OBJECTIVE TYPE TEST

OBJECTIVE TYPE TEST

Objective type tests are highly structured written test that requires the examinee to supply a word or two or to select the correct answer from a number of alternatives.

OBJECTIVE TYPE TEST

Objective test is one that can be provided

with a single predetermined test of correct

answers so that subjective opinion in the

scoring procedure is eliminated. 

RL Ebel and DA Frisbe, 1986. 

OBJECTIVE TYPE TEST

Objective test items are items

that can be objectively scored

on which persons select a

response from a list of options.

W Wiersma and G Jurs, 1990.

MERITS OF OBJECTIVE TYPE TESTS

Economy of time. Greater reliability. Better validity. Eliminates extraneous factors. Less time for scoring. It measures the higher mental processes.Easy for scoring.

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CLASSIFICATIONOF

OBJECTIVE TYPE TESTS

SUPPLY OR RECALL TYPE

SHORT ANSWER TYPE ITEM

The item is presented as a direct question

which can be answered by a word, phrase,

number or symbol.

E.g. Who discovered penicillin?

THE COMPLETION

VARIETY An incomplete statement is used which

can be completed by a word, phrase,

number or symbol.

E.g. The name of the person who discovered penicillin is --------------

THE ASSOCIATION VARIETY

A few items will be given outside the bracket.

Students are expected to write the exactly related

response in the bracket.

E.g. Write the name of the common instrument

which measure the following: temperature (-----),

blood pressure (---------), heart rate (---------).

SELECTION OR

RECOGNITION TYPE

ALTERNATE RESPONSE TEST

An alternate response item consists of a declarative statement that the examinee is asked to mark true or false, right or wrong, correct or incorrect, yes or no, agree or disagree and the like.

CLASSIFICATION OF ALTERNATE RESPONSE ITEMS

CLASSIFICATION OF ALTERNATE RESPONSE ITEM

ALTERNATIVE RESPONSE

ITEMTRUE - FALSE

YES - NO

RIGHT – WRONG

CORRECTION TYPE

CLUSTERTYPE

TRUE –FALSE VARIETY

A true or false item consist of a statement or proposition

which the examinee must judge and mark either true or

false.

E.g. Penicillin is an effective drug for the treatment of pneumonia.

_ T/F

 

YES OR NO VARIETY

This consists of direct question or declarative

statement that is to be answered with ‘Yes’ or

‘No’.

E.g. Charaka was called as a father of

medicine in ancient time --------- Y/N.

RIGHT –WRONG VARIETY

In this variety pairs of words are given. Here

the student have been directed, i.e. if two

words have opposite meaning, write an ‘R’

and if not

‘ W’ .

E.g. Like – dislike ( )

Health – wellness ( )

CORRECTION VARIETY

In this, student is required to make every false

statement true by crossing out the incorrect portion

which is usually underlined and replacing it with the

correct word or phrase.

E.g. The square root of 49 is 9.

CLUSTER VARIETY

In this, there is one incomplete stem or statement with

several suggested answers to be judged as true or false.

E.g. The cardinal signs of leprosy are a) Loss of sensation --------- T/F

b) Hypo pigmentation --------- T/F

c) High fever ---------- T/F

MULTIPLE RECOGNITION QUESTIONS

MULTIPLERESPONSE

MULTIPLE CHOICE

THE MULTIPLE RESPONSE ITEM

More than one of the given alternatives is correct, but there is only one precise answer to the question. Selection is based on the best combination of responses.

Example of multiple response item

Which of the following would be included among the group of potassium sparing diuretics?

I. Diamox and Bumet

II. Chlorthalidone and chlorthiazide.

III. Spironlactone and triamterene.

IV. Frusemide and ethacrynic acid.

a) III only

b) II only

c) I and IV.

d) II and III.

MULTIPLE CHOICE ITEMS

THE STEMTHE RESPONSE

MEASURING KNOWLEDGE OUTCOMES

KNOWLEDGE OF TERMINOLOGY

Students are requested to show their knowledge of a

particular term by selecting a word that has the same

meaning as the given term or by choosing a definition of

the term.

Eg. Which of the following terms has the same meaning as the word newborn?

A. Infant.

B. Toddler

C. Neonate

D. Pubescent

MEASURING KNOWLEDGE OUTCOMES

KNOWLEDGE OF SPECIFIC FACTS

It provides a necessary basis for developing understanding,

thinking skills and other complex learning outcomes. The

questions of the who,what,when and where variety are the

common ones.

When did Florence Nightingale start her first nursing school?a) 1901b) 1862.c) 1865.d) 1904.

MEASURING KNOWLEDGE OUTCOMES

KNOWLEDGE OF PRINCIPLES

Multiple choice items can be constructed to measure

knowledge of principles as easily and those designed to

measure knowledge of specific facts.

The principle of capillary action explains how fluids

a) Enter the solutions of lower concentration

b) Escape through small openings

c) Pass through semi permeable membranes.

d) Rise in fine tubes.

MEASURING KNOWLEDGE OUTCOMES

KNOWLEDGE OF METHODS AND PROCEDURES

This includes diverse areas of knowledge of laboratory

procedures, knowledge of methods used in problem solving,

and knowledge of common social practices.

If you were making a scientific study of a problem, your first

step should be to

a) Collect information

b) Develop hypothesis to be tested.

c) Design the experiment to be conducted.

d) Select scientific equipment to be collected.

MEASURING OUTCOMES AT THE UNDERSTANDING AND APPLICATION LEVEL

ABILITY TO IDENTIFY APPLICATION OF FACTS AND PRINCIPLES.

A common method of determining whether the students learning

outcome has gone beyond the mere memorization of a fact or

principle is to ask them to identify its correct application in a

situation.

Which of the following is an example of an osmotic diuretic?

I. Frusemide

II. Triamterene

III. Mannitol

IV. Aldactone

MEASURING OUTCOMES AT THE UNDERSTANDING AND APPLICATION LEVEL

ABILITY TO INTERPRET CAUSE AND EFFECT RELATIONSHIP

Measuring the Understanding by asking students to interpret various relationship among facts.

Eg: Bread will not be mouldy as rapidly if placed in a refrigerator because a. Cooling retards the growth of fungi.b. Darkness retards the growth of mould.c. Cooling prevents the bread from drying out rapidly.d. Mould requires both heat and light for best growth.

MEASURING OUTCOMES AT THE UNDERSTANDING AND APPLICATION LEVEL

ABILITY TO JUSTIFY METHODS AND PROCEDURESSelecting the best of several possible explanation of a method or procedure.

While administering test dose most important thing is to 1) Explain to the patient.2) Circle the area of administration.3) Keep a syringe loaded with adrenaline.4) Ensuring co-operation of relatives.

Variations of multiple – choice

One correct answer

Best answer

Analogy type

Reserve type

EXAMPLES ONE CORRECT ANSWER

What is the normal body temperature?a) 35.20 c b) 36.40 c c) 370 c d) 380 c

BEST ANSWER TYPEThe value of π can be accurately given by

a) 3 b) 22/7 c)3.1 d) 3.142

EXAMPLES

ANALOGY TYPE

Deduce the relationship that exists between the first two parts of the item and then apply it to the third and fourth parts.

Vitamin A : Night blindness: vitamin C : --------

a) beriberi b) Scurvy c) cretinism d) pellagra.

EXAMPLE

RESERVE TYPE Which of the following is NOT related to

heart ?

a) Myocardium

b) Pericardium

c) Endometrium

d) Endocardium

Directions for preparing multiple choice items

The stem should be meaningful and present a definite problem.

Use positive statements in the stem. If a negative statement is to be used then underline it or write in capital letters.

The stem of one should not suggest the answer to another.

The options should be three or more. arranged in systematic order. short and clear. homogenous.

Directions for preparing multiple choice items

• When an incomplete statement format is used, the option should come at the end of the statement.

• Avoid highly technical distractors.• The correct answer should not be consistently

longer or shorter than the distractors.• Avoid giving irrelevant clue to the correct

answers.

Directions for preparing multiple choice items contd….

Avoid the use of clues that may suggest correct

answer.

The distracters and the correct response should

possess homogeneity.

Arrange items having numerical answers in order

from large to small or vice-versa.

Arrange the place for the correct answer, in such a

way that for the test as a whole, no letter

corresponding to a given answer appears more

frequently than some other letter.

MATCHING TYPE ITEM

A B

STIMULUS /PREMISES

RESPONSES

EXAMPLE OF MATCHING TYPE ITEM

COLUMN A

1. short answer2. true false3. matching 4. multiple choice

COLUMN B

A. A supply type of question

B. Student has a 50/50 chance of guessing the true answer

C. Based on a set of similar items in which each piece has two components

D. Consists of a stem and alternatives

E. Student has to choose from 3 or more possible answers

DIRECTIONS FOR PREPARATION OF MATCHING TYPE ITEMS

Matching test should consist homologous items. The number of items should be short. The number of choices should be more than the required answer. Keep the stimuli and response items on the same page to save time and avoiding confusion on the part of the examinee.Give some headings to both the column like A and B.An answer choice may be used more than once. Arrange the answers in some systematic fashion. The premises should be identified with numbers and the responses should be identified by letters.

DISADVANTAGES OF OBJECTIVE TYPE TESTS

• Takes a lot of time and effort in preparing the test.Little opportunity for measurement of student’s ability to organize and express thoughts.Students miss the valuable experience of making comparisons, giving explanations or definitions.Guessing is possible.High Printing cost.

PRINCIPLES OF PREPARING OBJECTIVE TYPE TEST

• Decide on the purpose of the test.• Decide the type of items to be

included in the test.• Be sure that all important contents

are covered.• Determine the total number of items

for the test.• Be sure that each item is

independent.

PRINCIPLES OF PREPARING OBJECTIVE TYPE TEST

• Provide clear, concise, and complete direction.• Maintain confidentiality in test construction.• Allot time properly.• Prepare answer keys and scoring rules before

the actual scoring begins.

PRINCIPLES OF PREPARING OBJECTIVE TYPE TEST contd….

• Avoid tricks and catch questions.• Arrange items in the test in

ascending order of difficulty.• Avoid regular sequence in the

pattern of responses.• Use simple and clear language.

TRUE AND FALSE ITEM

Write statements that are either completely true or false.

Eg.: Penicillin is an effective drug for the treatment of pneumonia.

• Penicillin is an effective drug for the treatment of streptococcal pneumonia.

TRUE AND FALSE ITEM contd….

• Avoid using “all, always, never, none, nothing, no, should, may, sometimes” as a rule.

Eg.: All bacteria cause disease.Pathogenic bacteria cause disease.

TRUE AND FALSE ITEM contd….

Avoid ambigous statement. Write statements in a direct and clear style.

Eg.: Diabetes develop after 40.Incidence of diabetes mellitus is more after the age of 40 years

TRUE AND FALSE ITEM contd….

Avoid the use of negative statements, particularly double negatives.

Eg.: Tuberculosis is not a non communicable disease.

• Tuberculosis is a communicable disease.

TRUE AND FALSE ITEM contd….

Limit true or false items to a single idea.

Eg.: Bleeding of gums is associated with gingivitis, which can be prevented by brushing the teeth daily.

• Daily brushing of teeth will prevent occurrence of ginigivitis.

Completion variety

• Avoid ambiguous statements.

Eg.: Florance Nightingale was born in _________The year of Florance Nightingale’s birth was________

• Make the blanks of uniform length.

Completion variety contd….

Choose statements in which there is only one correct response for the blank.

Eg.: Main function of liver is ……….• Detoxification of toxic substances is one of the

functions of ………

Completion variety contd….

Avoid giving blanks in the beginning of statements.

Eg.: ……….arteries supply blood to myocardium.• Blood vessel that supply to myocardium are

called ……….. arteries.

Completion variety contd….

Provide blanks equal to the number of missing words.

Eg.: Thyroid stimulating hormone is secreted by ……….

• Thyroid stimulating hormone is secreted by ………. gland.

REFERENCES

Basvanthappa BT. Nursing education.jaypee publications. 1st edition 2003; 477 – 96.Sankaranarayan B, Sindhu B.Learning and teaching nursing.Brainfill publications.3rd edition 2009; 81-83.Neeraja KP. Textbook of nursing education.jaypee publications.6th edition 2008; 416-17,421-26.Hedgerken LE. Teaching and learning in schools of nursing: principles and methods.Konark publications.3rd edition 2004; 219-341.

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