1. The True or False Type of Test
One in w hich a correct response must be chosen fromtw o alternatives.True or False is essentially a tw o-choice itemw hich one is
the correct answer.
There are three forms of true and false:
1. Simple - tw o choices only
2. Complex - more than tw o choices
3. Compound - tw o choicesplus conditionalcompletion response.
Example: True or False
Water w illboil at a higher temperature if more heat is applied to container.
Advantages:
 It gives highly reliable scores.
 It answ ers many questions in a short time.
 It is relatively easy to construct.
 It provides accurate scoring.
 It provides an objective measurement of student ability.
Rules for Constructing True or False Test Items
Rule 1: Base true-false items upon statements that are absolutely true or false, w ithout qualifications or expectations.
Rule 2: Express the item statement as simply and as clearly as possible.
Rule 3: Express a single idea in each test item.
Rule 4: Include enough background infomation and qualifications.
Rule 5: Avoid lifting statements from the text, lecture or other materials.
Rule 6: Avoid double negatives.
Rule 7: Avoid the use of unfamiliar vocabulary.
Rule 8: Avoid the use of specific determinants.
TRUE/FALSE TESTS
(SHOOTINGQUESTIONS)
A TRUE FALSEITEM CONSISTSOF A
STATEMENT OR PROPOSITION
WHICH THE EXAMINEE MUST JUDGE
ANDMARK AS EITHER TRUE OR
FALSE
ADVANTAGES
• IT TAKESLESS TIME TO CONSTRUCT
TRUE FALSE ITEMS
• HIGH DEGREE OF OBJECTIVITY
• TEACHER CAN EXAMINESTUDENTS
ON MORE MATERIAL
LIMITATIONS
• HIGH DEGREE OF GUESING
• LARGELY LIMITED TO
LEARNIGNOUTCOMESIN THE
KNOWLEDGE AREA
• THEY EXPOSESTUDENTS TO ERROR
WHICH IS PSYCHOLOGICALLY
UNDESIREABLE
• THEY MAY ENCOURAGE STUDENTS TO
STUDY ANDACCEPTONLY
OVERSIMPLIFIEDSTATEMENTS OFTRUTH
ANSFACTUAL LEARNING
SUGGESTIONS
• BALANCEBETWEEN TRUE ANDFALSE
ITEMS
• EACH STATEMENT SHOULD BE
UNEQUIVOCALLYTRUE OR FALSE. IT
SHOULD NOTBE PARTLYTRUE OR
PARTLY FALSE
• DOUBLE NEGATIVESSHOULD BE
AVOIDED
• LONG ANDCOMPLEX STATEMENTS
SHOULD NOTBE USED AS THEY MEASURE
READINGCOMPREHENSIONCONT…
• ONLYONE IDEA SHOULD BE MEASURED
IN ONE STATEMENT
• EXPLAIN WHICHJUDGEMENT ISTO BE
USED TRUE/FALSE,YES/NO,
CORRECT/INCORRECT

2. • CLUES SHOULD BE AVOIDED
• STATEMENTS SHOULD NOT BE TAKEN
DIRECTLY FROM THE TEXTBOOK
Pros and Cons of True-False Test Items
PROS CONS
 Can ask more questions for greater
coverage of material
 Does not allow test takers to demonstrate
broad range of knowledge
 Can cover a wide range of difficulty levels  Is difficult to construct effective true-false
items that test higher levels of learning
 Usually requires less time for test takers to
answer
 Encourages guessing due to 50/50 chance
of being correct
 Usually easily graded and scored  Is easily faked, difficult to test attitudes
toward learning
TYPES OF ESSAY TEST
SELECTIVE RECALL (BASISGIVEN)
• EVALUATION RECALL(BASISGIVEN)
• COMPARISON OFTWO THINGSON A
SINGLE DESIGNATEDBASIS
• COMPARISON OFTWO THINGSIN
GENERAL
• DECISIONS(FORANDAGAINST)
• EXPLANATION OFTHE USE EXACT
MEANINGOF SOME WORD,PHRASE OR
STATEMENTCONT..
• SUMMARY OF SOME UNIT OF THE TEXT
OR OF SOME ARTICLE
• ANALYSIS
• ILLUSTRATIONSOR EXAMPLES
• APPLICATION OFRULES,LAWS,OR
PRINCIPLESTONEW SITUATIONS
• DISCUSSIONS
• CRITICISM
• INFRENTIALTHINKING
(W.S.MONROE ANDR. E. CARTER)NORMAN E.
GRONLUND
• RESTRICTED RESPONSEQUESTIONS
• EXTENDED RESPONSEQUESTIONS

3. ADVANTAGES
• CAN MEASURE COMPLEXLEARNING
OUTCOMES
• EMPAHASIZEINTEGRATION AND
APPLICATION OFTHINKINGAND
PROBLEMSOLVING
• CAN BE EASILY CONSRUCTED
• EXAMINEEFREE TO RESPOND
• NOGUESSING AS IN OBJECTIVEITEMCONT…
• REQUIRE LESS TIME FOR TYPING,
DUPLICATINGOR PRINTING,CAN BE
WRITTEN ON BOARD
• CAN BE USED ASDEVICE FOR
MEASURING ANDIMPROVING
LANGUAGE ANDEXPRESSION
SKILLS
LIMITATIONS
LACKOF CONSISTENCYIN JUDGEMENTS
EVEN AMONG COMPETENT EXAMINERS
• THEY HAVEHOLO EFFECT
• QUESTION TO QUESTION CARRY EFFECT
• EXAMINEETO EXAMINEE CARRY EFFECT
• LANGUAGE MECHANICEFFECT
• LIMITED CONTENT VALIDITYCONT…
• SOME EXAMINERSARE TOO STRICT
ANDSOME ARE TOO LINIENT
• DIFFICULTTO SCOREOBJECTIVELY
• TIME CONSUMING
• LANGTHY ENUMERATION OF
MEMORIZED FACTS
SUGGESTIONSFOR
CONSRUCTIONOF ESSaY
TESTS
• ASKQUESTIONSTHAT REQUIRE THE
EXAMINEE TO SHOW COMMAND OF
ESSENTIALKNOWLEDGE
• MAKE QUESTIONSAS EXPLICITAS
POSSIBLE
• SHOULD BE NOCHOICE IN QUESTIONIN
QUESTION PAPER
• TEST CONSTRUCTORSHOULD PREPARE
IDEAL ANSWERSTO ALL QUESTIONS
• INTIMATETHE EXAMINEE ABOUT
DESIRED LANGTH OF THE ANSWERSCONT…

4. • MAKE EACH QUESTION RELATIVELY
SHORT BUT INCREASENUMBER OF
QUESTIONS
• TEST CONSTRUCTORSHOULD GET HIS
TEST REVIEWDY ONEAO MORE
COLLEAGUES
• QUESTIONSSHOULD BE SO WORDED
THAT ALL EXAMINEES INTERPRETTHEM
IN THE SAME WAY ASTHE EXAMINER
WANTS
SUGGESTIONSFOR
SCORING ESSAY TESTS
• PREPARESCORINGGUIDE IN THE FORM
OF OUTLINE
• PARTICULARQUESTION SHOULD BE
SCORED AT ONETIME OF ALL THE
EXAMINEES
• TO AVOIDHOLOEFFECT, IDENTITY OF
THE EXAMINEESHOULD NOT BE
COMMUNICATED TO THE EXAMINER
• IFPOSSIBLEAPPOINTMORE THAN ONE
EXAMINERS.THE EXAMINERSSHOULD
NOT KNOWWHO IS THE OTHER
EXAMINER
• THE CORRECTNESSOF THE SUBJECT
MATTER SHOULD NOT BE MIXED
WITH THE GOOD HANDWRITING,
BETTER LANGUAGE, IFTHEY ARE TO
BE GIVEN ANYWEIGHT, IT SHOULD
BE CLEARLY INDICATEDSHORTANSWERTYPE
TESTS
• SHORT ANSWERITEMS REQUIRES
THE EXAMINEETO RESPONDTO THE
ITEM WITH A WORD, SHORT PHRASE,
NUMBER OR A SYMBOL.
(ANTHONYJ.NITKO)
CHARACTERISTICS
• THE TEST HAS SUPPLY RESPONSE
RATHER THAN SELECT OR IDENTIFY
• IN THE FORMOF QUESTION OR
INCOMPLETE STATEMENT
• THE TEST CAN BE ANSWERED BY A
WORD, A PHRASE,A NUMBER OR
SYMBOL

5. Pros and Cons of Essay Test Items
PROS CONS
 Can test complex learning objectives  Usually takes more time to answer
 Can test processes used to answer the
question such as the ability to integrate
ideas and synthesize information
 Can be unreliable in assessing the entire
content of a course or topic area
 Requires use of writing skills, correct
spelling, and grammar
 Essay answers are often written poorly
because test takers may not have time to
organize and proofread answers
 Can provide a more realistic and
generalizable task for test
 Is typically graded or scored more
subjectively; non-test related information
may influence scoring process
 Usually takes less time to construct  Requires special effort to be graded in an
objective manner
 Is more difficult for test takers to guess
correct answer
 Requires more time to grade or score
Guidelines for Using MultipleChoice or True-False Test Items
It is generally best to use multiple-choice or true-false items when:
 You wantto test the breadthof learningbecause more material canbe coveredwiththis
format.
 You wantto test differentlevelsof learning.
 You have little time forscoring.
 You are notinterestedinevaluatinghow well atesttakercan formulate acorrect answer.
 You have a clear ideaof whichmaterial isimportantandwhichmaterial islessimportant.
 You have a large numberof test takers.

6. Guidelines for Using Essay Test Items
It is generally best to use essay items when:
 You wantto evaluate apersonsabilitytoformulate acorrectanswer.
 You wantto assessa peoples abilitytoexpressthemselvesinwritingandwritingisan
importantaspectof the job.
 You have time toscore the essayitemsthoroughly.
 You feel more confidentaboutyourabilitytoreadwrittenanswerscriticallythanto
construct effective multiple-choice items.
 You wantto test a personsabilitytoapplyconceptsandinformationtoa new situation.
 You have a clear ideaof the most importantinformationandconceptsthatshouldbe
tested.