UNIT: 4

TYPES OF TESTS

Written By:
Dr. Naveed Sultana

Reviewed By:
Dr. Muhammad Tanveer Afzal
 CONTENT
Sr. No Topic Page No

Introduction ................................................................................................................81

Objectives ...................................................................................................................81

1.1 Selection type Items (objective type) .............................................................82

4.1.1 Multiple choice questions .................................................................82

4.1.2 True false questions ..........................................................................87

1.1.3 Matching items .................................................................................89

4.1.4 Completion items ..............................................................................92

1.1 Supply type (subjective type).........................................................................93

4.2.1 Short answers ....................................................................................93

4.2.2 Essay ................................................................................................95

4.3 Self Assessment questions .............................................................................98

4.4 References/Suggested Readings ...................................................................99

 INTRODUCTION
Classroom tests play a central role in the assessment of student learning. Tests provide relevant measures
of many important learning outcomes and indirect evidence concerning others. They make expected
learning outcomes explicit to students and parents and show what types of performance are valued. The
validity of the information they provide, however, depends on the care that goes into the planning and
preparation of tests. The main goal of classroom testing is to obtain valid, reliable and useful information
concerning assessment. This requires determining what is to be measured and then defining it precisely so
that tasks that evoke the desired performance can be constructed. In a standard based approach to
education and training, informed by Constructivist theory, assessment informed instruction is the
expectation as is continuous improvement. One of the most widely used tools in assessment and
evaluation is the traditional or classic classroom achievement test, whether the classroom is on- or offline.
These measures are often fraught with reliability and validity problems as the process for constructing
such tests is often not followed or misunderstood, thereby introducing significant measurement error into
the measurement process. Poor measurement frequently leads to inaccurate data-based inferences, which
in turn leads to bad decision-making. Moreover classroom tests and assessment can be used for a variety
of instructional purposes such examining the quality of teaching learning process, students achievement
individually and success of institution overall. So in this unit we will examine the test item type and item
format, writing select response items (multiple-choice, true/false, matching, completion and short-answer)
and supply response items (brief and extended response). Each type of test item has its own unique
characteristics, uses, advantages, limitations and rules for construction, which will be elaborated in this
unit.
OBJECTIVES
After reading this unit, you will be able to:
 define the nature of selection and supply type time items.

 examine the role, advantages and disadvantages of different types of objective and subjective type
tests for measuring the students’ achievement.

 describe the learning outcomes that are best measured with selection and supply test items.

 differentiate the characteristics of all types of selection and supply categories of items concentrating
to measure the higher level of thinking of students.
4.1 Selection Type Items (objective type)
There are four types of test items in selection category of test which are in common use today. They are
multiple-choice, matching, true-false, and completion items.

4.1.1 Multiple Choice Questions

Multiple-choice test items consist of a stem or a question and three or more alternative answers (options)
with the correct answer sometimes called the keyed response and the incorrect answers called distracters.
This form is generally better than the incomplete stem because it is simpler and more natural.
Grounlund (1995) writes that the multiple choice question is probably the most popular as well as the
most widely applicable and effective type of objective test. Student selects a single response from a list
of options. It can be used effectively for any level of course outcome. It consists of two parts: the stem,
which states the problem and a list of three to five alternatives, one of which is the correct (key) answer
and the others are distracters (incorrect options that draw the less knowledgeable pupil away from the
correct response). Multiple choice questions consist of three obligatory parts:
1. The question ("body of the question")
2. The correct answer ("the key of the question")
3. Several incorrect alternatives (the so called "distracters")
and optional (and especially valuable in self-assessment)
4. Feedback comment on the student's answer.

The stem may be stated as a direct question or as an incomplete statement. For example:

Direct question
Which is the capital city of Pakistan? --------------- (Stem)
A. Paris. --------------------------------------- (Distracter)
B. Lisbon. -------------------------------------- (Distracter)
C. Islamabad. ---------------------------------- (Key)
D. Rome. --------------------------------------- (Distracter)

Incomplete Statement
The capital city of Pakistan is
A. Paris.
B. Lisbon.
C. Islamabad.
D. Rome.

Multiple choice questions are composed of one question with multiple possible answers (options),
including the correct answer and several incorrect answers (distracters). Typically, students select the
correct answer by circling the associated number or letter, or filling in the associated circle on the
machine-readable response sheet. Students can generally respond to these types of questions quite
quickly. As a result, they are often used to test student’s knowledge of a broad range of content. Creating
these questions can be time consuming because it is often difficult to generate several plausible
distracters. However, they can be marked very quickly.
Multiple Choice Questions Good for:
 Application, synthesis, analysis, and evaluation levels
RULES FOR WRITING MULTIPLE-CHOICE QUESTIONS
There are several rules we can follow to improve the quality of this type of written examination.

1. Examine only the Important Facts!

Make sure that every question examines only the important knowledge. Avoid detailed questions - each
question has to be relevant for the previously set instructional goals of the course.

2. Use Simple Language!

Use simple language, taking care of spelling and grammar. Spelling and grammar mistakes (unless you
are testing spelling or grammar) only confuse students. Remember that you are examining knowledge
about your subject and not language skills.

3. Make the Questions Brief and Clear!

Clear the text of the body of the question from all superfluous words and irrelevant content. It helps
students to understand exactly what is expected of them. It is desirable to formulate a question in such
way that the main part of the text is in the body of the question, without being repeated in the answers.

4. Form the Questions Correctly!

Be careful that the formulation of the question does not (indirectly) hide the key to the correct answer.
Student (adept at solving tests) will be able to recognize it easily and will find the right answer because of
the word combination, grammar etc, and not because of their real knowledge.

5. Take into Consideration the Independence of Questions!

Be careful not to repeat content and terms related to the same theme, since the answer to one question can
become the key to solve another.

6. Offer Uniform Answers!

All offered answers should be unified, clear and realistic. For example, unlikely realisation of an answer
or uneven text quantity of different answers can point to the right answer. Such a question does not test
real knowledge. The position of the key should be random. If the answers are numbers, they should be
listed in an ascending order.

7. Avoid Asking Negative Questions!

If you use negative questions, negation must be emphasized by using CAPITAL letters, e.g. "Which of
the following IS NOT correct..." or "All of the following statements are true, EXCEPT...".

8. Avoid Distracters in the Form of "All the answers are correct" or "None of the Answers is
Correct"!
Teachers use these statements most frequently when they run out of ideas for distracters. Students,
knowing what is behind such questions, are rarely misled by it. Therefore, if you do use such statements,
sometimes use them as the key answer. Furthermore, if a student recognizes that there are two correct
answers (out of 5 options), they will be able to conclude that the key answer is the statement "all the
answers are correct", without knowing the accuracy of the other distracters.

9. Distracters must be Significantly Different from the Right Answer (key)!

Distracters which only slightly differ from the key answer are bad distracters. Good or strong distracters
are statements which themselves seem correct, but are not the correct answer to a particular question.

10. Offer an Appropriate Numbers of Distracters.

The greater the number of distracters, the lesser the possibility that a student could guess the right answer
(key). In higher education tests questions with 5 answers are used most often (1 key + 4 distracters). That
means that a student is 20% likely to guess the right answer.

Advantages:
Multiple-choice test items are not a panacea. They have advantages and advantages just as any other type
of test item. Teachers need to be aware of these characteristics in order to use multiple-choice items
effectively.

Advantages
Versatility
Multiple-choice test items are appropriate for use in many different subject-matter areas, and can be used
to measure a great variety of educational objectives. They are adaptable to various levels of learning
outcomes, from simple recall of knowledge to more complex levels, such as the student’s ability to:
• Analyze phenomena
• Apply principles to new situations
• Comprehend concepts and principles
• Discriminate between fact and opinion
• Interpret cause-and-effect relationships
• Interpret charts and graphs
• Judge the relevance of information
• Make inferences from given data
• Solve problems
The difficulty of multiple-choice items can be controlled by changing the alternatives, since the more
homogeneous the alternatives, the finer the distinction the students must make in order to identify the
correct answer. Multiple-choice items are amenable to item analysis, which enables the teacher to
improve the item by replacing distracters that are not functioning properly. In addition, the distracters
chosen by the student may be used to diagnose misconceptions of the student or weaknesses in the
teacher’s instruction.

Validity
In general, it takes much longer to respond to an essay test question than it does to respond to a multiple-
choice test item, since the composing and recording of an essay answer is such a slow process. A student
is therefore able to answer many multiple-choice items in time it would take to answer a single essay
question. This feature enables the teacher using multiple-choice items to test a broader sample of course
contents in a given amount of testing time. Consequently, the test scores will likely be more
representative of the students’ overall achievement in the course.

Reliability
Well-written multiple-choice test items compare favourably with other test item types on the issue of
reliability. They are less susceptible to guessing than are true-false test items, and therefore capable of
producing more reliable scores. Their scoring is more clear-cut than short answer test item scoring
because there are no misspelled or partial answers to deal with. Since multiple-choice items are
objectively scored, they are not affected by scorer inconsistencies as are essay questions, and they are
essentially immune to the influence of bluffing and writing ability factors, both of which can lower the
reliability of essay test scores.

Efficiency
Multiple-choice items are amenable to rapid scoring, which is often done by scoring machines. This
expedites the reporting of test results to the student so that any follow-up clarification of instruction may
be done before the course has proceeded much further. Essay questions, on the other hand, must be
graded manually, one at a time. Overall multiple choice tests are:
 Very effective
 Versatile at all levels
 Minimum of writing for student
 Guessing reduced
 Can cover broad range of content

Disadvantages
Versatility
Since the student selects a response from a list of alternatives rather than supplying or constructing a
response, multiple-choice test items are not adaptable to measuring certain learning outcomes, such as the
student’s ability to:
• Articulate explanations
• Display thought processes
• Furnish information
• Organize personal thoughts.
 Perform a specific task
• Produce original ideas
• Provide examples
Such learning outcomes are better measured by short answer or essay questions, or by performance tests.
Reliability
Although they are less susceptible to guessing than are true false-test items, multiple-choice items are still
affected to a certain extent. This guessing factor reduces the reliability of multiple-choice item scores
somewhat, but increasing the number of items on the test offsets this reduction in reliability.

Difficulty of Construction
Good multiple-choice test items are generally more difficult and time-consuming to write than other
types of test items. Coming up with plausible distracters requires a certain amount of skill. This skill,
however, may be increased through study, practice, and experience.
Gronlund (1995) writes that multiple-choice items are difficult to construct. Suitable distracters are often
hard to come by and the teacher is tempted to fill the void with a “junk” response. The effect of
narrowing the range of options will available to the test wise student. They are also exceedingly time
consuming to fashion, one hour per question being by no means the exception. Finally multiple-choice
items generally take student longer to complete (especially items containing fine discrimination) than do
other types of objective question.
 Difficult to construct good test items.
 Difficult to come up with plausible distracters/alternative responses.

Activity 4.1: Construct two items of direct question and two items of incomplete statement
while following the rules of multiple items.

4.1.2 True/False Questions

A True-False test item requires the student to determine whether a statement is true or false. The chief
disadvantage of this type is the opportunity for successful guessing.
According to Gronlund (1995) the alternative response test items that consists of a declaration statement
that the pupil is asked to mark true or false, right or wrong, correct or incorrect, yes or no, fact or opinion,
agree or disagree and the like. In each case there are only two possible answers. Because the true-false
option is the most common, this type is mostly refers to true-false type. Students make a designation
about the validity of the statement. Also known as a “binary-choice” item because there are only two
options to select from. These types of items are more effective for assessing knowledge, comprehension,
and application outcomes as defined in the cognitive domain of Blooms’ Taxonomy of educational
objectives.

Example
Directions: Circle the correct response to the following statements.
1. Allama Iqbal is the founder of Pakistan. T/F
2. Democracy system is for the people. T/F
3. Quaid-e-Azam was the first Prime Minister of Pakistan. T/F

Good for:
 Knowledge level content
 Evaluating student understanding of popular misconceptions
 Concepts with two logical responses

Advantages:
 Easily assess verbal knowledge
 Each item contains only two possible answers
 Easy to construct for the teacher
 Easy to score for the examiner
 Helpful for poor students
 Can test large amounts of content
 Students can answer 3-4 questions per minute

Disadvantages:
 They are easy to construct.
 It is difficult to discriminate between students that know the material and students who don't
know.
 Students have a 50-50 chance of getting the right answer by guessing.
 Need a large number of items for high reliability.
 Fifty percent guessing factor.
 Assess lower order thinking skills.
 Poor representative of students learning achievement.

Tips for Writing Good True/False items:

 Avoid double negatives.
 Avoid long/complex sentences.
 Use specific determinants with caution: never, only, all, none, always, could, might, can, may,
sometimes, generally, some, few.
 Use only one central idea in each item.
 Don't emphasize the trivial.
 Use exact quantitative language
 Don't lift items straight from the book.
 Make more false than true (60/40). (Students are more likely to answer true.)
 The desired method of marking true or false should be clearly explained before students begin the
test.
 Construct statements that are definitely true or definitely false, without additional qualifications.
If opinion is used, attribute it to some source.

Avoid the following:

a. verbal clauses, absolutes, and complex sentences;
b. broad general statements that are usually not true or false without further qualifications;
c. terms denoting indefinite degree (e.g., large, long time, or regularly) or absolutes (e.g., never,
only, or always).
d. placing items in a systematic order (e.g., TTFF, TFTF, and so on);
e. taking statements directly from the text and presenting them out of context.

Activity 4.2: Enlist five items by indicating them T/F (True & False)

4.1.3 Matching items

According to Cunningham (1998), the matching items consist of two parallel columns. The column on
the left contains the questions to be answered, termed premises; the column on the right, the answers,
termed responses. The student is asked to associate each premise with a response to form a matching
pair.
For example;
Column “A” Capital City Column “B” Country
Islamabad Iran
Tehran Spain
Istanbul Portugal
Madrid Pakistan
Jaddah Netherlands
Turkey
West Germany

Matching test items are used to test a student's ability to recognize relationships and to make associations
between terms, parts, words, phrases, clauses, or symbols in one column with related alternatives in
another column. When using this form of test item, it is a good practice to provide alternatives in the
response column that are used more than once, or not at all, to preclude guessing by elimination.
Matching test items may have either an equal or unequal number of selections in each column.
Matching-Equal Columns. When using this form, providing for some items in the response column to be
used more than once, or not at all, can preclude guessing by elimination.

Good for:
 Knowledge level
 Some comprehension level, if appropriately constructed

Types:
 Terms with definitions
 Phrases with other phrases
 Causes with effects
 Parts with larger units
 Problems with solutions

Advantages:
The chief advantage of matching exercises is that a good deal of factual information can be tested in
minimal time, making the tests compact and efficient. They are especially well suited to who, what, when
and where types of subject matter. Further students frequently find the tests fun to take because they have
puzzle qualities to them.
 Maximum coverage at knowledge level in a minimum amount of space/prep time
 Valuable in content areas that have a lot of facts

Disadvantages:
The principal difficulty with matching exercises is that teachers often find that the subject matter is
insufficient in quantity or not well suited for matching terms. An exercise should be confined to
homogeneous items containing one type of subject matter (for instance, authors-novels; inventions
inventors; major events-dates terms – definitions; rules examples and the like). Where unlike clusters of
questions are used to adopt but poorly informed student can often recognize the ill-fitting items by their
irrelevant and extraneous nature (for instance, in a list of authors the inclusion of the names of capital
cities).

Student identifies connected items from two lists. It is useful for assessing the ability to discriminate,
categorize, and association amongst similar concepts.
 Time consuming for students
 Not good for higher levels of learning

Tips for Writing Good Matching items:

Here are some suggestions for writing matching items:
 Keep both the list of descriptions and the list of options fairly short and homogeneous – they
should both fit on the same page. Title the lists to ensure homogeneity and arrange the
descriptions and options in some logical order. If this is impossible you’re probably including too
wide a variety in the exercise. Try constructing two or more exercises.
 Make sure that all the options are plausible distracters for each description to ensure homogeneity
of lists.
 The list of descriptions on the left side should contain the longer phrases or statements, whereas
the options on the right side should consist of short phrases, words or symbols.
 Each description in the list should be numbered (each is an item), and the list of options should be
identified by letter.
 Include more options than descriptions. If the option list is longer than the description list, it is
harder for students to eliminate options. If the option list is shorter, some options must be used
more than once. Always include some options that do not match any of the descriptions, or some
that match more than one, or both.
 In the directions, specify the basis for matching and whether options can be used more than once.
 Need 15 items or less.
 Give good directions on basis for matching.
 Use items in response column more than once (reduces the effects of guessing).
 Make all responses plausible.
 Put all items on a single page.
 Put response in some logical order (chronological, alphabetical, etc.).

Activity 4.3: Keeping in view the nature of matching items, construct at least five items of
matching case about any topic.

4.1.4 Completion Items

Like true-false items, completion items are relatively easy to write. Perhaps the first tests classroom
teachers’ construct and students take completion tests. Like items of all other formats, though, there are
good and poor completion items. Student fills in one or more blanks in a statement. These are also known
as “Gap-Fillers.” Most effective for assessing knowledge and comprehension learning outcomes but can
be written for higher level outcomes. e.g.
The capital city of Pakistan is -----------------.

Suggestions for Writing Completion or Supply Items

Here are our suggestions for writing completion or supply items:
I. If at all possible, items should require a single-word answer or a brief and definite statement.
Avoid statements that are so indefinite that they may be logically answered by several terms.
a. Poor item:
World War II ended in ____________.
b. Better item:
World War II ended in the year __________.
II. Be sure the question or statement poses a problem to the examinee. A direct question is often
more desirable than an incomplete statement because it provides more structure.
III. Be sure the answer that the student is required to produce is factually correct. Be sure the
language used in the question is precise and accurate in relation to the subject matter area being
tested.
IV. Omit only key words; don’t eliminate so many elements that the sense of the content is impaired.
a. Poor item:
The ____________ type of test item is usually more _________ than the _____ type.
b. Better item:
The supply type of test item is usually graded less objectively than the _________ type.

I. Word the statement such that the blank is near the end of the sentence rather than near the
beginning. This will prevent awkward sentences.
II. If the problem requires a numerical answer, indicate the units in which it is to be expressed.

Activity 4.3: Construct five fill in the blanks about Pakistan.

4.2 Supply Type Items

The aviation instructor is able to determine the students' level of generalized knowledge of a subject
through the use of supply-type questions. There are four types of test items in supply type category of
test. Commonly these are completion items, short answers, restricted response and extended response
(essay type comprises the restricted and extended responses).

4.2.1 Short Answer

Student supplies a response to a question that might consistent of a single word or phrase. Most effective
for assessing knowledge and comprehension learning outcomes but can be written for higher level
outcomes. Short answer items are of two types.
 Simple direct questions
 Who was the first president of the Pakistan?
 Completion items

The name of the first president of Pakistan is ___________.

The items can be answered by a work, phrase, number or symbol. Short-answer tests are a cross between
essay and objective tests. The student must supply the answer as with an essay question but in a highly
abbreviated form as with an objective question.

Good for:
 Application, synthesis, analysis, and evaluation levels

Advantages:
 Easy to construct
 Good for "who," what," where," "when" content
 Minimizes guessing
 Encourages more intensive study-student must know the answer vs. recognizing the answer.
Gronlund (1995) writes that short-answer items have a number of advantages.
 They reduce the likelihood that a student will guess the correct answer
 They are relatively easy for a teacher to construct.
 They are will adapted to mathematics, the sciences, and foreign languages where specific types of
knowledge are tested (The formula for ordinary table salt is ________).
 They are consistent with the Socratic question and answer format frequently employed in the
elementary grades in teaching basic skills.

Disadvantages:
 May overemphasize memorization of facts
 Take care - questions may have more than one correct answer
 Scoring is laborious

According to Grounlund (1995) there are also a number of disadvantages with short-answer items.
 They are limited to content areas in which a student’s knowledge can be adequately portrayed by
one or two words.
 They are more difficult to score than other types of objective-item tests since students invariably
come up with unanticipated answers that are totally or partially correct.
 Short answer items usually provide little opportunity for students to synthesize, evaluate and
apply information.

Tips for Writing Good Short Answer Items:

 When using with definitions: supply term, not the definition-for a better judge of student
knowledge.
 For numbers, indicate the degree of precision/units expected.
 Use direct questions, not an incomplete statement.
 If you do use incomplete statements, don't use more than 2 blanks within an item.
 Arrange blanks to make scoring easy.
 Try to phrase question so there is only one answer possible.

Activity 4.5: Develop a test of short answers on democracy in Pakistan.

4.2.3 Essay
Essay questions are supply or constructed response type questions and can be the best way to measure the
students' higher order thinking skills, such as applying, organizing, synthesizing, integrating, evaluating,
or projecting while at the same time providing a measure of writing skills. The student has to formulate
and write a response, which may be detailed and lengthy. The accuracy and quality of the response are
judged by the teacher.
Essay questions provide a complex prompt that requires written responses, which can vary in length from
a couple of paragraphs to many pages. Like short answer questions, they provide students with an
opportunity to explain their understanding and demonstrate creativity, but make it hard for students to
arrive at an acceptable answer by bluffing. They can be constructed reasonably quickly and easily but
marking these questions can be time-consuming and grade agreement can be difficult.
Essay questions differ from short answer questions in that the essay questions are less structured. This
openness allows students to demonstrate that they can integrate the course material in creative ways. As a
result, essays are a favoured approach to test higher levels of cognition including analysis, synthesis and
evaluation. However, the requirement that the students provide most of the structure increases the amount
of work required to respond effectively. Students often take longer time to compose a five paragraph
essay than they would take to compose paragraph answer to short answer questions.
Essay items can vary from very lengthy, open ended end of semester term papers or take home tests that
have flexible page limits (e.g. 10-12 pages, no more than 30 pages etc.) to essays with responses limited
or restricted to one page or less. Essay questions are used both as formative assessments (in classrooms)
and summative assessments (on standardized tests). There are 2 major categories of essay questions --
short response (also referred to as restricted or brief) and extended response.
 Restricted Response: more consistent scoring, outlines parameters of responses
 Extended Response Essay Items: synthesis and evaluation levels; a lot of freedom in answers

A. Restricted Response Essay Items

An essay item that poses a specific problem for which a student must recall proper information, organize
it in a suitable manner, derive a defensible conclusion, and express it within the limits of posed problem,
or within a page or time limit, is called a restricted response essay type item. The statement of the
problem specifies response limitations that guide the student in responding and provide evaluation criteria
for scoring.

Example 1:
List the major similarities and differences in the lives of people living in Islamabad and Faisalabad.
Example 2:
Compare advantages and disadvantages of lecture teaching method and demonstration teaching method.

When Should Restricted Response Essay Items be used?

Restricted Response Essay Items are usually used to:-
 Analyze relationship
 Compare and contrast positions
 State necessary assumptions
 Identify appropriate conclusions
 Explain cause-effect relationship
 Organize data to support a viewpoint
 Evaluate the quality and worth of an item or action
 Integrate data from several sources

B. Extended Response Essay Type Items

An essay type item that allows the student to determine the length and complexity of response is called an
extended-response essay item. This type of essay is most useful at the synthesis or evaluation levels of
cognitive domain. We are interested in determining whether students can organize, integrate, express, and
evaluate information, ideas, or pieces of knowledge the extended response items are used.

Example:
Identify as many different ways to generate electricity in Pakistan as you can? Give advantages and
disadvantages of each. Your response will be graded on its accuracy, comprehension and practical ability.
Your response should be 8-10 pages in length and it will be evaluated according to the RUBRIC (scoring
criteria) already provided.
Over all Essay type items (both types restricted response and extended response) are

Good for:
 Application, synthesis and evaluation levels

Types:
 Extended response: synthesis and evaluation levels; a lot of freedom in answers
 Restricted response: more consistent scoring, outlines parameters of responses

Advantages:
 Students less likely to guess
 Easy to construct
 Stimulates more study
 Allows students to demonstrate ability to organize knowledge, express opinions, show originality.
Disadvantages:
 Can limit amount of material tested, therefore has decreased validity.
 Subjective, potentially unreliable scoring.
 Time consuming to score.

Tips for Writing Good Essay Items:

 Provide reasonable time limits for thinking and writing.
 Avoid letting them to answer a choice of questions (You won't get a good idea of the broadness
of student achievement when they only answer a set of questions.)
 Give definitive task to student-compare, analyze, evaluate, etc.
 Use checklist point system to score with a model answer: write outline, determine how many
points to assign to each part
 Score one question at a time-all at the same time.

Activity 4.6: Develop an essay type test on this unit while covering the levels of knowledge,
application and analysis.

4.3 Self Assessment Questions:

1. In an area in which you are teaching or plan to teach, identify several learning outcomes that can
be best measured with objective and subjective types questions.
2. Criticize the different types of selection and supply categories. In your opinion which type is
more appropriate for measuring the achievement level of elementary students?
3. What factors should be considered in deciding whether subjective or objective type questions
should be included in a classroom tests?
4. Compare the functions of selection and supply types items.
4.4 References/Suggested Readings
Airasian, P. (1994) "Classroom Assessment," Second Edition, NY" McGraw-Hill.
American Psychological Association. (1985). Standards for Educational and Psychological Testing.
Washington, DC: American Psychological Association.
Anastasi, A. (1988). Psychological Testing (6th ed.). New York, NY: MacMillan Publishing Company.
Cangelosi, J. (1990) "Designing Tests for Evaluating Student Achievement." NY: Addison-Wesley.
Cunningham, G.K. (1998). Assessment in the Classroom. Bristol, PA: Falmer Press.
Ward, A.W., & Murray-Ward, M. (1999). Assessment in the Classroom. Belmont, CA:
Wadsworth Publishing Co.
Gronlund, N. (1993) "How to Make Achievement Tests and Assessments," 5th Edition, NY: Allyn and
Bacon.
Gronlund, N. E. & Linn, R. L. (1995). Measurement and Assessment in Teaching. New Delhi: Baba
Barkha Nath Printers.
Haladyna, T.M. & Downing, S.M. (1989) Validity of a Taxonomy of Multiple-Choice Item-Writing
Rules. "Applied Measurement in Education," 2(1), 51-78.
Monahan, T. (1998) The Rise of Standardized Educational Testing in the U.S. – A Bibliographic
Overview.
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