objective type essay

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Writing objectively How and when to use an impersonal tone

For another look at the same content, check out the video on YouTube (also available on Youku ). There is a worksheet (with answers and teacher's notes) for this video.

Academic writing is generally impersonal and objective in tone. This section considers what objective writing is , how objective academic writing is , then presents several ways to make your writing more objective . There is also an academic article , to show authentic examples of objective language, and a checklist at the end, that you can use to check the objectivity of your own writing.

What is objective writing?

Objective writing places the emphasis on facts, information and arguments, and can be contrasted with subjective writing which relates to personal feelings and biases. Objective writing uses third person pronouns (it, he, she, they), in contrast to subjective writing which uses first person pronouns (I, we) or second person pronoun (you).

How objective is academic writing?

Although many academic writers believe that objectivity is an essential feature of academic writing, conventions are changing and how much this is true depends on the subject of study. An objective, impersonal tone remains essential in the natural sciences (chemistry, biology, physics), which deal with quantitative (i.e. numerical) methods and data. In such subjects, the research is written from the perspective of an impartial observer, who has no emotional connection to the research. Use of a more subjective tone is increasingly acceptable in areas such as naturalist research, business, management, literary studies, theology and philosophical writing, which tend to make greater use of qualitative rather than quantitative data. Reflective writing is increasingly used on university courses and is highly subjective in nature.

How to write objectively

There are many aspects of writing which contribute to an objective tone. The following are some of the main ones.

Use passive

Objective tone is most often connected with the use of passive, which removes the actor from the sentence. For example:

• The experiment was conducted.
• I conducted the experiment.
• The length of the string was measured using a ruler.
• I measured the length of the string with a ruler.

Most academic writers agree that passive should not be overused, and it is generally preferrable for writing to use the active instead, though this is not always possible if the tone is to remain impersonal without use of I or other pronouns. There is, however, a special group of verbs in English called ergative verbs , which are used in the active voice without the actor of the sentence. Examples are dissolve, increase, decrease, lower, and start . For example:

• The white powder dissolved in the liquid.
• I dissolved the white powder in the liquid.
• The white powder was dissolved in the liquid.
• The tax rate increased in 2010.
• We increased the tax rate in 2010.
• The tax rate was increased in 2010.
• The building work started six months ago.
• The workers started the building work six months ago.
• The building work was started six months ago.

Focus on the evidence

Another way to use active voice while remaining objective is to focus on the evidence, and make this the subject of the sentence. For example:

• The findings show...
• The data illustrate...
• The graph displays...
• The literature indicates...

Use evidence from sources

Evidence from sources is a common feature of objective academic writing. This generally uses the third person active. For example:

• Newbold (2021) shows that... He further demonstrates the relationship between...
• Greene and Atwood (2013) suggest that...

Use impersonal constructions

Impersonal constructions with It and There are common ways to write objectively. These structures are often used with hedges (to soften the information) and boosters (to strengthen it) . This kind of language allows the writer to show how strongly they feel about the information, without using emotive language, which should be avoided in academic writing.

• It is clear that... (booster)
• It appears that... (hedge)
• I believe that...
• There are three reasons for this.
• I have identified three reasons for this.
• There are several disadvantages of this approach.
• This is a terrible idea.

Personify the writing

Another way to write objectively is to personify the writing (essay, report, etc.) and make this the subject of the sentence.

• This essay considers the role of diesel emissions in global warming.
• I will discuss the role of diesel emissions in global warming.
• This report has shown that...
• I have shown that...

In short, objective writing means focusing on the information and evidence. While it remains a common feature of academic writing, especially in natural sciences, a subjective tone is increasingly acceptable in fields which make use of qualitative data, as well as in reflective writing. Objectivity in writing can be achieved by:

• using passive;
• focusing on the evidence ( The findings show... );
• referring to sources ( Newbold (2021) shows... );
• using impersonal constructions with It and There ;
• using hedges and boosters to show strength of feeling, rather than emotive language;
• personifying the writing ( This report shows... ).

Bailey, S. (2000). Academic Writing. Abingdon: RoutledgeFalmer

Bennett, K. (2009) 'English academic style manuals: A survey', Journal of English for Academic Purposes , 8 (2009) 43-54.

Cottrell, S. (2013). The Study Skills Handbook (4th ed.) , Basingstoke: Palgrave MacMillan.

Hinkel, E. (2004). Teaching Academic ESL Writing: Practical Techniques in Vocabulary and Grammar . Mahwah: Lawrence Erlbaum Associates Inc Publishers.

Hyland, K. (2006) English for Academic Purposes: An advanced resource book . Abingdon: Routledge.

Jordan, R. R. (1997) English for academic purposes: A guide and resource book for teachers . Cambridge: Cambridge University Press.

Example article

Below is an authentic academic article. It has been abbreviated by using the abstract and extracts from the article; however, the language is unchanged from the original. Click on the different areas (in the shaded boxes) to highlight the different objective features.

Title: Obesity bias and stigma, attitudes and beliefs among entry-level physiotherapy students in the Republic of Ireland: a cross sectional study. Source: : https://www.sciencedirect.com/science/article/pii/S0031940621000353

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Below is a checklist for using objectivity in academic writing. Use it to check your writing, or as a peer to help. Note: you do not need to use all the ways given here.

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Read more about writing critically in the next section.

• Critical writing

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Go back to the previous section about using complex grammar .

• Complex grammar

Author: Sheldon Smith    ‖    Last modified: 05 February 2024.

Sheldon Smith is the founder and editor of EAPFoundation.com. He has been teaching English for Academic Purposes since 2004. Find out more about him in the about section and connect with him on Twitter , Facebook and LinkedIn .

Compare & contrast essays examine the similarities of two or more objects, and the differences.

Cause & effect essays consider the reasons (or causes) for something, then discuss the results (or effects).

Discussion essays require you to examine both sides of a situation and to conclude by saying which side you favour.

Problem-solution essays are a sub-type of SPSE essays (Situation, Problem, Solution, Evaluation).

Transition signals are useful in achieving good cohesion and coherence in your writing.

Reporting verbs are used to link your in-text citations to the information cited.

Subjective vs. Objective Essay: Examples, Writing Guides, & Topics

Subjective or objective essay writing is a common task students have to deal with. On the initial stage of completing the assignment, you should learn how to differentiate these two types of papers. Their goals, methods, as well as language, tone, and voice, are different.

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A subjective essay focuses on the writer’s personal opinion, while an objective one represents valid facts. So, be careful when composing an objective paragraph or paper. Don’t let your beliefs take over real arguments supported by substantial evidence.

In short, differences between these styles concern the following:

• The ground for objective essays is facts; for subjective essays – personal opinions and beliefs.
• Objective papers report the findings from scientific sources, while subjective ones describe the writer’s thoughts.
• The objective essay’s goal is to help the reader make a decision. Subjective writing aims to reflect the author’s vision of the issue.

So, if you face this task for the first time, you may need some explanations. Custom-writing.org experts prepared a list of tips on how to write objective and subjective essays. Some topics, as well as objective and subjective writing examples, will also be useful.

• 🆚 Subjective vs. Objective

🔗 References

🆚 subjective vs. objective essays.

First and foremost, let’s find out the critical differences between the writing styles. Take a look at the following table and shed light on this issue.

An objective essay is a presentation of the material with no independent opinion involved. Only facts matter in this paper, and only facts can back up some assertions. Writing subjective essays implies introducing your standpoint on a particular problem.

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📋 How to Write an Objective Essay

Writing any essay consists of three parts: preparation, the actual writing, and revision. During the first one, you need to decide on your topic and do a little research. You can see how it looks in a real example.

Objective Essay Example: The Portrayal of Odysseus

In Odyssey, Homer portrays Odysseus, the king of Ithaca, as the true epic hero. The depiction of Odysseus is thoughtfully knitted together with the themes of love and loyalty that further magnify it, painting a holistic picture of a long 10-year journey home. Although it can be argued that some of Odysseus’s personality traits he displays cannot be applied to a true hero, he is still depicted following a very specific heroic archetype.

Now, let’s get into more detail!

Objective Essay Topics

If you’ve decided to write an objective essay, you need to come up with a topic. The topic gives a reader a brief overview of what will be covered in the paper.

Here are ten great examples:

• While the differences between Italy and Spain are evident, the resemblances are striking.
• There are several similarities between the movies “Deep Impact” and “Armageddon.”
• Compare and contrast the capitals of two English-speaking countries.
• Somatic symptoms in people with PTSD can be influenced by age, gender, and avoidance.
• Some might argue, but being overweight carries a social stigma.
• Environmental factors contribute to the phenotypic expression of psychological disorders.
• Although the exact reason remains unclear, depression is affected by sex, gender, hormonal changes, and age.
• When comparing and contrasting the Bible and Quran, it seems that they have more similarities than differences.
• Musical ability is the result of influence on the person from outside.
• In comparison to extroverts, introverts draw power from within themselves to use it in future activities.

Objective Essay Structure

We shall continue with exploring an essay structure. Note that the parts described below are essential for any essay.

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• Introduction . The introduction is usually the part that broadly describes the topic and gets the interest of the reader. This part of the paper should cover some background information and present the purpose.
• Hypothesis . In case your essay has one, state it in your introduction. A hypothesis includes information about how you intend to prove or refute the claim. It briefly describes the way you intend to do so.
• Arguments . Present one side of the argument. In the next paragraph, present the opposing one, using such words as “however,” “nevertheless,” and “although.” The task is to provide the readers with two sides of the argument.
• Evidence . Provide the evidence for all of your points. Keep the balance in providing proof and refutal. Omit your personal opinion, rather than include the evidence you find informative and convincing.
• Conclusion . Summarize the arguments both for and against the position. While remaining objective, shortly go over the information you presented as evidence. If the instructions require a personal opinion, in conclusion, you might write one. In other cases, briefly recap the parts of the essay. Shorten sentence generator would be greatly beneficial in such endeavor.

📜 How to Write a Subjective Essay

As we’ve mentioned earlier, a subjective essay represents the author’s vision of a particular issue. You have an opportunity to introduce your point of view without supporting your ideas with evidence from the primary sources. However, make sure your arguments are still logical and adequate.

Now see how to write a subjective essay in the sections below.

Subjective Writing Example

A well-chosen topic is the vital determinant of a successful essay. Yet, the process of selecting an idea for your paper might be challenging. That’s why you may find our example helpful.

The rapid pace of development of modern technologies increases the demand for oil and gas every year. A considerable amount of these resources is necessary to maintain both industrial enterprises and private equipment. Despite active production, there are still many unexplored places on Earth, potentially rich in oil and gas deposits. However, while making them public would help solve the existing problem, I’m afraid I disagree with this proposal.

Subjective Essay Topics

Check our list of subjective essay topics, choose the one you like the most, or inspire and come up with your idea!

• The fake and too glamorous life presented in social media leads to the development of an inferiority complex among teenagers.
• The information flows within the country should not be controlled by the governments.
• Since developed nations provoked the climate crisis, they should take full responsibility for their past actions and reduce carbon emissions in the atmosphere.
• Cyberbullying should be a matter of the same importance as physical abuse.
• Remote learning opens more opportunities and expands the students’ horizons.
• Instead of catching up with fashion trends, it is better to develop your unique style.
• People should have enough rest to reduce the levels of anxiety and decrease the chances of depression.
• Studying abroad is an experience worth trying.
• Planning and scheduling are perfect strategies to deal with procrastination.
• While applying for a job position, work experience is more significant than having a degree.

📝 Subjective Essay Structure

When you deal with this task, you have full freedom of choice. You can decide for yourself what idea to support and what arguments to present. Still, you have to structure even a subjective essay properly.

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Here are the elements you have to include in your paper:

• grab the readers’ attention;
• introduce your subject;
• state your position in the thesis statement.

Important note: your thesis should be clear and straightforward. Let your audience understand your opinion.

• Description . Dive deeper into your topic and describe your issue in detail. However, don’t go too far. Avoid including irrelevant facts and unnecessary information. Follow the principle “quality over quantity” to keep your reader engaged.
• Opinion . After describing your issue, move to the most crucial part of your essay—opinion. State it clearly and concisely. Although you don’t need to provide any evidence from scholarly sources, your ideas should be supported by substantial arguments or examples from your personal life.
• Conclusion . In the last paragraph of your subjective essay, restate your thesis statement. Don’t introduce any other ideas here. To make your paper more dynamic, ask a provocative question at the end. It may motivate your reader for further investigation of your subject.

A helpful tip:

Before submitting your work, make sure it is coherent. Check if all of your ideas follow the logical flow. To avoid redundancy and wordiness, mix shorter sentences with longer ones and apply transitional phrases. Polish your essay, turn it in, and wait for your perfect grade.

Thanks for reading the page! Share it with your peers who may need some guidance as well. Our writers are ready to explain any other essay type , not only objective or subjective ones.

Learn more on this topic:

• How to Write an Expository Essay in Simple Steps
• Nursing Reflective Essay Example and Guidelines for Students
• Essay on Dengue Fever: How to Write + Free Examples
• French Essay Writing: How-to Guide and Examples
• How to Write a Rebuttal Essay: Jackie Michael, Pen and the Pad
• Writing Objectively: OWLL, Massey University
• Subjective vs Objective: Difference and Comparison, Diffen
• Objective and Subjective Claims: TIP Sheet, Butte College
• Evidence: The Writing Center, University of North Carolina at Chapel Hill
• Organizing Your Argument: Purdue Online Writing Lab, College of Liberal Arts, University of Purdue
• Argumentative Paper Format: Courtesy the Odegaard Writing & Research Center, University of Washington
• How Do I Write an Intro, Conclusion, & Body Paragraph: LSA Sweetland Center for Writing, the University of Michigan
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Very helpful to make my assignment. Thank you so much!

Glad to know that. Thank you very much, Farhana!

Subjective and reflective.

That’s right, Raj 🙂

Thank you for this information. I submitted my subjective essay, which was rejected by my teacher for lack of an attractive hook. After reading your info on writing subjective essays, I know what I should change in my paper to get a good grade.

Thank you so sweet for these wonderful tips for objective essays! I love your blog, and it’s really helpful one online! Keep it up!

This is what I need to complete my paper. Your subjective essay writing secrets are appropriate for students who can’t cope with their essays themselves. Even those who write a paper for the first time will complete their subjective essays without any problems.

I really appreciate your help in posting all this information for students — this time you’ve taught me how to write an objective essay. You’re real specialists in writing all types of papers!

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For questions or information:

• Choosing between Objective and Subjective Test Items

Multiple-Choice Test Items

True-false test items, matching test items, completion test items, essay test items, problem solving test items, performance test items.

• Two Methods for Assessing Test Item Quality
• Assistance Offered by The Center for Innovation in Teaching and Learning (CITL)
• References for Further Reading

I. Choosing Between Objective and Subjective Test Items

There are two general categories of test items: (1) objective items which require students to select the correct response from several alternatives or to supply a word or short phrase to answer a question or complete a statement; and (2) subjective or essay items which permit the student to organize and present an original answer. Objective items include multiple-choice, true-false, matching and completion, while subjective items include short-answer essay, extended-response essay, problem solving and performance test items. For some instructional purposes one or the other item types may prove more efficient and appropriate. To begin out discussion of the relative merits of each type of test item, test your knowledge of these two item types by answering the following questions.

Quiz Answers

1 Sax, G., & Collet, L. S. (1968). An empirical comparison of the effects of recall and multiple-choice tests on student achievement. J ournal of Educational Measurement, 5 (2), 169–173. doi:10.1111/j.1745-3984.1968.tb00622.x

Paterson, D. G. (1926). Do new and old type examinations measure different mental functions? School and Society, 24 , 246–248.

When to Use Essay or Objective Tests

Essay tests are especially appropriate when:

• the group to be tested is small and the test is not to be reused.
• you wish to encourage and reward the development of student skill in writing.
• you are more interested in exploring the student's attitudes than in measuring his/her achievement.
• you are more confident of your ability as a critical and fair reader than as an imaginative writer of good objective test items.

Objective tests are especially appropriate when:

• the group to be tested is large and the test may be reused.
• highly reliable test scores must be obtained as efficiently as possible.
• impartiality of evaluation, absolute fairness, and freedom from possible test scoring influences (e.g., fatigue, lack of anonymity) are essential.
• you are more confident of your ability to express objective test items clearly than of your ability to judge essay test answers correctly.
• there is more pressure for speedy reporting of scores than for speedy test preparation.

Either essay or objective tests can be used to:

• measure almost any important educational achievement a written test can measure.
• test understanding and ability to apply principles.
• test ability to think critically.
• test ability to solve problems.
• test ability to select relevant facts and principles and to integrate them toward the solution of complex problems. 

In addition to the preceding suggestions, it is important to realize that certain item types are  better suited  than others for measuring particular learning objectives. For example, learning objectives requiring the student  to demonstrate  or  to show , may be better measured by performance test items, whereas objectives requiring the student  to explain  or  to describe  may be better measured by essay test items. The matching of learning objective expectations with certain item types can help you select an appropriate kind of test item for your classroom exam as well as provide a higher degree of test validity (i.e., testing what is supposed to be tested). To further illustrate, several sample learning objectives and appropriate test items are provided on the following page.

After you have decided to use either an objective, essay or both objective and essay exam, the next step is to select the kind(s) of objective or essay item that you wish to include on the exam. To help you make such a choice, the different kinds of objective and essay items are presented in the following section. The various kinds of items are briefly described and compared to one another in terms of their advantages and limitations for use. Also presented is a set of general suggestions for the construction of each item variation. 

II. Suggestions for Using and Writing Test Items

The multiple-choice item consists of two parts: (a) the stem, which identifies the question or problem and (b) the response alternatives. Students are asked to select the one alternative that best completes the statement or answers the question. For example:

Sample Multiple-Choice Item

*correct response

Advantages in Using Multiple-Choice Items

Multiple-choice items can provide...

• versatility in measuring all levels of cognitive ability.
• highly reliable test scores.
• scoring efficiency and accuracy.
• objective measurement of student achievement or ability.
• a wide sampling of content or objectives.
• a reduced guessing factor when compared to true-false items.
• different response alternatives which can provide diagnostic feedback.

Limitations in Using Multiple-Choice Items

Multiple-choice items...

• are difficult and time consuming to construct.
• lead an instructor to favor simple recall of facts.
• place a high degree of dependence on the student's reading ability and instructor's writing ability.

Suggestions For Writing Multiple-Choice Test Items

Item alternatives.

13. Use at least four alternatives for each item to lower the probability of getting the item correct by guessing.

14. Randomly distribute the correct response among the alternative positions throughout the test having approximately the same proportion of alternatives a, b, c, d and e as the correct response.

15. Use the alternatives "none of the above" and "all of the above" sparingly. When used, such alternatives should occasionally be used as the correct response.

A true-false item can be written in one of three forms: simple, complex, or compound. Answers can consist of only two choices (simple), more than two choices (complex), or two choices plus a conditional completion response (compound). An example of each type of true-false item follows:

Sample True-False Item: Simple

Sample true-false item: complex, sample true-false item: compound, advantages in using true-false items.

True-False items can provide...

• the widest sampling of content or objectives per unit of testing time.
• an objective measurement of student achievement or ability.

Limitations In Using True-False Items

True-false items...

• incorporate an extremely high guessing factor. For simple true-false items, each student has a 50/50 chance of correctly answering the item without any knowledge of the item's content.
• can often lead an instructor to write ambiguous statements due to the difficulty of writing statements which are unequivocally true or false.
• do not discriminate between students of varying ability as well as other item types.
• can often include more irrelevant clues than do other item types.
• can often lead an instructor to favor testing of trivial knowledge.

Suggestions For Writing True-False Test Items

In general, matching items consist of a column of stimuli presented on the left side of the exam page and a column of responses placed on the right side of the page. Students are required to match the response associated with a given stimulus. For example:

Sample Matching Test Item

Advantages in using matching items.

Matching items...

• require short periods of reading and response time, allowing you to cover more content.
• provide objective measurement of student achievement or ability.
• provide highly reliable test scores.
• provide scoring efficiency and accuracy.

Limitations in Using Matching Items

• have difficulty measuring learning objectives requiring more than simple recall of information.
• are difficult to construct due to the problem of selecting a common set of stimuli and responses.

Suggestions for Writing Matching Test Items

5.  Keep matching items brief, limiting the list of stimuli to under 10.

6.  Include more responses than stimuli to help prevent answering through the process of elimination.

7.  When possible, reduce the amount of reading time by including only short phrases or single words in the response list.

The completion item requires the student to answer a question or to finish an incomplete statement by filling in a blank with the correct word or phrase. For example,

Sample Completion Item

According to Freud, personality is made up of three major systems, the _________, the ________ and the ________.

Advantages in Using Completion Items

Completion items...

• can provide a wide sampling of content.
• can efficiently measure lower levels of cognitive ability.
• can minimize guessing as compared to multiple-choice or true-false items.
• can usually provide an objective measure of student achievement or ability.

Limitations of Using Completion Items

• are difficult to construct so that the desired response is clearly indicated.
• are more time consuming to score when compared to multiple-choice or true-false items.
• are more difficult to score since more than one answer may have to be considered correct if the item was not properly prepared.

Suggestions for Writing Completion Test Items

7.  Avoid lifting statements directly from the text, lecture or other sources.

8.  Limit the required response to a single word or phrase.

The essay test is probably the most popular of all types of teacher-made tests. In general, a classroom essay test consists of a small number of questions to which the student is expected to demonstrate his/her ability to (a) recall factual knowledge, (b) organize this knowledge and (c) present the knowledge in a logical, integrated answer to the question. An essay test item can be classified as either an extended-response essay item or a short-answer essay item. The latter calls for a more restricted or limited answer in terms of form or scope. An example of each type of essay item follows.

Sample Extended-Response Essay Item

Explain the difference between the S-R (Stimulus-Response) and the S-O-R (Stimulus-Organism-Response) theories of personality. Include in your answer (a) brief descriptions of both theories, (b) supporters of both theories and (c) research methods used to study each of the two theories. (10 pts.  20 minutes)

Sample Short-Answer Essay Item

Identify research methods used to study the S-R (Stimulus-Response) and S-O-R (Stimulus-Organism-Response) theories of personality. (5 pts.  10 minutes)

Advantages In Using Essay Items

Essay items...

• are easier and less time consuming to construct than are most other item types.
• provide a means for testing student's ability to compose an answer and present it in a logical manner.
• can efficiently measure higher order cognitive objectives (e.g., analysis, synthesis, evaluation).

Limitations In Using Essay Items

• cannot measure a large amount of content or objectives.
• generally provide low test and test scorer reliability.
• require an extensive amount of instructor's time to read and grade.
• generally do not provide an objective measure of student achievement or ability (subject to bias on the part of the grader).

Suggestions for Writing Essay Test Items

4.  Ask questions that will elicit responses on which experts could agree that one answer is better than another.

5.  Avoid giving the student a choice among optional items as this greatly reduces the reliability of the test.

6.  It is generally recommended for classroom examinations to administer several short-answer items rather than only one or two extended-response items.

Suggestions for Scoring Essay Items

Examples essay item and grading models.

"Americans are a mixed-up people with no sense of ethical values. Everyone knows that baseball is far less necessary than food and steel, yet they pay ball players a lot more than farmers and steelworkers."

WHY? Use 3-4 sentences to indicate how an economist would explain the above situation.

Analytical Scoring

Global quality.

Assign scores or grades on the overall quality of the written response as compared to an ideal answer. Or, compare the overall quality of a response to other student responses by sorting the papers into three stacks:

Read and sort each stack again divide into three more stacks

In total, nine discriminations can be used to assign test grades in this manner. The number of stacks or discriminations can vary to meet your needs.

• Try not to allow factors which are irrelevant to the learning outcomes being measured affect your grading (i.e., handwriting, spelling, neatness).
• Read and grade all class answers to one item before going on to the next item.
• Read and grade the answers without looking at the students' names to avoid possible preferential treatment.
• Occasionally shuffle papers during the reading of answers to help avoid any systematic order effects (i.e., Sally's "B" work always followed Jim's "A" work thus it looked more like "C" work).
• When possible, ask another instructor to read and grade your students' responses.

Another form of a subjective test item is the problem solving or computational exam question. Such items present the student with a problem situation or task and require a demonstration of work procedures and a correct solution, or just a correct solution. This kind of test item is classified as a subjective type of item due to the procedures used to score item responses. Instructors can assign full or partial credit to either correct or incorrect solutions depending on the quality and kind of work procedures presented. An example of a problem solving test item follows.

Example Problem Solving Test Item

It was calculated that 75 men could complete a strip on a new highway in 70 days. When work was scheduled to commence, it was found necessary to send 25 men on another road project. How many days longer will it take to complete the strip? Show your work for full or partial credit.

Advantages In Using Problem Solving Items

Problem solving items...

• minimize guessing by requiring the students to provide an original response rather than to select from several alternatives.
• are easier to construct than are multiple-choice or matching items.
• can most appropriately measure learning objectives which focus on the ability to apply skills or knowledge in the solution of problems.
• can measure an extensive amount of content or objectives.

Limitations in Using Problem Solving Items

• require an extensive amount of instructor time to read and grade.
• generally do not provide an objective measure of student achievement or ability (subject to bias on the part of the grader when partial credit is given).

Suggestions For Writing Problem Solving Test Items

6.  Ask questions that elicit responses on which experts could agree that one solution and one or more work procedures are better than others.

7.  Work through each problem before classroom administration to double-check accuracy.

A performance test item is designed to assess the ability of a student to perform correctly in a simulated situation (i.e., a situation in which the student will be ultimately expected to apply his/her learning). The concept of simulation is central in performance testing; a performance test will simulate to some degree a real life situation to accomplish the assessment. In theory, a performance test could be constructed for any skill and real life situation. In practice, most performance tests have been developed for the assessment of vocational, managerial, administrative, leadership, communication, interpersonal and physical education skills in various simulated situations. An illustrative example of a performance test item is provided below.

Sample Performance Test Item

Assume that some of the instructional objectives of an urban planning course include the development of the student's ability to effectively use the principles covered in the course in various "real life" situations common for an urban planning professional. A performance test item could measure this development by presenting the student with a specific situation which represents a "real life" situation. For example,

An urban planning board makes a last minute request for the professional to act as consultant and critique a written proposal which is to be considered in a board meeting that very evening. The professional arrives before the meeting and has one hour to analyze the written proposal and prepare his critique. The critique presentation is then made verbally during the board meeting; reactions of members of the board or the audience include requests for explanation of specific points or informed attacks on the positions taken by the professional.

The performance test designed to simulate this situation would require that the student to be tested role play the professional's part, while students or faculty act the other roles in the situation. Various aspects of the "professional's" performance would then be observed and rated by several judges with the necessary background. The ratings could then be used both to provide the student with a diagnosis of his/her strengths and weaknesses and to contribute to an overall summary evaluation of the student's abilities.

Advantages In Using Performance Test Items

Performance test items...

• can most appropriately measure learning objectives which focus on the ability of the students to apply skills or knowledge in real life situations.
• usually provide a degree of test validity not possible with standard paper and pencil test items.
• are useful for measuring learning objectives in the psychomotor domain.

Limitations In Using Performance Test Items

• are difficult and time consuming to construct.
• are primarily used for testing students individually and not for testing groups. Consequently, they are relatively costly, time consuming, and inconvenient forms of testing.
• generally do not provide an objective measure of student achievement or ability (subject to bias on the part of the observer/grader).

Suggestions For Writing Performance Test Items

• Prepare items that elicit the type of behavior you want to measure.
• Clearly identify and explain the simulated situation to the student.
• Make the simulated situation as "life-like" as possible.
• Provide directions which clearly inform the students of the type of response called for.
• When appropriate, clearly state time and activity limitations in the directions.
• Adequately train the observer(s)/scorer(s) to ensure that they are fair in scoring the appropriate behaviors.

III. TWO METHODS FOR ASSESSING TEST ITEM QUALITY

This section presents two methods for collecting feedback on the quality of your test items. The two methods include using self-review checklists and student evaluation of test item quality. You can use the information gathered from either method to identify strengths and weaknesses in your item writing. 

Checklist for Evaluating Test Items

EVALUATE YOUR TEST ITEMS BY CHECKING THE SUGGESTIONS WHICH YOU FEEL YOU HAVE FOLLOWED.  

Grading Essay Test Items

Student evaluation of test item quality , using ices questionnaire items to assess your test item quality .

The following set of ICES (Instructor and Course Evaluation System) questionnaire items can be used to assess the quality of your test items. The items are presented with their original ICES catalogue number. You are encouraged to include one or more of the items on the ICES evaluation form in order to collect student opinion of your item writing quality.

IV. ASSISTANCE OFFERED BY THE CENTER FOR INNOVATION IN TEACHING AND LEARNING (CITL)

The information on this page is intended for self-instruction. However, CITL staff members will consult with faculty who wish to analyze and improve their test item writing. The staff can also consult with faculty about other instructional problems. Instructors wishing to acquire CITL assistance can contact [email protected] . 

V. REFERENCES FOR FURTHER READING

Ebel, R. L. (1965). Measuring educational achievement . Prentice-Hall. Ebel, R. L. (1972). Essentials of educational measurement . Prentice-Hall. Gronlund, N. E. (1976). Measurement and evaluation in teaching (3rd ed.). Macmillan. Mehrens W. A. & Lehmann I. J. (1973). Measurement and evaluation in education and psychology . Holt, Rinehart & Winston. Nelson, C. H. (1970). Measurement and evaluation in the classroom . Macmillan. Payne, D. A. (1974).  The assessment of learning: Cognitive and affective . D.C. Heath & Co. Scannell, D. P., & Tracy D. B. (1975). Testing and measurement in the classroom . Houghton Mifflin. Thorndike, R. L. (1971). Educational measurement (2nd ed.). American Council on Education.

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TIP Sheet HOW TO TAKE ESSAY TESTS

There are basically two types of exams:

Objective - requires answers of a word or short phrase, or the selection of an answer from several available choices that are provided on the test . Essay - requires answers to be written out at some length. The student functions as the source of information.

An essay exam requires you to see the significance and meaning of what you know. It tests your knowledge and understanding of the subject and your skill in reading and writing. To be successful on an essay exam, you must:

• Prove immediately that you know the material.
• Make your meaning unmistakably clear.
• Employ a reasonable organization and show sufficient thought development.
• Make every word count.
• Be specific.
• Use your own voice and style.

When you are writing an essay as part of an exam, all this must be done within what amounts to a first draft written in a very limited amount of time. As with all writing, if you think of your essay as being produced in three stages, you can tackle the test in an organized fashion. The three stages are pre-writing, writing, and revision. Suggestions for each of these stages follow.

The last section addresses preparation for essay exams. PRE-WRITING

Your first impulse in a writing exam is probably to read the question and start writing immediately, especially when you see those seconds ticking away on the clock. RESIST THAT IMPULSE! You can't successfully address the subject until you know precisely what you're required to do, you understand and have thought about the subject, and you are organized in how you approach the specific points you wish to make in your answer. 1.  Understanding what to do:

• When you get your copy of the exam, read through to make sure you understand what is expected of you. FOLLOW THE INSTRUCTIONS EXACTLY!
• Underline or circle key words that direct the approach your answer should take. Some of the most common key words are:

Agree/Disagree : State your position and support it with facts Comment or Evaluate: State your position and support it with facts, discussing the issue and its merits. Analyze : Break down into all the parts or divisions looking at the relationships between them. Compare/Contrast : Show differences and similarities. Describe/Discuss : Examine in detail. Explain : Tell why something is as it is. Illustrate : Give examples and relate them to the statement in question. Prove/Defend : Demonstrate why something is true. Interpret : Explain the significance or meaning of something. List/State : Make a list of points or facts. Summarize : Hit the high points.

2.  Understanding the subject

• When you are confident that you understand the instructions, direct your attention to the topic.
• Collect your ideas.
• Formulate a thesis. Make sure it is a strong, concise statement that specifically addresses the question.
• Think of as many specific details and facts as you can that support the thesis.

3.  Getting organized

• Jot your ideas down on paper, in very brief format.
• Evaluate your ideas in light of the question. Ask yourself repeatedly: "Does this apply to the question I'm supposed to answer?" Select only those ideas most relevant to your purpose.
• Number your ideas in order of appropriate sequence (first step to last step, most important to least important, etc.)

1.  Remember your thesis. Now stick to it, referring back to it periodically throughout your essay. This gives your essay unity and coherence, and helps insure that you are not digressing. 2.  Write in an orderly fashion. If you suddenly think of a new point, jot it down in a margin or on scratch paper until you find an appropriate place for it. Don't just put it into the middle of what you were writing. 3. Avoid:

• Repeating, in other words, what you have already said.
• Digressing into material that does not answer the question.
• Language that is too broad or general. Be specific.
• Bluffing. This far too common practice of using elegant but empty language to conceal ignorance or lack of effort rarely works, and often irritates the reader(s).
• Write as legibly as you can. If you want, write on every other line so you have room to add later. When you want to cross something off, simply draw a straight line through it. This is much better than scribbling out an entire passage.
• If you run out of time, simply write "Ran out of time" at the close of the essay. This is much better than adding a hurriedly tacked on, and possibly incoherent, conclusion.

Essay examinations are difficult because of the time pressures, yet you should always try to leave a few minutes at the end to proofread your essay. 1.  Ask yourself, before you hand in the essay:

• Did I provide the information requested? That is, did I "explain" or "define" as the directions asked?
• Is the answer simply, clearly, and logically organized?
• Do I stick to my thesis statement? Is there unnecessary information in here?
• Did I proofread to check content and/or mechanical errors?

2.  Proofreading:

• Gives you a chance to catch and correct errors in content.
• Gives you a chance to correct your mechanical errors.
• Allows you to add material that may have occurred to you after writing the essay.

3.  You should proofread for:

• Complete sentences (watch for fragments, comma-splices, and run-ons).
• Words omitted, or one word used when you meant another.
• Logical transitions between sentences and paragraphs.
• Unnecessary repetition of words or ideas.
• Spelling errors.

3.  Essay type tests depend a great deal on your basic writing skills - organization, punctuation, grammar, and spelling. If your answer is not clearly written, your instructor won't be able to find it! Here are some basic guidelines to keep in mind as you take an essay test:

• Read the directions carefully! Read every part of the directions!
• Give yourself time to answer each question. Quickly look over the entire exam and budget your time per question accordingly.
• Above all, stay calm. You are being asked to show competence, not perfection.
• If you are not too sure about one question, leave it and go back.
• When given a choice, answer the questions you know best.
• State your points and support ideas clearly - don't make the instructor have to look for them.
• Go back to check and proofread all of your answers.

PREPARING FOR ESSAY EXAMS

WRITING A SUCCESSFUL ESSAY EXAM BEGINS ON DAY ONE 1.  Study regularly as you go along.

• Take careful lecture notes.
• Read all material when assigned.
• Become familiar with vocabulary.
• Keep a study list of all main ideas.

2.  Final preparation

• Review lecture notes and reading material.
• Find a classmate or friend willing to talk over key ideas and implications.
• Try to anticipate questions . This is very important!  Use your lecture notes to zero in on points that the instructor emphasized.
• Think through the material and write up the best possible essay questions you can.
• Then answer those questions.
• Pinpoint key points that you would like to make when answering each question.
• Put your answer into outline form or write it out completely.
• For each potential test question, use mnemonics or other memory techniques to move the information to your long-term memory for the exam.
• Create a list of the clue words for each point you wish to make.
• Create a mnemonic device to memorize those points.

3.  Come to the exam confident that you have something specific to say on all possible topics. KEY WORDS COMMONLY FOUND ON ESSAY EXAMS

Compare: Look for qualities or characteristics that resemble each other. Emphasize similarities among them, but in some cases also mention differences.

Contrast: Stress the dissimilarities, differences, or unlikenesses of things, qualities, events, or problems.

Criticize: Express your judgement about the merit or truth of the factors or views mentioned. Give the results of your analysis of these factors, discussing their limitations and good points.

Define: Give concise, clear, and authoritative meanings. Don't give details, but make sure to give the limits of the definitions. Show how the thing you are defining differs from things in other classes.

Describe: Recount, characterize, sketch, or relate in sequence or story form.

Diagram: Give a drawing, chart, plan, or graphic answer. Usually you should label a diagram. In some cases, add a brief explanation or description.

Discuss: Examine, analyze carefully, and give reasons pro and con. Be complete, and give details.

Enumerate: Write in list or outline form, giving points concisely one by one.

Evaluate: Carefully appraise the problem, citing both advantages and limitations. Emphasize the appraisal of authorities and, to lesser degree, your personal evaluation.

Explain: Clarify, interpret, and spell out the material you present. Give reasons for differences of opinion or of results, and try to analyze causes.

Illustrate: Use a figure, picture, diagram, or concrete example to explain or clarify a problem.

Interpret: Translate, give examples of, solve, or comment on, a subject, usually giving your judgment about it.

Justify: Prove or give reasons for decisions or conclusions, taking pains to be convincing.

List: As in "enumerate," write an itemized series of concise statements.

Outline: Organize a description under main points and subordinate points, omitting minor details and stressing the arrangement or classification of things.

Prove: Establish that something is true by citing factual evidence or giving clear logical reasons.

Relate: Show how things are related to, or connected with, each other or how one causes another, or is like another.

Review: Examine a subject critically, analyzing and commenting on the important statements to be made about it.

Sketch: means "break down into its component parts."

State: Present the main points in brief, clear sequence, usually omitting details, illustrations, or examples.

Summarize: Give the main points or facts in condensed form, like the summary of a chapter, omitting details and illustrations.

Trace: In narrative form describe progress, development, or historical events from some point of origin.

Identify or characterize: means "distinguish this term, or this person from all others that are similar." Both are clear injunctions to be as specific as possible.

Illustrate or exemplify: means "giving examples," showing thereby, rather than by definition, that you understand the concept. TRANSITIONAL WORDS AND PHRASES

To achieve unity and coherence, writers use transitional words and phrases. Transitional expressions clarify the relationships between clauses, sentences, and paragraphs, helping guide the readers along. The following is a partial list of transitional expressions.

To Add or Show Sequence: again, also, and, and then, besides, equally important, finally, first, further, furthermore, in addition, in the first place, last, moreover, next, second, still, too

To Compare: also, in the same way, likewise, similarly

To Contrast: although, and yet, but, but at the same time, despite, even so, even though, for all that, however, in contrast, in spite of, nevertheless, notwithstanding, on the contrary, on the other hand, regardless, sill, though, whereas, yet

To Give Examples or Intensify: after all, an illustration of, even, for example, for instance, indeed, in fact, it is true, of course, specifically, that is, to illustrate, truly

To Indicate Place: above, adjacent to, below, elsewhere, farther on, here, near, nearby, on the other side, opposite to, there, to the east, to the left

To Indicate Time: after a while, afterward, as long as, as soon as, at last, at length, at that time, before, earlier, formerly, immediately, in the meantime, in the past, lately, later, meanwhile, now, presently, shortly, simultaneously, since, so far, soon, subsequently, then, thereafter, until, until now, when

To Repeat Summarize or Conclude: all in all, altogether, as has been said, in brief, in conclusion in other words, in particular, in short, in simpler terms, in summary, on the whole,that is, therefore, to put it differently, to summarize

To Show Cause or Effect: accordingly, as a result, because, consequently, for this purpose, hence, otherwise, since, then, therefore, thereupon, this, to this end, with this object.

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How to Study for Objective Test Questions

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• M.Ed., Education Administration, University of Georgia
• B.A., History, Armstrong State University

Objective test questions are those that require a specific answer. An objective question usually has only one potential correct answer (although there may be some room for answers that are close), and they leave no room for opinion. Objective test questions differ from subjective test questions, which have more than one potential correct answer and sometimes have room for a justified opinion.

Objective test questions may be constructed as a list of possible answers, requiring the students to recognize the correct one from the list. These questions include matching , true/false , and multiple choice . Other objective test questions, like fill-in-the-blank questions, require that the student recall the correct answer from memory.

How to Study for Objective Questions

Objective questions with short, specific answers require memorization. Flashcards are a helpful tool for this process. However, students should not stop with memorizing terms and definitions, as memorization is only the first step. As a student, you must gain a deeper understanding of each term or concept in order to understand why some potential multiple choice answers are incorrect.

Imagine that you need to know the effects of the Emancipation Proclamation for your history test. To succeed on the test, It is not enough to remember what the proclamation did accomplish. You must also consider what this executive order did not do.

For example, you should know that the proclamation was not a law and that its impact was limited. This knowledge will help you predict which wrong answers might be presented on the test and will enable you to outsmart any trick questions.

Because you should go beyond memorizing answers for your test terms, you should team up with a study partner  and create your own multiple choice practice test. Each of you should write out one right and several wrong answers. Then, you should discuss why each potential answer is correct or incorrect.

Tackling Objective Test Questions

Ideally, you have studied hard and you know all the answers. Realistically, however, there will be some questions that you find a little tricky. Sometimes, a multiple choice question will have two answers that you can’t quite decide between. Don’t be afraid to skip these questions and answer the ones you feel most confident about first. That way, you know what questions you need to spend a little more time on. The same goes for matching style tests. Eliminate all the options you know are wrong and mark out the answers you've already used. This process will make the remaining answers a little easier to identify.

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Academic Development Centre

Objective tests (short-answer and multiple choice questions), using objective tests to assess learning, introduction.

Objective tests are questions whose answers are either correct or incorrect. They tend to be better at testing 'low order' thinking skills, such as memory, basic comprehension and perhaps application (of numerical procedures for example) and are often (though not necessarily always) best used for diagnostic assessment. However, this still affords a great variety of both textual and numerical question types including, but not limited to: calculations and mathematical derivations, mcqs, fill-in-the-blanks questions and short essay (short answer) questions.

LSE (2019).

In brief, objectives tests are written tests that require the learner to select the correct answer from among one or more of options or complete statements or perform relatively simple calculations.

What can objective tests assess?

Objective tests are useful to check that learners are coming to terms with the basics of the subject in order that they have a firm foundation and knowledge. They are useful because:

• can test a wide sample of the curriculum in a short time
• can be marked easily; technology can assist with this
• less reliance on language skills of the students
• useful for diagnostic purposes: gaps and muddled ideas can be resolved.

The drawbacks are:

• students can guess rather than know
• the random nature of the questions does not help build mental maps and networks
• writing good questions is not easy
• they tend to focus on lower-order processes: recall rather than judge, explain rather than differentiate.

Short-answer

Short answer questions (SAQs) tend to be open-ended questions (in contrast to MCQ) and are designed to elicit a direct response from students. SAQs can be used to check knowledge and understanding, support engagement with academic literature or a particular case study and to encourage a progressive form of learning. They can be used in both formative and summative assessment. SAQs may take a range of different forms such as short descriptive or qualitative single sentence answers, diagrams or graphs with explanations, filling in missing words in a sentence, list of answers. As the name suggests, the answer is usually short. Gordon (2015, p.39)

Depending on the type of question, marking may simply involve checking against a list of correct answers. Alternatively a set of criteria may be used based:

• factual knowledge about a topic: have the questions been answered correctly?
• numerical answers: will marks be given on the process as well as the product answer?
• writing style: importance of language, structure, accuracy of grammar and spelling?

How to design good questions:

• express the questions in clear language
• ensure there is only one correct answer per question
• state how the question should be answered
• direct questions are better than the sentence completion
• for numerical questions be clear about marks for process as well as product and whether units are part of the answer
• be prepared to accept other answers; some of which you may not have predicted.

Multiple choice questions (MCQ)

The Centre for Teaching Excellence (no date) provides useful advice for designing questions including illustrative examples. Those guidelines are paraphrased and enhanced here for convenience.

Definition: A multiple-choice question is composed of three parts: a stem [that identifies the question or problem] and a set of possible answers that contains a key [that is the best answer to the question] and a number of distractors [that are plausible but incorrect answers to the question].

Students may perceive MCQs as requiring memorisation rather than more analytical engagement with material. If the aim is to encourage a more nuanced understanding of the course content, questions should be designed that require analysis. For example, students could be presented with a case study followed by MCQs which ask them to make judgements about aspects of the brief or to consider the application of certain techniques or theories to a scenario.

The selection of the best answer can be focused on higher-order thinking and require application of course principles, analysis of a problem, or evaluation of alternatives, thus testing students’ ability to do such thinking. Designing alternatives that require a high level of discrimination can also contribute to multiple choice items that test higher-order thinking.

When planning to write questions:

General strategies

• multiple-choice question tests are challenging and time-consuming to create; write a few questions, after a lecture when the course material is still fresh in your mind
• instruct students to select the best answer rather than the correct answer ; by doing this, you acknowledge the fact that the distractors may have an element of truth to them
• use familiar language; students are likely to dismiss distractors with unfamiliar terms as incorrect
• avoid giving verbal association clues from the stem in the key. If the key uses words that are very similar to words found in the stem, students are more likely to pick it as the correct answer
• avoid trick questions. Questions should be designed so that students who know the material can find the correct answer
• avoid negative wording.

Designing stems

• ask yourself if the students would be able to answer the question without looking at the options. If so, it is a good stem
• put all relevant material in the stem
• eliminate excessive wording and irrelevant information from the stem

Designing answers

• limit the number of answers; between three and five is good
• make sure there is only one best answer
• make the distractors appealing and plausible
• make the choices grammatically consistent with the stem
• randomly distribute the correct response.

There are a number of packages that can analyse the results from MCQ tests for reliability and validity. Using the questions for formative purposes can generate the data needed and so pilot questions prior to their use for summative tests. In addition to asking student to give an answer we can also ask for their confidence rating - how sure they are about the answer they are giving. This not only reduces guessing, but also provides feedback to the learner about the extent of their comprehension / understanding.

Using online packages to administer the test allows instant feedback. Once a student has selected an answer they can be told if they are correct or not and be given an explanation of their mistake. Some of these packages select questions on the basis of previous results rather than randomly, which allow a check on whether the learner is gaining from the feedback provided [adaptive testing].

Diversity & inclusion

There is some evidence that males perform better than females in MCQ examinations as they are more willing to guess. Using MCQs for formative rather than summative purposes resolves this. Using short answer questions reduces reliance on language and so is more inclusive for those working in a second language.

Academic integrity

If used for summative purposes one needs to maintain the integrity of the question banks by not allowing copies out of examination room.

When used online it is important to have a large question bank to enable random generation of tests. (Click here for further guidance on academic integrity .)

When used outside of in-person exam conditions assessment may become less secure, as online working could facilitate collusion, or contract cheating, or the use of AI. Randomly generated questions (with different questions or questions in a different order) might mitigate against collusion.

Student and staff experience

Short answer.

Students: are often more familiar with the practice and feel less anxious than many other assessment methods.

Staff: short answer questions are relatively fast to mark and can be marked by different assessors, as long as the questions are set in such a way that all answers can be considered by the assessors. AI can support feedback generation.

They are also relatively easy to set.

Multiple choice questions

Students: good to enable self-assessment, particularly online e when the feedback is instant

Staff: are quick to mark, and be grouped into re-usable questions banks and efficient approach to testing large numbers of students.

Tests lower levels of learning and may encourage surface approaches to learning. Rather like mcqs, to make this approach test higher levels it is the structure of the questions that becomes more complex rather than the content of the question itself.

If short answer questions are to be used in summative assessment they tend to be used alongside longer essays and other longer forms of assessment and thus time management is crucial.

It is very important to be very clear about the type of answers that you expect because these are open-ended and students are free to answer any way they choose; short-answer questions can lead to long answers if you are not careful.

It is challenging to write questions that test higher order learning; the question structure tends to become more complex rather more than the content being tested (see Question Pro in Useful resources below). Students need practice before taking a summative mcq examination so that they are being tested on their knowledge of the material and not on their understanding of the question type.

Taking full advantage of the feedback may be more time consuming for students than actually answering questions; but this is one of their strengths.

Multiple choice question writing is expensive in terms of time, but once a good item bank has been established then the use of the questions, and their marking, is of low demand in terms of time.

Short answer questions are relatively fast to mark and can be marked by different assessors, as long as the questions are set in such a way that all alternative answers can be considered by the assessors.

Useful resources

Multiple Choice

Question Pro: Multiple choice questions.

https://www.questionpro.com/article/multiple-choice-questions.html

Moodle Docs

https://docs.moodle.org/37/en/Multiple_Choice_question_type

Vanderbilt University, Center for Teaching. Writing Good Multiple Choice Test Questions

https://cft.vanderbilt.edu/guides-sub-pages/writing-good-multiple-choice-test-questions/Ce

Short Answer

Open University: Types of assignment: Short answer questions

https://help.open.ac.uk/short-answer-questions

Moodle docs: short-answer question types

https://docs.moodle.org/37/en/Short-Answer_question_type

Annotated bibliography

Class participation

Concept maps

Essay variants: essays only with more focus

• briefing / policy papers
• research proposals
• articles and reviews
• essay plans

Film production

Laboratory notebooks and reports

Objective tests

• short-answer
• multiple choice questions

Oral presentations

Patchwork assessment

Creative / artistic performance

• learning logs
• learning blogs

Simulations

Work-based assessment

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Most tests are a form of summative assessment; that is, they measure students’ performance on a given task. (For more information on summative assessment, see the CITL resource on  formative and summative assessment .) McKeachie (2010) only half-jokes that “Unfortunately, it appears to be generally true that the examinations that are the easiest to construct are the most difficult to grade.” The inverse is also true: time spent constructing a clear exam will save time in the grading of it.

Closed-answer or “objective” tests

By “objective” this handbook refers to tests made up of multiple choice (or “multi-op”), matching, fill-in, true/false, fill-in-the-blank, or short-answer items as objective tests. Objective tests have the advantages of allowing an instructor to assess a large and potentially representative sample of course material and allow for reliable and efficient scoring. The disadvantages of objective tests include a tendency to emphasize only “recognition” skills, the ease with which correct answers can be guessed on many item types, and the inability to measure students’ organization and synthesis of material

Since the practical arguments for giving objective exams are compelling, we offer a few suggestions for writing multiple-choice items. The first is to find and adapt existing test items. Teachers’ manuals containing collections of items accompany many textbooks. However, the general rule is “adapt rather than adopt.” Existing items will rarely fit your specific needs; you should tailor them to more adequately reflect your objectives.

Objective-answer tests can be constructed to require students to apply concepts, or synthesize and analyze data and text. Consider using small “cases studies,” problems or situations. Provide a small collection of data, such as a description of a situation, a series of graphs, quotes, a paragraph, or any cluster of the kinds of raw information that might be appropriate material for the activities of your discipline. Then develop a series of questions based on that material, the answers to which require students to process and think through the material and question significantly before answering.

Here are a few additional guidelines to keep in mind when writing multiple-choice tests:

• As much of the question as possible should be included in the stem.
• Make sure there is only one clearly correct answer (unless you are instructing students to select more than one).
• Make sure the correct answer is not given away by its being noticeably shorter, longer, or more complex than the distractors.
• Make the wording in the response choices consistent with the item stem.
• Beware of using answers such as “none of these” or “all of the above.”
• Use negatives sparingly in the question or stem; do not use double negatives.
• Beware of using sets of opposite answers unless more than one pair is presented (e.g., go to work, not go to work).

Essay exams

Conventional wisdom accurately portrays short-answer and essay examinations as the easiest to write and the most difficult to grade, particularly if they are graded well. You should give students an exam question for each crucial concept that they must understand.

If you want students to study in both depth and breadth, don't give them a choice among topics. This allows them to choose not to answer questions about those things they didn’t study. Instructors generally expect a great deal from students, but remember that their mastery of a subject depends as much on prior preparation and experience as it does on diligence and intelligence; even at the end of the semester some students will be struggling to understand the material. Design your questions so that all students can answer at their own levels.

The following are some suggestions that may enhance the quality of the essay tests that you produce

• Have in mind the processes that you want measured (e.g., analysis, synthesis).
• Start questions with words such as “compare,” “contrast,” “explain why.” Don’t use “what,” “when,” or “list.” (These latter types are better measured with objective-type items).
• Write items that define the parameters of expected answers as clearly as possible.
• Make sure that the essay question is specific enough to invite the level of detail you expect in the answer. A question such as “Discuss the causes of the American Civil War,” might get a wide range of answers, and therefore be impossible to grade reliably. A more controlled question would be, “Explain how the differing economic systems of the North and South contributed to the conflicts that led to the Civil War.
• Design the question to prompt students’ organization of the answer. For example, a question like “Which three economic factors were most influential in the formation of the League of Nations?”
• Don’t have too many questions for the time available.
• For take-home exams, indicate whether or not students may collaborate and whether the help of a Writing Tutorial Services tutor is permissible.

Grading essay exams

A more detailed discussion of grading student work is offered in  evaluating student written work  and applies to handling essay exams as well.

However, unlike formal essays, essay exams are usually written in class under a time limit; they often fall at particularly busy times of the year like mid-term and finals week. Consequently, they are differently stressful for students, and as a result you may encounter errors and oversights that do not appear in formal essays. Similarly, it is not unusual to find essays that do not provide responses we have anticipated.

Your grading changes in response. Adjustments to the grading scale may be necessary in light of exam essays that provide answers you had not anticipated. Comments may be briefer, and focused primarily on the product students have produced; that is, exams do not require suggestions for revision.

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Essay Test vs Objective Test

An essay item is one in which the examinee relies upon his memory and past associations to answer the questions in a few words only. Since such items can be answered in whatever manner one likes and these items are also known as free answer items.

Essay items are most appropriate for measuring higher mental processes which involve the process of synthesis, analysis, evaluation, organization and criticism of the events of the past. Essay tests are thus suitable for measuring traits like critical thinking, originality and the ability to integrate synthesis or analyze different events.

Types of essay items

Essay items are of two types

• Short answer types
• Long answer type / Extended answer essay type

A short answer essay item is one where the examinee supplies the answer In one or two lines and is usually concerned with one central concept.

A long answer essay item is one where the examinee’s answer comprises several sentences. Such an item is usually concerned with more than one central concept.

Suggestions for Writing Good Essay Items

1 – An essay item must contain explicitly defined problems usually essay items are intended to measure the higher mental process as such its essential that they contain problems in clear cut and explicit terms so that every examinee interprets them in more or less the same way. Therefore, essay item is set to be not valid if its interpretation varies among examinees

2 – It must contain such problems whose answers are not very wide. In case a student is asked to answer a problem with a larger content area. He may start writing whatever he knows without making any discrimination in such a situation he may not write about the facts or information needed by the item, thus lowering the validity of the essay item.

3 – Essay items must have clear cut directions or instructions for the examinees the instruction should indicate the total time to be spent on any particular test item. What type of information is required and the likely weight age to be given to each item so that the examinee may pick up the relative importance of the essay questions and accordingly adjust the length of the answer.

4 – Sufficient time should be allowed in the construction of essay items such items measure the higher mental processes and in order that they actually measure what they intend to measure. It is essential that essay items are carefully worded and ordered so that all the items can be interrupted in the same way.

Difference between Essay tests and Objective Tests

1 – In essay items the examinee writes the answer in her/his own words whereas the in objective type of tests the examinee selects the correct answer from the among several given alternatives.

2 – Thinking and writing are important in essay tests whereas reading and thinking are important in objective type tests. In essay tests the examinee answers the questions in several lines. S/he critically thinks over the problems posed by the questions and arranges the idea in sequence and expresses them in writing. In objective type the examinee doesn’t have to write in many cases. He is simply asked to put a tick/mark. However, in order to make a correct choice he is required to read both the stem as well as the alternative answers very carefully and then critically think and decide.

3 – It is difficult to score objectivity and accurately in essay tests whereas in objective tests can be easily scored objectively and accurately.

4 – Essay tests are difficult to evaluate objectively and partially because the answers are not fixed like the answers of objective items because of the variability in the scorer judgment regarding the contents of the answers in the objective types of tests whether of the selection or supply type scoring can be done accurately because the answers are fixed in them. The scoring will also be objective because when the answers are fixed there will obviously be complete interpersonal agreement among the students.

5 – In objective type tests the quality of the item is dependent upon the skill of the test constructor but in essay test the quality of the item is dependent upon the scorer’s skill. Writing item for an objective type test is a relatively difficult task. Only a skilled test constructor can write good objective items. The quality of the test items are bound to suffer. If the test constructor lacks skill in writing items as well as limited knowledge regarding the subject matter items in essay tests are easy to construct. A test constructor is even with a minimum knowledge of writing items can prepare relatively good essay items.

6 – Objective test items no matter how well they are constructed permit and encourage guessing by the examinee whereas essay test items no matter how well they are constructed permit and encourage bluffing by examinees. In objective type test items the probability of guessing can’t be fully nullified. The effect of the guessing is the inflation of the actual score obtained on the test. Guessing is the most obvious when the length of the test is short and the two alternative objectives form is used or when difficult alternative responses are included in multiple choice items or matching items and the length of the test is short.

7 – Assignment of numerical scores in essay test items is entirely in the hands of the scorer whereas assignment of numerical scores in objective type test items is entirely determined by the scoring key of the manual.

Common Points between Essay Tests and Objective Tests

Despite of all these differences following are the common points or main similarities that lie in essay test or objective test.

• An element of subjectivity is involved in both objective type as well as essay tests. In objective tests subjectivity is involved in writing the test items in selecting particular criterion for validation of the test. In essay tests subjectivity is involved in writing and selecting the items. The most obvious effect of the subjectivity in essay test is seen in scoring of the essay items.
• In both essay tests as well as objective type tests, emphasize is placed upon the objectivity in the interpretation of the test scores. By objectivity is meant the score must mean nearly the same to all observers or graders who have assigned it. If this is not so it means that the scoring lacks objectivity thus reducing the usefulness of the score.
• Any educational achievement such as the ability to spell the English words, proficiency in grammar, and performance in history, geography, and educational psychology can be measured through both the essay test and objective type tests.

When the intention is to measure critical thinking, originality and the organizational ability essay tests are preferred but when the intention is to measure the piecemeal knowledge in any subject, objective type tests are preferred.

However, this line of demarcation is fast vanishing now because objective items have been used effectively for measuring achievement representing, critical thinking and originality of the examinees. Likewise, essay items particularly short answer essay items have been successfully used in measuring achievement representing piecemeal knowledge of any subject.

• Tags: Essay Test , Essay Test vs Objective Test , Essay Writing , Objective Test , Subjective Test , Writing Good Essay

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Cognitive Domain — Bloom’s Taxonomy

The cognitive domain involves knowledge and the development of intellectual skills (Bloom et.al, 1956). Six major categories of cognitive domain of Bloom’s taxonomy are Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation.

Bloom’s Taxonomy of Educational Objectives

Bloom’s taxonomy is a classification system used to define and distinguish different levels of human cognition—i.e., thinking, learning, and understanding. Cognitive, Affective and Psychomotor domain.

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Objective type test: meaning, merits and limitations | statistics.

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After reading this article you will learn about:- 1. Meaning of Objective Type Test 2. Merits of Objective Type Test 3. Limitations 4. Construction.

Meaning of Objective Type Test:

Simply, an objective type test is one which is free from any subjective bias either from the tester or the marker. It refers to any written test that requires the examinee to select the correct answer from among one or more of several alternatives or supply a word or two and that demands an objective judgement when it is scored.

Objective-Centered Test/Objective based Test:

When questions are framed with reference to the objectives of instruction, the test becomes objective-based. This type of test may contain essay type and objective type test items.

An essay test may be objective-centered or objective-based, though it may be difficult to score it objectively. An objective type test, on the other hand, can always be scored objectively, though it may not be objective-centered if it is not planned with reference to the objectives of instruction.

Objective-type tests have two characteristics viz.:

1. They are pin-pointed, definite and so clear that a single, definite answer is expected.

2. They ensure perfect objectivity in scoring. The scoring will not vary from examiner to examiner.

Merits of Objective Type Test:

1. Objective type test gives scope for wider sampling of the content.

2. It can be scored objectively and easily. The scoring will not vary from time to time or from examiner to examiner.

3. This test reduces (a) the role of luck and (b) cramming of expected questions. As a result, there is greater reliability and better content validity.

4. This type of question has greater motivational value.

5. It possesses economy of time, for it takes less time to answer than an essay test. Comparatively, many test items can be presented to students. It also saves a let of time of the scorer.

6. It eliminates extraneous (irrelevant) factors such as speed of writing, fluency of expression, literary style, good handwriting, neatness, etc.

7. It measures the higher mental processes of understanding, application, analysis, prediction and interpretation.

8. It permits stencil, machine or clerical scoring. Thus scoring is very easy.

9. Linguistic ability is not required.

Limitations of Objective Type Test:

1. Objectives like ability to organise matter, ability to present matter logically and in a coherent fashion, etc., cannot be evaluated.

2. Guessing is possible. No doubt the chances of success may be reduced by the inclusion of a large number of items.

3. If a respondent marks all responses as correct, the result may be misleading.

4. Construction of the objective test items is difficult while answering them is quite easy.

5. They demand more of analysis than synthesis.

6. Linguistic ability of the testee is not at all tested.

7. Printing cost considerably greater than that of an essay test.

Guidelines for Constructing Better Objective Type Test Items:

To be a good item writer, one should have:

(a) A thorough understanding of the subject matter;

(b) A thorough understanding of the pupils tested;

(c) Perseverance; and

(d) A little creativity to prepare fertile kind of items.

It is of paramount importance for him to be cognizant of the pitfalls involved in writing objective type test items.

We shall now offer some general guidelines for the writing of objective type test items:

1. Each item must be clearly expressed i.e. there must be precision in writing the test items.

2. Test for important facts and knowledge and not for trivial details; e.g.,

(a) Give the name of the ship that Columbus was on when he discovered America.

(b) Give the date (and/or time) when Edison invented the light bulb.

These items test the ability to recall or supple trivial details and therefore are unsound.

3. Avoid ambiguous statements. Each item should be subjected to one and only one interpretation.

Rabindranath Tagore wrote Gitanjali in……….. The item is ambiguous because the examinee does not know whether the teacher wants to know the year, the date, the language or the place.

In which language did Rabindranath Tagore write Gitanjali?

4. Quantitative rather than qualitative words should be used. Words such as few, many, low, high, large, etc. are vague, indefinite, and, therefore, should be avoided.

TF Many people are literate in Orissa.

TF About 85% of the people are literate in Orissa.

5. Use good grammar and sentence structure to improve clarity.

TF In a triangle, whose one of the angle’s measure is 90°, the hypotenuse is equal to the square root of the sum of the squares of the other two sides.

TF In a right-angled triangle, the square on the hypotenuse is equal to the sum of the squares on the other two sides.

6. Avoid lifting statements verbatim from the text-book. The use of text book language in a test encourages a pupil to memorise rather than to understand the subject matter.

7. There should be only one correct answer.

Fill in the blank by inserting an operational symbol.

2……… 2 = 4

Here, some students may write +, others may write X.

8. Avoid negative questions whenever possible. An indiscriminate use of the negative should be avoided. It takes more time to answer.

TF The longitude of Bombay is not 73°E.

TF The longitude of Bombay is 73°E.

9. Directions to questions should be specific. Ambiguous wording and double negatives should be avoided in questions.

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• Merits and Demerits of Objective Type Test
• Types of Recall Type Test: Simple and Completion | Objective Test

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What is Essay Type Test

Back to: Measurement and Evaluation in Education B.ed Notes, M.A Notes, IGNOU Notes and Graduation Notes

The word essay has been derived from a French word ‘essayer’ which means ‘to try or to attempt’.

Definition of Essay Type Test

“Essay test is a test that requires the student to structure a rather long written response up to several paragraphs.” i.e. “the essay test refers to any written test that requires the examinee to write a sentence, a paragraph or longer passages.”

Characteristics of essay type test

• The length of the needed responses vary with regard to marks and time. For example, in bed papers, there are 10 mark, mark, and 3 mark questions, thus the length of the answers changes appropriately. For 10 marks, it must be finished within 15-20 minutes for each 3 marks; 5 minutes is the maximum, therefore the length of replies varies with regard to time.
• It necessitates a subjective judgement: judgement refers to making a decision or judging, but subjective refers to not being fair enough, i.e., it varies from person to person, for example, criteria for drafting a statement of specification. We are asked to provide each requirement along with examples. Some may write simply criteria, while others may provide examples; therefore, marks or grades are assigned based on the degree of quality, accuracy, and completeness of the responses.
• Most common and commonly used: The essay has become an important aspect of formal education. Structured essay format is taught to secondary students in order to improve their writing skills. Many of the same types of essays are used in magazine or newspaper articles as in academic writings. Employment essays outlining our experience in specific occupational domains are also required while applying for some positions, particularly government ones. As a result, it is the most well-known and commonly utilised.

Essay is of two types:

Restricted answer questions:.

These questions typically limit both the substance and the response. The breadth of the issue to be discussed usually limits the substance, and constraints on the method of answer are frequently mentioned in the question. Another technique to limit replies in essay assessments is to ask questions about specific topics. To that end, introductory information similar to that utilised in interpretative exercises might be offered. The sole difference between these items and objective interpretive exercises is that essay questions are utilised instead of multiple choice or true or false answers. Because the restricted answer question is more organised, it is best suited for assessing learning outcomes that need the interpretation and application of data in a specific area.

For eg: State any five definitions of Socioilogy?

Write a life sketch of Hitler in 200 words?

Extended response questions:

Students are not restricted in terms of the topics they will address or the style of structure they will utilise. Teachers should provide students as much leeway as possible in determining the nature and breadth of their inquiries, and he should respond to these sorts of questions in a timely and relevant manner. The student may choose the points he believes are most significant, pertinent, and relevant to his views and order and organise the answers in whatever way he sees fit. As a result, they are also known as free response questions.

The instructor can then assess the student’s ability to organise, integrate, understand, and express themselves in their own words. It also allows you to remark on or investigate students’ development, the quality of their thinking, the depth of their learning, problem-solving abilities, and any issues they may be experiencing. These abilities interact with each other as well as the information and comprehension required by the situation. Thus, this form of inquiry contributes the most at the levels of synthesis and evaluation of writing skills.

• E.g.: 1. Describe at length the defects of the present day examination system in the state of Maharashtra. Suggest ways and means of improving the examination system.
• 2. Describe the character of hamlet.
• 3. Global warming is the next step to disaster.
• Extended Response of free type response type: in this form of inquiry, the replies demand that the student is not limited to the amount to which he has discussed the concerns raised or the question asked.
• Plan and organise his ideas in order to provide a response.
• Put his views through by expressing oneself freely, exactly, and clearly utilising his own words and writings.
• Discuss the questions in depth, providing various facets of his understanding on the matter or issue mentioned.