essay type test item definition

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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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Essay test: types, advantages and limitations | statistics.

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After reading this article you will learn about:- 1. Introduction to Essay Test 2. Types of Essay Test 3. Advantages 4. Limitations 5. Suggestions.

Introduction to Essay Test:

The essay tests are still commonly used tools of evaluation, despite the increasingly wider applicability of the short answer and objective type questions.

There are certain outcomes of learning (e.g., organising, summarising, integrating ideas and expressing in one’s own way) which cannot be satisfactorily measured through objective type tests. The importance of essay tests lies in the measurement of such instructional outcomes.

An essay test may give full freedom to the students to write any number of pages. The required response may vary in length. An essay type question requires the pupil to plan his own answer and to explain it in his own words. The pupil exercises considerable freedom to select, organise and present his ideas. Essay type tests provide a better indication of pupil’s real achievement in learning. The answers provide a clue to nature and quality of the pupil’s thought process.

That is, we can assess how the pupil presents his ideas (whether his manner of presentation is coherent, logical and systematic) and how he concludes. In other words, the answer of the pupil reveals the structure, dynamics and functioning of pupil’s mental life.

The essay questions are generally thought to be the traditional type of questions which demand lengthy answers. They are not amenable to objective scoring as they give scope for halo-effect, inter-examiner variability and intra-examiner variability in scoring.

Types of Essay Test:

There can be many types of essay tests:

Some of these are given below with examples from different subjects:

1. Selective Recall.

e.g. What was the religious policy of Akbar?

2. Evaluative Recall.

e.g. Why did the First War of Independence in 1857 fail?

3. Comparison of two things—on a single designated basis.

e.g. Compare the contributions made by Dalton and Bohr to Atomic theory.

4. Comparison of two things—in general.

e.g. Compare Early Vedic Age with the Later Vedic Age.

5. Decision—for or against.

e.g. Which type of examination do you think is more reliable? Oral or Written. Why?

6. Causes or effects.

e.g. Discuss the effects of environmental pollution on our lives.

7. Explanation of the use or exact meaning of some phrase in a passage or a sentence.

e.g., Joint Stock Company is an artificial person. Explain ‘artificial person’ bringing out the concepts of Joint Stock Company.

8. Summary of some unit of the text or of some article.

9. Analysis

e.g. What was the role played by Mahatma Gandhi in India’s freedom struggle?

10. Statement of relationship.

e.g. Why is knowledge of Botany helpful in studying agriculture?

11. Illustration or examples (your own) of principles in science, language, etc.

e.g. Illustrate the correct use of subject-verb position in an interrogative sentence.

12. Classification.

e.g. Classify the following into Physical change and Chemical change with explanation. Water changes to vapour; Sulphuric Acid and Sodium Hydroxide react to produce Sodium Sulphate and Water; Rusting of Iron; Melting of Ice.

13. Application of rules or principles in given situations.

e.g. If you sat halfway between the middle and one end of a sea-saw, would a person sitting on the other end have to be heavier or lighter than you in order to make the sea-saw balance in the middle. Why?

14. Discussion.

e.g. Partnership is a relationship between persons who have agreed to share the profits of a business carried on by all or any of them acting for all. Discuss the essentials of partnership on the basis of this partnership.

15. Criticism—as to the adequacy, correctness, or relevance—of a printed statement or a classmate’s answer to a question on the lesson.

e.g. What is the wrong with the following statement?

The Prime Minister is the sovereign Head of State in India.

16. Outline.

e.g. Outline the steps required in computing the compound interest if the principal amount, rate of interest and time period are given as P, R and T respectively.

17. Reorganization of facts.

e.g. The student is asked to interview some persons and find out their opinion on the role of UN in world peace. In the light of data thus collected he/she can reorganise what is given in the text book.

18. Formulation of questions-problems and questions raised.

e.g. After reading a lesson the pupils are asked to raise related problems- questions.

19. New methods of procedure

e.g. Can you solve this mathematical problem by using another method?

Advantages of the Essay Tests:

1. It is relatively easier to prepare and administer a six-question extended- response essay test than to prepare and administer a comparable 60-item multiple-choice test items.

2. It is the only means that can assess an examinee’s ability to organise and present his ideas in a logical and coherent fashion.

3. It can be successfully employed for practically all the school subjects.

4. Some of the objectives such as ability to organise idea effectively, ability to criticise or justify a statement, ability to interpret, etc., can be best measured by this type of test.

5. Logical thinking and critical reasoning, systematic presentation, etc. can be best developed by this type of test.

6. It helps to induce good study habits such as making outlines and summaries, organising the arguments for and against, etc.

7. The students can show their initiative, the originality of their thought and the fertility of their imagination as they are permitted freedom of response.

8. The responses of the students need not be completely right or wrong. All degrees of comprehensiveness and accuracy are possible.

9. It largely eliminates guessing.

10. They are valuable in testing the functional knowledge and power of expression of the pupil.

Limitations of Essay Tests:

1. One of the serious limitations of the essay tests is that these tests do not give scope for larger sampling of the content. You cannot sample the course content so well with six lengthy essay questions as you can with 60 multiple-choice test items.

2. Such tests encourage selective reading and emphasise cramming.

3. Moreover, scoring may be affected by spelling, good handwriting, coloured ink, neatness, grammar, length of the answer, etc.

4. The long-answer type questions are less valid and less reliable, and as such they have little predictive value.

5. It requires an excessive time on the part of students to write; while assessing, reading essays is very time-consuming and laborious.

6. It can be assessed only by a teacher or competent professionals.

7. Improper and ambiguous wording handicaps both the students and valuers.

8. Mood of the examiner affects the scoring of answer scripts.

9. There is halo effect-biased judgement by previous impressions.

10. The scores may be affected by his personal bias or partiality for a particular point of view, his way of understanding the question, his weightage to different aspect of the answer, favouritism and nepotism, etc.

Thus, the potential disadvantages of essay type questions are :

(i) Poor predictive validity,

(ii) Limited content sampling,

(iii) Scores unreliability, and

(iv) Scoring constraints.

Suggestions for Improving Essay Tests:

The teacher can sometimes, through essay tests, gain improved insight into a student’s abilities, difficulties and ways of thinking and thus have a basis for guiding his/her learning.

(A) White Framing Questions:

1. Give adequate time and thought to the preparation of essay questions, so that they can be re-examined, revised and edited before they are used. This would increase the validity of the test.

2. The item should be so written that it will elicit the type of behaviour the teacher wants to measure. If one is interested in measuring understanding, he should not ask a question that will elicit an opinion; e.g.,

“What do you think of Buddhism in comparison to Jainism?”

3. Use words which themselves give directions e.g. define, illustrate, outline, select, classify, summarise, etc., instead of discuss, comment, explain, etc.

4. Give specific directions to students to elicit the desired response.

5. Indicate clearly the value of the question and the time suggested for answering it.

6. Do not provide optional questions in an essay test because—

(i) It is difficult to construct questions of equal difficulty;

(ii) Students do not have the ability to select those questions which they will answer best;

(iii) A good student may be penalised because he is challenged by the more difficult and complex questions.

7. Prepare and use a relatively large number of questions requiring short answers rather than just a few questions involving long answers.

8. Do not start essay questions with such words as list, who, what, whether. If we begin the questions with such words, they are likely to be short-answer question and not essay questions, as we have defined the term.

9. Adapt the length of the response and complexity of the question and answer to the maturity level of the students.

10. The wording of the questions should be clear and unambiguous.

11. It should be a power test rather than a speed test. Allow a liberal time limit so that the essay test does not become a test of speed in writing.

12. Supply the necessary training to the students in writing essay tests.

13. Questions should be graded from simple to complex so that all the testees can answer atleast a few questions.

14. Essay questions should provide value points and marking schemes.

(B) While Scoring Questions:

1. Prepare a marking scheme, suggesting the best possible answer and the weightage given to the various points of this model answer. Decide in advance which factors will be considered in evaluating an essay response.

2. While assessing the essay response, one must:

a. Use appropriate methods to minimise bias;

b. Pay attention only to the significant and relevant aspects of the answer;

c. Be careful not to let personal idiosyncrasies affect assessment;

d. Apply a uniform standard to all the papers.

3. The examinee’s identity should be concealed from the scorer. By this we can avoid the “halo effect” or “biasness” which may affect the scoring.

4. Check your marking scheme against actual responses.

5. Once the assessment has begun, the standard should not be changed, nor should it vary from paper to paper or reader to reader. Be consistent in your assessment.

6. Grade only one question at a time for all papers. This will help you in minimising the halo effect in becoming thoroughly familiar with just one set of scoring criteria and in concentrating completely on them.

7. The mechanics of expression (legibility, spelling, punctuation, grammar) should be judged separately from what the student writes, i.e. the subject matter content.

8. If possible, have two independent readings of the test and use the average as the final score.

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

Educational Statistics , Evaluation Tools , Essay Test

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Lesson 6.3: Understanding Test Items

There are several common kinds of test items. For objective tests, students answer multiple choice questions, matching items, and fill-in-the-blank items. The other kind of test items are short-answer responses and essays. The following are explanations and examples of these along with tips for educated guessing, if applicable–after all, sometimes even though we study hard, a bit of test anxiety might cause a sudden mental block!

Multiple Choice Test Items

Explanation:.

These test items offer several answer choices. The test prompt (or question) is known as the “stem” for which you choose one or more of the answer options.

1. A simile is

a comparison without using “like”
a comparison using the word “as”
a comparison using either “like” or “as”
none of the above

2. Memory devices include

associations
1, 3, and 4
all of the above

Make sure that all the rules of grammar apply when you match the stem with the option. for example, in example item number 2, above, notice that them stem directs you to look for a plural answer because “devices” is plural. Number 5, then, is the correct answer (answers 1, 3, and 4 are all plural).

Educated Guessing

Choose “3” or C, which is more often than not the correct answer (as in example item number 1, above).
Choose the longest or most inclusive answer, also as in example item number 1, above.
If the test item is for a math quiz, choose the in-between number, or one of the in-between numbers. example: 1) 432, 2) 77, 3) 12, 4)2,098. Your chances are better by choosing either 1 or 2.

Matching Test Items

Explanation.

This kind of test item features two columns, a numbered column and a lettered column. Students are asked to match the correct answer with the correct stem.

NASA ___organization device
headache ___acronym
graphic organizer ___symptom of test anxiety

Count the number of items in each column. If there are more on one side, ask if an answer can be used more than once.

Fill-In-the-Blank Test Items

These are items for which you must fill in a word or words.

Fill in the ____________ questions are featured frequently on exams.

Fill-in-the-blank questions usually expect you to write one word per blank. If more than one word is expected, there will be more than one blank space or the blank will be long.

Short Answer Test Items

This type of test item usually involves a short answer of approximately 5-7 sentences. Typical short answer items will address only one topic and require only one “task” (see “essay test items,” below, for a test item requiring more than one task).

Define the term “mnemonic.”

Since many short answer test items ask the student to define a term, here are several ways to expand a definition to achieve the 5-7 sentence desired response (depending upon the course and the teacher’s requirements, that is):

the dictionary definition
an informal definition (in your own words, for example)
give an example of how the term is used
give the category in which the term is used, for example, what kind of essays belong in the “expository” genre (argument, explanation, cause and effect, etc.)
the history (etymology) of the term
include antonyms
include synonyms
tell what the term is not (some terms mean more than one distinct thing, for example, a “whatchamacallit is not only a slang term but also a candy bar.

Essay Test Items

This type of test is usually a multi-part prompt requiring several paragraphs or pages to answer. You can make use of writing formulas, for example how to write a basic, five-paragraph essay suitable for most classes. However, for writing classes the task will be expanded as per the type of writing class and the level of writing sophistication required.

Contrasted with short answer items where usually one task is required to fully answer them (such as a simple definition), there are typically several tasks required to fully answer an essay prompt. For example in the following prompt below, I have underlined all of the tasks and decisions required to fully address the prompt:

Many people believe Mark Twain’s book Huckleberry Finn is racist and should not be included on high school reading lists. Others believe that Twain correctly portrayed race relations in the Southern part of the United States in the latter part of the nineteenth century, and, in fact, by telling the story he exposed the negative racial attitudes existing then. Do you think the book should be kept on reading lists ? Explain why or why not in relation to today’s emphasis on “political correctness.”

compare–show similarities between items
contrast–show differences between items
sometimes both comparing and contrasting is required
define–give a concise meaning (see how to expand definitions, above)
describe–recount, characterize, or relate information in narrative form
discuss–examine, analyze, and present pros and cons regarding the topic. Detail is essential
enumerate–incorporate (which might require listing or outlining) major points in order
explain–clarify and interpret the material including explaining how and/or why. Detail is essential
Do NOT merely summarize the plot of the work if this is an essay for an English class or a literature class.

UNIT 6, EXERCISE 3.1

List how many tasks need to be accomplished in order to fully respond to the essay prompt below, or another one your instructor will provide for you.

Select a novel or a play and, focusing on one symbol, write an essay analyzing how that symbol functions in the work and what it reveals about the themes of the work as a whole.

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17.6: What are the benefits of essay tests?

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Jennfer Kidd, Jamie Kaufman, Peter Baker, Patrick O'Shea, Dwight Allen, & Old Dominion U students

Jennfer Kidd, Jamie Kaufman, Peter Baker, Patrick O'Shea, Dwight Allen, & Old Dominion U students
Old Dominion University

Learning Objectives

Understand the benefits of essay questions for both Students and Teachers
Identify when essays are useful

Introduction

Essays, along with multiple choice, are a very common method of assessment. Essays offer a means completely different than that of multiple choice. When thinking of a means of assessment, the essay along with multiple choice are the two that most come to mind (Schouller).The essay lends itself to specific subjects; for example, a math test would not have an essay question. The essay is more common in the arts, humanities and the social sciences(Scouller). On occasion an essay can be used used in both physical and natural sciences as well(Scouller). As a future history teacher, I will find that essays will be an essential part of my teaching structure.

The Benefits for Students

By utilizing essays as a mean of assessments, teachers are able to better survey what the student has learned. Multiple choice questions, by their very design, can be worked around. The student can guess, and has decent chance of getting the question right, even if they did not know the answer. This blind guessing does not benefit the student at all. In addition, some multiple choices can deceive the student(Moore). Short answers, and their big brother the essay, work in an entirely different way. Essays remove this factor. in a addition, rather than simply recognize the subject matter, the student must recall the material covered. This challenges the student more, and by forcing the student to remember the information needed, causes the student to retain it better. This in turn reinforces understanding(Moore). Scouller adds to this observation, determining that essay assessment "encourages students' development of higher order intellectual skills and the employment of deeper learning approaches; and secondly, allows students to demonstrate their development."

"Essay questions provide more opportunity to communicate ideas. Whereas multiple choice limits the options, an essay allows the student express ideas that would otherwise not be communicated." (Moore)

The Benefits for Teachers

The matter of preparation must also be considered when comparing multiple choice and essays. For multiple choice questions, the instructor must choose several questions that cover the material covered. After doing so, then the teacher has to come up with multiple possible answers. This is much more difficult than one might assume. With the essay question, the teacher will still need to be creative. However, the teacher only has to come up with a topic, and what the student is expected to cover. This saves the teacher time. When grading, the teacher knows what he or she is looking for in the paper, so the time spent reading is not necessarily more. The teacher also benefits from a better understanding of what they are teaching. The process of selecting a good essay question requires some critical thought of its own, which reflects onto the teacher(Moore).

Multiple Choice. True or False. Short Answer. Essay. All are forms of assessment. All have their pros and cons. For some, they are better suited for particular subjects. Others, not so much. Some students may even find essays to be easier. It is vital to understand when it is best to utilize the essay. Obviously for teachers of younger students, essays are not as useful. However, as the age of the student increase, the importance of the essay follows suit. That essays are utilized in essential exams such as the SAT, SOLs and in our case the PRAXIS demonstrates how important essays are. However, what it ultimately comes down to is what the teacher feels what will best assess what has been covered.

Exercise \(\PageIndex{1}\)

1)What Subject would most benefit from essays?

B: Mathematics for the Liberal Arts

C: Survey of American Literature

2)What is an advantage of essay assessment for the student?

A) They allow for better expression

B) There is little probability for randomness

C) The time taken is less overall

D) A & B

3)What is NOT a benefit of essay assessment for the teacher

A)They help the instructor better understand the subject

B)They remove some the work required for multiple choice

C)The time spent on preparation is less

D) There is no noticeable benefit.

4)Issac is a teacher making up a test. The test will have multiple sections: Short answer, multiple choice, and an essay. What subject does Issac MOST LIKELY teach?

References Cited

1)Moore, S.(2008) Interview with Scott Moore, Professor at Old Dominion University

2)Scouller, K. (1998). The influence of assessment method on students' learning approaches: multiple Choice question examination versus assignment essay. Higher Education 35(4), pp. 453–472

Creating and Scoring Essay Tests

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Essay tests are useful for teachers when they want students to select, organize, analyze, synthesize, and/or evaluate information. In other words, they rely on the upper levels of Bloom's Taxonomy . There are two types of essay questions: restricted and extended response.

Restricted Response - These essay questions limit what the student will discuss in the essay based on the wording of the question. For example, "State the main differences between John Adams' and Thomas Jefferson's beliefs about federalism," is a restricted response. What the student is to write about has been expressed to them within the question.
Extended Response - These allow students to select what they wish to include in order to answer the question. For example, "In Of Mice and Men , was George's killing of Lennie justified? Explain your answer." The student is given the overall topic, but they are free to use their own judgment and integrate outside information to help support their opinion.

Student Skills Required for Essay Tests

Before expecting students to perform well on either type of essay question, we must make sure that they have the required skills to excel. Following are four skills that students should have learned and practiced before taking essay exams:

The ability to select appropriate material from the information learned in order to best answer the question.
The ability to organize that material in an effective manner.
The ability to show how ideas relate and interact in a specific context.
The ability to write effectively in both sentences and paragraphs.

Constructing an Effective Essay Question

Following are a few tips to help in the construction of effective essay questions:

Begin with the lesson objectives in mind. Make sure to know what you wish the student to show by answering the essay question.
Decide if your goal requires a restricted or extended response. In general, if you wish to see if the student can synthesize and organize the information that they learned, then restricted response is the way to go. However, if you wish them to judge or evaluate something using the information taught during class, then you will want to use the extended response.
If you are including more than one essay, be cognizant of time constraints. You do not want to punish students because they ran out of time on the test.
Write the question in a novel or interesting manner to help motivate the student.
State the number of points that the essay is worth. You can also provide them with a time guideline to help them as they work through the exam.
If your essay item is part of a larger objective test, make sure that it is the last item on the exam.

Scoring the Essay Item

One of the downfalls of essay tests is that they lack in reliability. Even when teachers grade essays with a well-constructed rubric, subjective decisions are made. Therefore, it is important to try and be as reliable as possible when scoring your essay items. Here are a few tips to help improve reliability in grading:

Determine whether you will use a holistic or analytic scoring system before you write your rubric . With the holistic grading system, you evaluate the answer as a whole, rating papers against each other. With the analytic system, you list specific pieces of information and award points for their inclusion.
Prepare the essay rubric in advance. Determine what you are looking for and how many points you will be assigning for each aspect of the question.
Avoid looking at names. Some teachers have students put numbers on their essays to try and help with this.
Score one item at a time. This helps ensure that you use the same thinking and standards for all students.
Avoid interruptions when scoring a specific question. Again, consistency will be increased if you grade the same item on all the papers in one sitting.
If an important decision like an award or scholarship is based on the score for the essay, obtain two or more independent readers.
Beware of negative influences that can affect essay scoring. These include handwriting and writing style bias, the length of the response, and the inclusion of irrelevant material.
Review papers that are on the borderline a second time before assigning a final grade.
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Constructing Test Items (Guidelines & 7 Common Item Types)

Posted by Erika Johnson

December 7, 2023 at 4:16 PM

updated over a week ago

Introduction

Let's say you have been given the task of building an examination for your organization.

Finally (after spending two weeks panicking about how you would do this and definitely not procrastinating the work that must be done), you are finally ready to begin the test development process.

But you can't help but ask yourself:

Where in the world do you begin?
Why do you need to create this exam?
And while you know you need to construct test items, which item types are the best fit for your exam?
Who is your audience?
How do you determine all that?

Luckily for you, Caveon has an amazing team of experts on hand to help with every step of the way: Caveon Secure Exam Development (C-SEDs). Whether working with our team or trying your hand at test development yourself, here's some information on item best practices to help guide you on your way.

The Benefits of Identifying Your Exam’s Purpose
What Is a Minimally Qualified Candidate (MQC)?

Common Exam Types

Common item types.

General Guidelines for Constructing Test Items
Conclusion & More Resources

Determine Your Purpose for Testing: Why and Who

First thing’s first.

Before creating your test, you need to determine your purpose:

Why you are testing your candidates, and
Who exactly will be taking your exam

Assessing your testing program's purpose (the "why" and "who" of your exam) is the first vital step of the development process. You do not want to test just to test; you want to scope out the reason for your exam. Ask yourself:

Why is this exam important to your organization?
What are you trying to achieve with having your test takers sit for it?

Consider the following:

Is your organization interested in testing to see what was learned at the end of a course presented to students?

Are you looking to assess if an applicant for a job has the necessary knowledge to perform the role?
Are candidates trying to obtain certification within a certain field?

The Benefits of Identifying Your Exam's Purpose

Learning the purpose of your exam will help you come up with a plan on how best to set up your exam—which exam type to use, which type of exam items will best measure the skills of your candidates (we will discuss this in a minute), etc.

Determining your test's purpose will also help you to be better able to figure out your testing audience, which will en sure your exam is testing your examinees at the right level.

Whether they are students still in school, individuals looking to qualify for a position, or experts looking to get certification in a certain product or field, it’s important to make sure your exam is actually testing at the appropriate level .

For example, your test scores will not be valid if your items are too easy or too hard, so keeping the minimally qualified candidate (MQC) in mind during all of the steps of the exam development process will ensure you are capturing valid test results overall.

What Is the MQC?

MQC is the acronym for “minimally qualified candidate.”

The MQC is a conceptualization of the assessment candidate who possesses the minimum knowledge, skills, experience, and competence to just meet the expectations of a credentialed individual.

If the credential is entry level, the expectations of the MQC will be less than if the credential is designated at an intermediate or expert level.

Think of an ability continuum that goes from low ability to high ability. Somewhere along that ability continuum, a cut point will be set. Those candidates who score below that cut point are not qualified and will fail the test. Those candidates who score above that cut point are qualified and will pass.

The minimally qualified candidate, though, should just barely make the cut. It’s important to focus on the word “qualified,” because even though this candidate will likely gain more expertise over time, they are still deemed to have the requisite knowledge and abilities to perform the job or understand the subject.

Factors to Consider when Constructing Your Test

Now that you’ve determined the purpose of your exam and identified the audience, it’s time to decide on the exam type and which item types to use that will be most appropriate to measure the skills of your test takers.

First up, your exam type.

The type of exam you choose depends on what you are trying to test and the kind of tool you are using to deliver your exam.

You should always make sure the software you use to develop and deliver your exam is thoroughly vetted—here's an outline of some of the most important things to look for in your testing engine:

Next up, the type of exam and items you choose.

The type of exam and type(s) of items you choose depend on your measurement goals and what you are trying to assess. It is essential to take all of this into consideration before moving forward with development.

Here are some common exam types to consider:

Fixed-Form Exam

Fixed-form delivery is a method of testing where every test taker receives the same items. An organization can have more than one fixed-item form in rotation, using the same items that are randomized on each live form. Additionally, forms can be made using a larger item bank and published with a fixed set of items equated to a comparable difficulty and content area match.

Computer Adaptive Testing (CAT)

A CAT exam is a test that adapts to the candidate's ability in real time by selecting different questions from the bank in order to provide a more accurate measurement of their ability level on a common scale. Every time a test taker answers an item, the computer re-estimates the tester’s ability based on all the previous answers and the difficulty of those items. The computer then selects the next item that the test taker should have a 50% chance of answering correctly.

Linear on the Fly Testing (LOFT)

A LOFT exam is a test where the items are drawn from an item bank pool and presented on the exam in a way that each person sees a different set of items. The difficulty of the overall test is controlled to be equal for all examinees. LOFT exams utilize automated item generation ( AIG ) to create large item banks.

The above three exam types can be used with any standard item type.

Before moving on, however, there is another more innovative exam type to consider if your delivery method allows for it:

Performance-Based Testing

A performance-based assessment measures the test taker's ability to apply the skills and knowledge learned beyond typical methods of study and/or learned through research and experience. For example, a test taker in a medical field may be asked to draw blood from a patient to show they can competently perform the task. Or a test taker wanting to become a chef may be asked to prepare a specific dish to ensure they can execute it properly.

Once you've decided on the type of exam you'll use, it's time to choose your item types.

There are many different item types to choose from (you can check out a few of our favorites in this article.)

While utilizing more item types on your exam won’t ensure you have more valid test results , it’s important to know what’s available in order to decide on the best item format for your program.

Here are a few of the most common items to consider when constructing your test:

Multiple-Choice

A multiple-choice item is a question where a candidate is asked to select the correct response from a choice of four (or more) options.

Multiple Response

A multiple response item is an item where a candidate is asked to select more than one response from a select pool of options (i.e., “choose two,” “choose 3,” etc.)

Short Answer

Short answer items ask a test taker to synthesize, analyze, and evaluate information, and then to present it coherently in written form.

A matching item requires test takers to connect a definition/description/scenario to its associated correct keyword or response.

A build list item challenges a candidate’s ability to identify and order the steps/tasks needed to perform a process or procedure.

Discrete Option Multiple Choice ™ (DOMC)

DOMC™ is known as the “multiple-choice item makeover.” Instead of showing all the answer options, DOMC options are randomly presented one at a time. For each option, the test taker chooses “yes” or “no.” When the question is answered correctly or incorrectly, the next question is presented. DOMC has been used by award-winning testing programs to prevent cheating and test theft. You can learn more about the DOMC item type in this white paper .

SmartItem ™

A self-protecting item, otherwise known as a SmartItem , employs a proprietary technology resistant to cheating and theft. A SmartItem contains multiple variations, all of which work together to cover an entire learning objective completely. Each time the item is administered, the computer generates a random variation. SmartItem technology has numerous benefits, including curbing item development costs and mitigating the effects of testwiseness. You can learn more about the SmartItem in this infographic and this white paper .

What Are the General Guidelines for Constructing Test Items?

Regardless of the exam type and item types you choose, focusing on some best practice guidelines can set up your exam for success in the long run.

There are many guidelines for creating tests (see this handy guide, for example), but this list sticks to the most important points. Little things can really make a difference when developing a valid and reliable exam!

Institute Fairness

Although you want to ensure that your items are difficult enough that not everyone gets them correct, you never want to trick your test takers! Keeping your wording clear and making sure your questions are direct and not ambiguous is very important. For example, asking a question such as “What is the most important ingredient to include when baking chocolate chip cookies?” does not set your test taker up for success. One person may argue that sugar is the most important, while another test taker may say that the chocolate chips are the most necessary ingredient. A better way to ask this question would be “What is an ingredient found in chocolate chip cookies?” or “Place the following steps in the proper order when baking chocolate chip cookies.”

Stick to the Topic at Hand

When creating your items, ensuring that each item aligns with the objective being tested is very important. If the objective asks the test taker to identify genres of music from the 1990s, and your item is asking the test taker to identify different wind instruments, your item is not aligning with the objective.

Ensure Item Relevancy

Your items should be relevant to the task that you are trying to test. Coming up with ideas to write on can be difficult, but avoid asking your test takers to identify trivial facts about your objective just to find something to write about. If your objective asks the test taker to know the main female characters in the popular TV show Friends , asking the test taker what color Rachel’s skirt was in episode 3 is not an essential fact that anyone would need to recall to fully understand the objective.

Gauge Item Difficulty

As discussed above, remembering your audience when writing your test items can make or break your exam. To put it into perspective, if you are writing a math exam for a fourth-grade class, but you write all of your items on advanced trigonometry, you have clearly not met the difficulty level for the test taker.

Inspect Your Options

When writing your options, keep these points in mind:

Always make sure your correct option is 100% correct, and your incorrect options are 100% incorrect. By using partially correct or partially incorrect options, you will confuse your candidate. Doing this could keep a truly qualified candidate from answering the item correctly.
Make sure your distractors are plausible. If your correct response logically answers the question being asked, but your distractors are made up or even silly, it will be very easy for any test taker to figure out which option is correct. Thus, your exam will not properly discriminate between qualified and unqualified candidates.
Try to make your options parallel to one another. Ensuring that your options are all worded similarly and are approximately the same length will keep one from standing out from another, helping to remove that testwiseness effect.

Constructing test items and creating entire examinations is no easy undertaking.

This article will hopefully help you identify your specific purpose for testing and determine the exam and item types you can use to best measure the skills of your test takers.

We’ve also gone over general best practices to consider when constructing items, and we’ve sprinkled helpful resources throughout to help you on your exam development journey.

(Note: This article helps you tackle the first step of the 8-step assessment process : Planning & Developing Test Specifications.)

To learn more about creating your exam —i ncluding how to increase the usable lifespan of your exam — review our ultimate guide on secure exam creation and also our workbook on evaluating your testing engine, leveraging secure item types, and increasing the number of items on your tests.

And if you need help constructing your exam and/or items, our award-winning exam development team is here to help!

Erika Johnson

Erika is an Exam Development Manager in Caveon’s C-SEDs group. With almost 20 years in the testing industry, nine of which have been with Caveon, Erika is a veteran of both exam development and test security. Erika has extensive experience working with new, innovative test designs, and she knows how to best keep an exam secure and valid.

About Caveon

For more than 18 years, Caveon Test Security has driven the discussion and practice of exam security in the testing industry. Today, as the recognized leader in the field, we have expanded our offerings to encompass innovative solutions and technologies that provide comprehensive protection: Solutions designed to detect, deter, and even prevent test fraud.

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Essay Type Test: Advantages, Disadvantages, Limitations

February 9, 2024

Essay Type Test Advantages, Disadvantages, Limitations

In this article, we are going to discuss Essay Type Test: Advantages, Disadvantages, and Limitations.

1. Study Habits

2. reduce guessing, 3. easy to construct, 4.degree of comprehensiveness, 5. logical thinking, 6. creativity, 7. enhance thinking ability:, 8. complex learning, 9. individual differences, limitations or disadvantages of essay type test:, 1. low objectivity, 2. cramming habit, 3. lack of relaibility, 4. selective study, 5. subjectivity of scoring, 6. burden of students, 7. scope of favouritism, 8. time-consuming, 9. low validity, defects of essay-type test from the point of view of the teacher, mathematical question, essay type test.

With the aid of systematization and the creation of a unique composition, students are forced to answer fully to a question or prompt on an essay test. An essay test is designed to evaluate students’ ability to write an argumentative, logical essay.

Advantages Of Essay Type Test

These exams encourage students to develop effective study habits. These exams encourage students to develop effective study habits.

The guesswork can be reduced to a large extent.

Such tests are easier to administer and construct.

This test is helpful to measure all degrees of comprehensiveness and accuracy.

These aid in students’ logical thinking, critical reasoning, and methodical presentation skills development.

Such tests provide an opportunity for the child to show his creativity, originality of thought, fertility of their imagination, etc.

These types of tests are considered to be best for measuring the ability to organize ideas effectively, the ability to criticize or justify a statement, the ability to interpret, etc.

It’s helpful to measure complex learning outcomes.

It’s helpful to determine individual differences.

Defects of the Essay-Type Test as Viewed by Students

The essay-type tests are less objective and so they lack validity.

Essay type of test increases the child’s cramming habit capacity.

These tests lack the dependability of essay-type tests is low as compared to various multiple-choice questions or objective-type questions.

A student is constrained or bound to study a selective script of his course. He often guesses the questions which may probably have an element of chance from an exam point of view.

The subjectivity of scoring is the most drawback of an essay sort test, which implies that individual likes and loathes play a critical part in the checking.

It puts a lot of pressure on the students. It keeps the student busy and far away from nervous tension.

Partiality is another flaw with essay-sort assessments since instructors tend to award more credit to their top candidates.

It is time-consuming on the part of students and the speed of writing and good writing style consume enough time of students.

It has less content validity.

1-The primary and preeminent point of the educator is the shining victory of all his /her understudies for that reason he tries to cover the constrained and the foremost important contents of the syllabus first and his focus is the maximum number of students to get through the examination.

2. The instruction Programme of the instructor is entirely examination-oriented and the essential guideline for instructing his understudies is given the slightest thought.

3. The educator is compelled to empower his understudies to pack which isn’t a mental strategy for instructing.

4. Since the instructor is judged by the comes about of his understudies so everything gets to be subservient to the examination

5. To show good results sometimes the teacher devotes a good deal of his time to indulging in guesswork which affects his teaching.

In math practice tests, students are tested for different types of questions related to various equations and problem-solving. This also increases quantitative reasoning. This area includes questions on math topics like algebra, geometry, data analysis, and problem-solving.

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Essay Type Test

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1)The essay tests are still widely used assessment tools, despite the increasingly broad applicability of the short-answer and objective questions.

2)There are certain learning outcomes (e.g. organizing, summarizing, integrating ideas, and expressing one’s way) that cannot be satisfactorily measured by objective-type tests.

3)The importance of essay tests lies in the measurement of such instructional outcomes.

4)An essay-type test requires a candidate to plan their answer and explain it in their own words thus enabling the students to write with considerable freedom to select, organize and present their ideas.

5) Essay-type tests gives a better indication of the student’s actual learning performance.

6) Essay-type tests enable the students to respond thoroughly to a question by developing systematization and writing an original composition. The purpose of an essay test is to assess students’ ability to construct a logical, solid, and persuasive piece of writing.

7)In simple words, the answer of the pupil reveals the structure, dynamics and functioning of pupil’s mental life.

Types of Essay tests

Selective recall, Evaluation recall, Comparison between two things, Discussion, Explanation of a phrase or a sentence, Summary of some text, Analysis, Illustrations or examples of principles in Language or science, Classification, Application of some rules, Criticism and new methods of procedure are some of the types of Essay tests.

Essay type test advantages and disadvantages

Advantages of essay type test..

1. Essay type tests improve study habits in the students.

2. Reduces the guesswork to a large extent

3. Easy To Construct. Such tests are easier to construct and administer.

4. This test is helpful in measuring all degrees of comprehensiveness and accuracy.

5. Essay type tests help in enhancing logical thinking, and critical reasoning systematic presentation in students.

6. Essay type tests provide an opportunity for a candidates to show their creativity, originality of thought, fertility of their imagination etc.

7. Enhance Thinking Ability.

8.It’s helpful to measure complex learning outcomes.

9. Essay type tests are helpful in determining the individual’s differences.

Disadvantages of Essay type tests

1.The essay type tests are less objective and so they lack validity.

2. Essay type of test increase the candidates filling habit capacity.

3. A student is bound to study a selective script of his course and often guesses the questions which may probably have an element of chance from an exam point of view.

4. The subjectivity of scoring is the most drawback of an essay-type test, which implies that individual likes and dislikes play a critical part in the checking.

5. It puts a lot of burden on the students. It keeps the student busy and fall to nervous tension.

6. Partiality is another imperfection of these essay-type tests since the educator gives more marks to their top-choice students.

7. It is time-consuming on part of students and the speed of writing and good writing style consume enough time of students.

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The ultimate essay test guide: achieve top grades with ease.

An essay test, a fundamental tool in academic assessment, measures a student's ability to express, argue, and structure their thoughts on a given subject through written words. This test format delves deeper into a student's critical thinking and writing skills unlike other conventional exam types.

Essay Test, Illustration of a person in front of a well prepared essay, StudySmarter Magazine

What is an Essay Test?

An essay test is a type of assessment in which a student is prompted to respond to a question or a series of questions by writing an essay.

This form of test isn’t merely about checking a student’s recall or memorisation skills , but more about gauging their ability to comprehend a subject, synthesise information, and articulate their understanding effectively.

Types of Essay Tests

Essay tests can be broadly classified into two categories: Restricted Response and Extended Response .

Restricted Response tests focus on limited aspects, requiring students to provide short, concise answers.
Extended Response tests demand more comprehensive answers, allowing students to showcase their creativity and analytical skills.

Advantages and Limitations of an Essay Test

Essay tests offer numerous benefits but also have certain limitations. The advantages of an essay test are :

They allow teachers to evaluate students’ abilities to organise, synthesise, and interpret information.
They help in developing critical thinking and writing skills among students.
They provide an opportunity for students to exhibit their knowledge and understanding of a subject in a broader context.

And the limitations of an essay test are :

They are time-consuming to both take and grade.
They are subject to scoring inconsistencies due to potential subjective bias.
They may cause the students who struggle with written expression may face difficulties, and these tests may not accurately reflect the full spectrum of a student’s knowledge or understanding.

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Understanding the Structure of an Essay Test

Essay tests involve a defined structure to ensure organised, coherent, and comprehensive expression of thoughts. Adhering to a specific structure can enhance your ability to answer essay questions effectively .

The 7 Steps of an Essay

Writing an essay test typically involves seven steps :

Understanding the question
Brainstorming ideas
Creating an outline
Crafting a thesis statement
Writing the essay body
Formulating the conclusion
Revising and editing for clarity and conciseness

A checklist of 7 steps to prep for an essay test, including brainstorming ideas, creating an outline and writing a thesis. StudySmarter Magazine

The First Sentence in an Essay

The initial sentence of an essay, often termed a hook , plays a crucial role.

It aims to grab the reader’s attention and provoke interest in the essay topic. It should be engaging, and relevant, and set the tone for the rest of the essay .

The 5-Paragraph Essay Format

The 5-paragraph essay format is commonly used in essay tests, providing a clear and organised approach for students to articulate their ideas. In this format, the introduction and the conclusion include 1 paragraph, while the body of the essay includes 3 .

Introduction : The introduction sets the stage, providing a brief overview of the topic and presenting the thesis statement – the central argument or point.
Body : The body of the essay contains three paragraphs, each presenting a separate point that supports the thesis statement. Detailed explanations, evidence, and examples are included here to substantiate the points.
Conclusion : The conclusion reiterates the thesis statement and summarises the main points. It provides a final perspective on the topic, drawing the essay to a close.

Essay Test, Illustration of a person marking different areas on a paper, StudySmarter Magazine

How to Prepare for an Essay Test?

Preparing for an essay test demands a structured approach to ensure thorough understanding and effective response. Here are some strategies to make this task more manageable:

#1 Familiarise Yourself with the Terminology Used

Knowledge of key terminologies is essential. Understand the meaning of directives such as “describe”, “compare”, “contrast”, or “analyse”. Each term guides you on what is expected in your essay and helps you to answer the question accurately.

To make it easier, you can take advantage of AI technologies. While preparing for your exam, use similar essay questions as prompts and see how AI understands and evaluates the questions. If you are unfamiliar with AI, you can check out The Best Chat GPT Prompts For Essay Writing .

#2 Review and Revise Past Essays

Take advantage of past essays or essay prompts to review and revise your writing . Analyse your strengths and areas for improvement, paying attention to grammar , structure , and clarity . This process helps you refine your writing skills and identify potential pitfalls to avoid in future tests.

#3 Practice Timed Writing

Simulate test conditions by practising timed writing . Set a specific time limit for each essay question and strive to complete it within that timeframe. This exercise builds your ability to think and write quickly , improving your efficiency during the actual test.

#4 Utilise Mnemonic Techniques

To aid in memorisation and recall of key concepts or arguments, employ mnemonic techniques . These memory aids, such as acronyms, visualisation, or association techniques, can help you retain important information and retrieve it during the test. Practice using mnemonics to reinforce your understanding of critical points.

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Strategies to Pass an Essay Test

Passing an essay test goes beyond understanding the topic; it also requires strategic planning and execution . Below are key strategies that can enhance your performance in an essay test.

Read the exam paper thoroughly before diving into writing : read the entire exam paper thoroughly. Understand each question’s requirement and make a mental note of the points to be included in each response. This step will help in ensuring that no aspect of the question is overlooked.
Answer in the First Sentence and Use the Language of the Question : Begin your essay by clearly stating your answer in the first sentence. Use the language of the question to show you are directly addressing the task. This approach ensures that your main argument is understood right from the start.
Structure Your Essay : Adopt a logical essay structure , typically comprising an introduction, body, and conclusion. This helps in organising your thoughts, making your argument clearer, and enhancing the readability of your essay.
Answer in Point Form When Running Out of Time : If time is running short, present your answer in point form. This approach allows you to cover more points quickly, ensuring you don’t leave any questions unanswered.
Write as Legibly as Possible : Your writing should be clear and easy to read. Illegible handwriting could lead to misunderstandings and may negatively impact your grades.
Number Your Answers : Ensure your answers are correctly numbered. This helps in aligning your responses with the respective questions, making it easier for the examiner to assess your work, and reducing chances of confusion or error
Time Yourself on Each Question : Time management is crucial in an essay test. Allocate a specific amount of time to each question, taking into account the marks they carry. Ensure you leave ample time for revising and editing your responses. Practising this strategy can prevent last-minute rushes and result in a more polished essay.

About the Author Oğulcan Tezcan is a writer, translator, editor, and an accomplished engineer. Oğulcan is also a keen researcher and digital market analyst, with a particular interest in self-development, productivity, and human behaviour.

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Frequently Asked Questions About Essay Tests

How do you answer an essay question, when taking an essay test what is the first step, what type of test is an essay test, what is the first sentence in an essay, what are the six elements of an essay.

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Different types of Essays.The Essay, Forms of Prose.Forms of English Literature.🇮🇳👍

COMMENTS

Improving Your Test Questions
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
Essay Test: Types, Advantages and Limitations
1. It is relatively easier to prepare and administer a six-question extended- response essay test than to prepare and administer a comparable 60-item multiple-choice test items. 2. It is the only means that can assess an examinee's ability to organise and present his ideas in a logical and coherent fashion. 3.
Lesson 6.3: Understanding Test Items
These test items offer several answer choices. The test prompt (or question) is known as the "stem" for which you choose one or more of the answer options. Examples: 1. A simile is. a comparison without using "like". a comparison using the word "as". a comparison using either "like" or "as". none of the above.
PDF PREPARING EFFECTIVE ESSAY QUESTIONS
An essay question is a test item which contains the following elements: 1. ... If the question does not match the definition for an effective essay question, reconstruct the question in such a way that it matches and ... educators may use an essay question when another item type would . Essay Questions: Essay Questions:
PDF Handbook on Test Development: Helpful Tips for Creating Reliable and
2.2 Writing Essay Test Items Essay items are useful when examinees have to show how they arrived at an answer. A test of writing ability is a good example of the kind of test that should be given in an essay response format. This type of item, however, is difficult to score reliably and can require a significant amount of time to be graded.
PDF Essay Items
factual information. In this chapter on essay items, you'll find other tools that you can use to assess other types of outcomes. Here, we'll focus on essay items —those items where the test taker is expected to write a coherent and informative response to a ques-tion. Forget about that Friday spelling test or even the SAT—essay
17.6: What are the benefits of essay tests?
Essays, along with multiple choice, are a very common method of assessment. Essays offer a means completely different than that of multiple choice. When thinking of a means of assessment, the essay along with multiple choice are the two that most come to mind (Schouller).The essay lends itself to specific subjects; for example, a math test ...
PDF AN APPROACH TO ESSAY TESTS
The introduction will consist of the main point to be made; it is a summary of your answer. Make your essay a neat bundle with a beginning and end. A. Write a clear introduction. It should indicate to the reader what approach you will take and what support you will provide. B. Support your introduction with details.
Tips for Creating and Scoring Essay Tests
There are two types of essay questions: restricted and extended response. ... If your essay item is part of a larger objective test, make sure that it is the last item on the exam. Scoring the Essay Item . One of the downfalls of essay tests is that they lack in reliability. Even when teachers grade essays with a well-constructed rubric ...
PDF Chapter 2 Definition, Purpose, and Characteristics of Items
Knowing the definition of a test item is the first step toward comprehending it. The definition forms the backbone upon which the ... and even certain types of essay formats, do not contain the kind of test items covered by the definition. ... Purpose, and Characteristics 19. 20 Still, test items of the type covered by the definition are not ...
Constructing Test Items (Guidelines & 7 Common Item Types)
A LOFT exam is a test where the items are drawn from an item bank pool and presented on the exam in a way that each person sees a different set of items. The difficulty of the overall test is controlled to be equal for all examinees. LOFT exams utilize automated item generation ( AIG) to create large item banks.
PDF Is This a Trick Question?
test item types are discussed: multiple choice, true-false, matching, completion, and essay. Information covers the appropriate use of each item type, advantages and disadvantages of each item type, and characteristics of well written items. Suggestions for addressing higher order thinking skills for each item type are also presented.
PDF Classroom Tests: Writing and Scoring Essay
item format. Instead, it is much more desirable to present students with a problem to solve, and to evaluate students with respect to the processes they used to solve the problem. Examples of item types measuring deep understanding include essay and short-answer questions. Essay and short-answer items, sometimes referred to as constructed-
PDF Guide to Item Analysis
Make informed decisions about whether to retain, revise, or remove test items. Anatomy of a Test Item In this guide, we refer to the following terms to describe the items (or questions) that make up multiple-choice tests. 1. Stem refers to the portion of the item that presents a problem for the respondents (students) to solve 2.
PDF Items
essay type test. Meaning of essay type tests, various forms of such tests, their advantages and disadvantages as well as construction of essay questions are discussed in this section. 11.4.1 Meaning In the previous section, we have discussed that short answer test items through their various types and forms can measure learning outcomes which ...
Essay Type Test: Advantages, Disadvantages, Limitations
The essay-type tests are less objective and so they lack validity. 2. Cramming Habit. Essay type of test increases the child's cramming habit capacity. 3. Lack Of Relaibility. These tests lack the dependability of essay-type tests is low as compared to various multiple-choice questions or objective-type questions. 4.
What Is Essay Type Test
What is Essay Type Test. 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 ...
(PDF) Essay Items
This encyclopedic entry on essay items provides a general definition of this item type, scoring procedures, and challenges to gathering validity evidence. Discover the world's research 25+ million ...
Essay Type Test
Disadvantages of Essay type tests 1.The essay type tests are less objective and so they lack validity. 2. Essay type of test increase the candidates filling habit capacity. 3. A student is bound to study a selective script of his course and often guesses the questions which may probably have an element of chance from an exam point of view.
The Four Main Types of Essay
An essay is a focused piece of writing designed to inform or persuade. There are many different types of essay, but they are often defined in four categories: argumentative, expository, narrative, and descriptive essays. Argumentative and expository essays are focused on conveying information and making clear points, while narrative and ...
Essay type test
Essay type test - Download as a PDF or view online for free. ... Definition Essay test is a test that requires the student to compose responses ... Advantages of Extended Response Questions This type of essay item is mostly useful in measuring learning outcomes at the higher cognitive levels of educational objectives such as analysis, synthesis ...
PDF Chapter 7 Written Tests: Constructed-Response and Selected-Response Formats
The prototypic CR item type is the essay question. For this chapter two general types of essays are discussed - those requiring long answers and those requiring short answers. A long-answer essay may require the examinee to write 1-2 or more pages in response to the question, while short-answer essay questions may require a 1-2 paragraph
Essay Test: The Ultimate Guide with The Best Strategies
An essay test is a type of written examination that requires students to construct an essay response to one or more questions. It assesses the student's ability to analyze, synthesize, and present their understanding of a subject matter through written communication. Essay tests go beyond simple recall or regurgitation of information and ...

Multiple-Choice Test Items

I. Choosing Between Objective and Subjective Test Items

Quiz Answers

When to Use Essay or Objective Tests

II. Suggestions for Using and Writing Test Items

Sample Multiple-Choice Item

Advantages in Using Multiple-Choice Items

Limitations in Using Multiple-Choice Items

Suggestions For Writing Multiple-Choice Test Items

Sample True-False Item: Simple

Limitations In Using True-False Items

Suggestions For Writing True-False Test Items

Sample Matching Test Item

Limitations in Using Matching Items

Suggestions for Writing Matching Test Items

Sample Completion Item

Advantages in Using Completion Items

Limitations of Using Completion Items

Suggestions for Writing Completion Test Items

Sample Extended-Response Essay Item

Sample Short-Answer Essay Item

Advantages In Using Essay Items

Limitations In Using Essay Items

Suggestions for Writing Essay Test Items

Suggestions for Scoring Essay Items

Analytical Scoring

Example Problem Solving Test Item

Advantages In Using Problem Solving Items

Limitations in Using Problem Solving Items

Suggestions For Writing Problem Solving Test Items

Sample Performance Test Item

Advantages In Using Performance Test Items

Limitations In Using Performance Test Items

Suggestions For Writing Performance Test Items

III. TWO METHODS FOR ASSESSING TEST ITEM QUALITY

Checklist for Evaluating Test Items

Grading Essay Test Items

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

V. REFERENCES FOR FURTHER READING

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Lesson 6.3: Understanding Test Items

Multiple Choice Test Items

Educated Guessing

Matching Test Items

Fill-In-the-Blank Test Items

Short Answer Test Items

Essay Test Items

17.6: What are the benefits of essay tests?

Introduction

The Benefits for Students

The Benefits for Teachers

References Cited

Creating and Scoring Essay Tests

Student Skills Required for Essay Tests

Constructing an Effective Essay Question

Scoring the Essay Item

CAVEON SECURITY INSIGHTS BLOG

Constructing Test Items (Guidelines & 7 Common Item Types)

Introduction

Table of Contents

Common Exam Types

Determine Your Purpose for Testing: Why and Who

The Benefits of Identifying Your Exam's Purpose

What Is the MQC?

Factors to Consider when Constructing Your Test

Fixed-Form Exam

Computer Adaptive Testing (CAT)

Linear on the Fly Testing (LOFT)

Performance-Based Testing

Multiple-Choice

Multiple Response

Short Answer

Discrete Option Multiple Choice ™ (DOMC)