events and of sequences, order of events and levels of gradation for examplelevels of gradation for example

Questions in a social survey requiring Questions in a social survey requiring answers ranging from ‘Definitely’ to answers ranging from ‘Definitely’ to ‘don’t know’‘don’t know’

RANKING QUESTIONS RANKING QUESTIONS

They require a person to rate a They require a person to rate a product or brand along a well-product or brand along a well-defined, evenly spaced continuum. defined, evenly spaced continuum.

Ranking questions or rating scales Ranking questions or rating scales are often used to measure the are often used to measure the direction and intensity of attitudes. direction and intensity of attitudes.

RANKING QUESTION EXAMPLERANKING QUESTION EXAMPLE

Which of the following categories best Which of the following categories best describes your last experience describes your last experience purchasing a product or service on our purchasing a product or service on our website? Would you say that your website? Would you say that your experience was:experience was:

Very pleasant Very pleasant Somewhat pleasant Somewhat pleasant Neither pleasant nor unpleasant Neither pleasant nor unpleasant Somewhat unpleasant Somewhat unpleasant Very unpleasantVery unpleasant

ThankyouThankyou