OBJECTIVE

TESTING

García IlianaDe la Torre Mary

Cruz LeydyMelchor Janeth

Castro IdaniaAlcantar Alicia

Ruiz cedricPeregrina Juan Pablo

Objective and

subjecting testing

OBJECTIVE VS. SUBJECTIVE TEST

Objective assessment is based in criteria that can be measured as right or wrong.

• For example: Multiple choice• For example: Matching questions

Subjective assessment is more open ended and requires interpretation by the instructor.

For example: open ended essays For example: pair/share activities during

class

OBJECTIVE VS. SUBJECTIVE TEST

Objective test

EASY OR DIFFICULT?The fact that objective test may look easier is not indication that they are easier. They can be made just as easy or as difficult as the test constructor wishes.

GUESSINGIts believe that objective tests of the multiple-choice type encourage guessing. However, four of five alternatives for each item are sufficient to reduce the possibility of guessing.

A much wider sample of grammar, vocabulary and phonology can generally be included in an

objective test than in a subjective test

IT WILL BE A VERY POOR TEST IF: The test items are poorly written Irrelevant areas and skills are emphasized in

the test simply because they are ‘testable’ It is confined to language-based usage and

neglects the communicative skills involved

They can never test the ability to communicate in the target language, nor can they evaluate actual performance. A good classroom test will usually contain both subjective and objective test items

Objectivetest

Subjective

test

Good Classroo

m

Multiple-choice items: general

Provide teaching and testing in different learning situations.

Recognizes elements of knowledge of grammar, vocabulary, etc.

Identify areas of difficulty.

Constructor of be fully capable of recognizing the constraints imposed.

1.EACH MULTIPLE- CHOICE ITEMS SHOULD HAVE ONLY ONE ANSWER

2.WORD ORDER AND SEQUENCES OF TENSES ARE TESTED SIMULTANEOUSLY SUCH ITEMS ARE CALLED IMPURE ITEMS

E.G:I never knew where _____. A) had the boys gone B)the boys have gone C)have the boys gone D)the boys had gone

3.EACH OPTION SHOULD BE GRAMMATICALLY CORRECT WHEN PLACED IN THE STEM, EXCEPT OF COURSE IN THE CASE OF SPECIFIC GRAMMAR TEST ITEMS

E.G:John soon returned to _____. A)work B) the prison C) home D)school

4.ALL MULTIPLE-CHOICE ITEMS SHOULD BE AT A LEVEL APPROPRIATE TO THE PROFICIENCY LEVEL OF THE TESTEES

E.G:

5.MULTIPLE-CHOICE ITEMS SHOULD BE AS BRIEF AND AS CLEAR AS POSSIBLE

E.G:

6.IS GENERALLY CONSIDERED IMPORTANT TO HAVE ONE OR TWO SIMPLE ITEMS TO 'LEAD IN' THE TESTEES, ESPECIALLY IF THEY ARE NOT TOO FAMILIAR WITH THE KIND OF TEST BEING ADMINISTERE

Multiple-choice items: the stem/the correct

option/the distractors

MULTIPLE-CHOICE THE STEM The initial part of each multiple-choice item

is known as the stem. The choices from which the students select

their answers are referred to as options, responses and alternatives.

One option is the answer, correct option or key while the other options are distractors.

WRITING EFFECTIVE MULTIPLE CHOICE ITEM STEMS The stem should be meaningful by itself.

(clear, concisely phrased questions). Include most information in the stem so that

the options can be short. When making the stem an incomplete

statement, make sure the options follow the stem in a grammatically correct manner.

Avoid using negatives in stems when possible.

The stem should not contain irrelevant material.

THE CORRECT OR BEST OPTIONDIFFERENT KINDS. More than one correct options for each item. The correct option is same length as the

distractors. The correct option is longer than the

distractors.

MORE THAN ONE CORRECT OPTION. Is helpful when the

following reading comprehension and grammar items are circled.

TIPS: To avoid confusing

the students by having a different number of correct options.

Is not recommend it for each item.

E.g. True/false or right/wrong

The correct option is same length as the distractors. Applies especially for vocabulary test. Test of reading and listening comprehension.

THE CORRECT OPTION IS LONGER THAN THE DISTRACTORS. Applies when is

necessary to qualify a statement or word to make it absolutely correct.

E.g.He began to choke while he was eating the fish.a) Dieb) Cough and vomitc) Be unable to

breathe because of something in the windpipe.

d) Grow very angry

THE DISTRACTORS PROPOSES. The distractor should be reasonably

attractive and plausible. It should appear right to any test who is

ensure of the correct option. Students obtain the correct option by direct

selection rather than by elimination of incorrect options.

The chances of selecting the correct option will be one in three.

WHEN CAN WE USE DISTRACTORS. When are based on mistakes in the students’

own written work. Students’ answers in previous tests. The teacher experience. The contrastive analysis between the native

and target languages.

When are based on mistakes in the students’ own written work.

Students’ answers in previous tests.

The teacher experience. The contrastive analysis

between the native and target languages

Too difficult nor demand a higher proficiency in the language than the correct option.

When can we use distractors. Distractors should not be

Writing test

WRITING THE TEST

Where multiple-choice items are used, the testees may be required to perform any or the following tasks: 1) write out the correct option in full in the

blank. 2)write only the letter of the correct option in

the blank or in the box. 3)put, tick or cross at the side of the correct

option or in a separate box. 4) underline the correct option. 5) put or circle around the letter at the side

of the correct option.