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OBJECTIVE TYPE QUESTIONS

OBJECTIVE TYPE QUESTIONS. Ms. Zainab Mehnaz. WRITING OBJECTIVE TEST TYPE QUESTIONS. MUTIPLE CHOICE QUESTIONS HIGHER LEVEL MULTIPLE CHOICE TRUE/FALSE QUESTIONS ASSERTION-REASON QUESTIONS MATCHING ITEMS TEXT MATCH QUESTIONS RANKING QUESTIONS. MULTIPLE CHOICE QUESTIONS.

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OBJECTIVE TYPE QUESTIONS

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  1. OBJECTIVE TYPE QUESTIONS Ms. Zainab Mehnaz

  2. WRITING OBJECTIVE TEST TYPE QUESTIONS • MUTIPLE CHOICE QUESTIONS • HIGHER LEVEL MULTIPLE CHOICE • TRUE/FALSE QUESTIONS • ASSERTION-REASON QUESTIONS • MATCHING ITEMS • TEXT MATCH QUESTIONS • RANKING QUESTIONS

  3. MULTIPLE CHOICE QUESTIONS • REQUIRE THE STUDENT TO CHOOSE FROM A LIST OF POSSIBLE ANSWERS • MCQs CONSIST OF A STEM: TEXT OF THE QUESTION • OPTIONS: CHOICES PROVIDED AFTER THE STEM • THE KEY: CORRECT ANSWER • DISTRACTORS:THE INCORRECT OPTIONS

  4. HIGHER LEVEL MCQs • Higher level MCQs assess higher level thinking e.g Analogy questions • For example, Given the copy of the President’s state of the union address; the student will be able to identify one example of simile and one metaphor. • The student will be able to correctly solve three-digit addition problems without regrouping

  5. TRUE/FALSE QUESTIONS • True/false questions present only two possible alternatives • They help the examiner to measure the student’s ability to identify whether statements of fact are accurate or not

  6. ADVANTAGES • IT TAKES LESS TIME TO CONSTRUCT TRUE FALSE ITEMS • HIGH DEGREE OF OBJECTIVITY • TEACHER CAN EXAMINE STUDENTS ON MORE MATERIAL

  7. HOW TO WRITE TRUE/FALSE • Use only one main idea in one item • Use in combination with graphs, charts and other tests • Use statements which are unequivocally true or false • Avoid lifting statements directly from class readings, lecture notes • Avoid negatives and absolutes like ‘none’, ‘never’, ‘all’ etc.

  8. ASSERTION-REASON QUESTIONS • Assertion-reason questions combine elements of MCQs and True/false types • They allow you to test more complex issues and higher level of learning • They consist of two statements: an assertion and a reason • The student determines whether both are true

  9. ASSERTION-REASON CONTD. • If both statements are true then the student determines whether the reason correctly explains the assertion • There is one option for each possible outcome

  10. ASSERTION-REASON EXAMPLE • Assertion • 1. The blood sugar level falls rapidly after hepactectomy. • BECAUSE • The glycogen of the liver is the principal source of blood sugar. • 2. Increased government spending increases inflation under all conditions. • BECAUSE • Government spending is not offset by any form of production. • 3. Chloroform has a dipole moment • BECAUSE • The chloroform molecule is tetrahedral. • (Quoted in Brown et al 1997, p. 93 based on Matthews 1981.)

  11. MATCHING ITEMS • Matching items require students to match a series of stems or premises to a response or principle. • They consist of a set of directions, a column of statements and a column of responses.

  12. MATCHING ITEMS:ADVANTAGES • Matching questions are particularly good at assessing a student's understanding of relationships. • They can test recall by requiring a student to match the following elements: • Definitions - terms • Historical events- dates • Achievements - people • Statements- postulates • Descriptions - principles (McBeath, 1992)

  13. TEXT MATCH QUESTIONS • These require a student to supply an answer to a question or complete a blank within a brief piece of text, using words, symbols or numbers. • Their advantage is that they require students to supply the answer and not guess it.

  14. TEXT MATCH EXAMPLE • a. Tony Blair is the leader of the ___________ party. • b. 235 x 23 + (9x5) = ________.

  15. SORE FINGER QUESTIONS • They are formulated so that one word, or phrase is out of keeping with the rest of the passage. • It could be presented as a ‘hot spot’ or text input type of question

  16. RANKING QUESTIONS • They require the student to relate items in a column to one another • They are used to test the knowledge of sequences, order of events and levels of gradation for example • Questions in a social survey requiring answers ranging from ‘Definitely’ to ‘don’t know’

  17. RANKING QUESTIONS • They require a person to rate a product or brand along a well-defined, evenly spaced continuum. • Ranking questions or rating scales are often used to measure the direction and intensity of attitudes.

  18. RANKING QUESTION EXAMPLE • Which of the following categories best describes your last experience purchasing a product or service on our website? Would you say that your experience was: • Very pleasant • Somewhat pleasant • Neither pleasant nor unpleasant • Somewhat unpleasant • Very unpleasant

  19. Thankyou

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