CHAPTER 3

OBJECTIVE TESTING

            The aim of this chapter is to inform language testers about objective testing issues with special reference to multiple-choice technique. First, subjective and objective testing types are introduced by comparing and contrasting the two types. Second, objective testing and objective tests are presented. Third, multiple-choice items as a test type are introduced in a general sense. Fourth, the stem, the correct option, and the distractors, as the components of a multiple-choice test item are defined and exemplified. Finally, special points for writing multiple-choice items are given.   Now please go to page 37 to fill in the first two columns of the table provided before you start studying the chapter.

Before You Begin:

-          -          How can testing be subjective or objective?

-          -          What are the characteristics a well written and poor-written multiple choice test items?

3.1 Subjective and Objective Testing

Complete the following statements related to the definitions of subjective and objective testing:

-          -          Subjective testing refers to application of tests that are scored in a subjective manner. In other words, subjective testing consists of judgements of the scorers.

-          -          Objective testing means scoring tests in an objective manner, considering the personal judgements of the scorers.

-          -          Subjective and objective testing can only be considered when talking about the scoring of tests.

3.2  3.2  Objective Tests

Complete the following chart considering the information in section 3.2 related to the characteristics of subjective and objective tests.

 

Subjective tests

Objective tests

Difficulty level

Depends on the content of the course

Depends on the content of the course

Skills to be tested

Writing and speaking

Grammar & usage, vocabulary, listening, and some writing and speaking tests

Advantages

Easy to construct

Allows testing many things at one time

Easy to score

Disadvantages

Difficult to score

Difficult to establish inter-rater reliability

Tests recognition

Difficult to construct

Possible test types

Essay writing, translation, oral interviews, etc.

Multiple-choice items, true/false items

 

3.3  3.3  Multiple choice items

1)      1)      What are the drawbacks of multiple-choice testing according to the writer?

-          -          It does not tend to test language as a means of communication.

-          -          Since it is difficult to construct multiple-choice items, many poor tests are abound.

2)      2)      What are factors that would affect your decision on the following issues related to multiple-choice items?

-          -          Recommended number of options

-          -          Five options in most public tests; however, four options for grammar tests and five for vocabulary & reading tests are recommended.

-          -          Recommended length of the test

-          -          It must be long enough to assess learners’ performance and short enough to be practical

-          -          Content of the test to be prepared

-          -          Content of the test is determined by the content of the course being taught.

-          -          Context of the test items in the test

-          -          There shouldn’t be any isolated items. Providing contexts for test items help the testers make their tests more meaningful.

3)      3)      Identify the stem, options, correct option, and distractors in the following test item.

In 1870, ………, John D. Rockefeller and others created the Standard Oil Company.

A.      A.     that oil prices fluctuated

B.     B.     despite fluctuating oil prices

C.     C.    but the oil prices fluctuated

D.     D.    oil prices were fluctuating

In 1870, ………, John D. Rockefeller and others created the Standard Oil Company.

Stem

Options A, B, C, and D

Options

Option B

Correct option

Options A, C, and D

Distractors

 

4)      4)      What are the six principles in constructing multiple-choice items? Express in your own words.

1. Each multiple choice item should have only one correct answer

2. Only one feature at a time should be tested

3. Each option should be grammatically correct

4. The level of the test items, stem, and the options should be appropriate to the proficiency level of the students

5. All items should be as brief and ckear as possible

6. Test items should be ordered randomly according to their difficulty levels. However, it might be a good idea to start with easier items to encourage and motivate learners.

5)      5)      Complete the following statements considering the characteristics of a well-written stem.

-          -          The purpose of a stem is to present the problem in a clear & brief way.

-          -          There are three major forms of a stem. These are:

a) an incomplete sentence

b) a complete sentence

c) a question

6)      6)      Based on the information in section 3.4 explain the problems of stems given below.

According to the passage, scientists claim that students’ negative attitudes ………… affect their learning in a negative way.

A.      A.     towards their teacher

B.     B.     towards learning English

C.     C.    towards classroom procedures

D.     D.    towards the foreign culture

- repetition of words in all options: it causes unnecessary reading.

What is the problem with the stem below?

Felix bought a car that is ………… than Alex’s car.

A. more expensive

B. as expensive as

C. cheaper

            - The stem doesn’t allow for sufficient number of options.

7)      7)      What is the problem with the multiple-choice item below?

The school principal does not ……….. students to play football in the school garden.

A.      A.     allow

B.     B.     let

C.     C.    give

D.     D.    want

E.     E.     come

- There is more than one correct answer.

8)      8)      What is the problem with the multiple-choice item below?

Students hesitate to answer the teachers’ questions.

A.      A.     motivate

B.     B.     predict

C.     C.    be unwilling to do something

D.     D.    participate

- There is no correct option, and there is an ungrammatical option (option C).

9)      9)      What is the problem with the multiple-choice item below?

There are two apples on the table. Jane wants to eat …….. red one.

A. a                 B. an               C. the              D. –

-There is an ungrammatical option (option B).

10)  10)  What is the problem with the multiple-choice item below?

According to the passage, where did the Vikings live first?

A.      A.     in South Africa

B.     B.     in North Europe

C.     C.    in South America

D.     D.    in the space

- There is an absurd option (option D)

11)  11)  What is the problem with the multiple-choice item below?

They needed lots of training to operate such ………….. equipment.

A. easy            B. sophisticated         C. blue                        D. Wise

-          -          One option is more difficult than others (option B)

 

3.5 Writing the test

1- What are the five ways of writing the multiple-choice items to make students show the way to mark the correct option?

1) Writing the correct option in full in the blank provided

2) Writing only the letter of the correct option in the blank provided or in a box provided.

3) Putting a tick or a cross at the side of the correct option or in a separate box

4) Underlining the correct option

5) Putting a circle round the letter at the side of the correct option

1-      1-      Multiple-choice items are used only for objective tests. Do you agree? Why / Why not?

- I agree. Multiple-choice items allow for only one correct answer and requires an objective manner in terms of scoring.

 

 

Follow up:

-          -          Go to any books that have multiple choice test items. Evaluate three of those tests considering the characteristics of a well written multiple choice test items.

www.iolpgalerisi.com  by Mustafa Baran

 

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