MODULE No.

6
Assessment Tools
Module Introduction:
In schools, teachers generate criteria supported learning outcomes for the subject and grade and on expected levels of performance.
In the early years, performance scales and written reports outline progress in reference to expected development of learners in similar
age ranges. In grades 4-12, letter grades indicate performance in reference to learning outcomes. Teachers may use performance
standards which describe expected levels of accomplishment in reading, writing, numeracy and social responsibility. Assessment
methods and tools recommended up until this have included observation, student self-assessments, daily practice assignments, quizzes,
samples of student work, pencil-and-paper tests, holistic rating scales, projects, oral and written reports, reviews of performance and
portfolios. Evaluation is based on criteria which is based on learning outcomes. Norm-referenced evaluation (basic skills tests, diagnostic
tests) is additionally permitted to be used for large-scale system assessments.

WEEK 5 DAY 10 LESSON NO. 7

LESSON TITLE Assessment Tools: Objective Tests
DURATION/HOURS 1.5 hours
SPECIFIC At the end of the session, the students are expected to:
LEARNING a. fill out the KWL Chart with the given topic “Objective Type Test”;
OUTCOMES: b. associate words that are connected with test in a bubble map;
c. define objective test;
d. describe the categories of objective tests; and
e. enumerate the advantages and disadvatanges of objective tests.
TEACHING LEARNING ACTIVITIES
Task 1: K-W-L Chart
Directions: Fill out the WHAT I KNOW Column and the WHAT I WANT TO KNOW Column on the chart with the given topic. Leave
the last column blank.
OBJECTIVE TYPE OF TEST
What I KNOW What I WANT TO KNOW What I LEARNED

Task 2: Word Association (Bubble Map)

X
Directions: Find words/terms that are connected to test. Write them on the Bubble Map.

Test

Task 3: Definition
Directions: Give the definition of objective test.

Processing:
Discussion of Concept No. 1: What is objective type test?
❖ Objective 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.
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.

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 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.

Characteristics of Objective Test

1.They are pin-pointed, definite and so clear that a single, definite answer is expected.
2.They ensure objectivity in scoring. The scoring will not vary from examiner to examiner.
References: Calmorin, Laurita P., Ph.D. (2011). Assessment of Student Learning 1. Manila, Philippines: Rex Bookstore, Inc. and
https://www.yourarticlelibrary.com/statistics-2/objective-type-test-meaning-merits-and-limitations-statistics/92615

Discussion of Concept No. 2: What are the categories of objective type test?
❖ Categories of Objective Test
• Selected-Response Format
Selected-response tests are those that are composed of questions to which there is typically one best answer. They are
sometimes referred to as objective assessments (Suskie, 2018). Some of the most commonly used selected-response tests
include multiple choice, fill-in-the-blank, true-false, and/or matching questions/items.
Advantages: Disadvantages:
1. Easier to score 1. Constrains students to single appropriate answer
2. Can be answered quickly 2. Encourages students to learn by recognition
3. Provides diagnostic information 3. Subject to guessing correct answer
4. Can be efficient and objective to score 4. Good and clear test items are hard to write
5. Can reliably assess lower-order thinking skills 5. Cannot assess higher-order thinking skills (e.g.,
6. Efficiently assesses broad range of learning goals synthesis, organization, original thinking)
7. Covers a broader range of curriculum in a shorter time 6. Cannot provide direct evidence of real-world skills,
8. Can measure abilities to make judgments about next particularly productive or creative skills
steps, draw inferences, interpret data, and apply 7. Students can guess correct answers
information
References: https://assessment.ucdavis.edu/designing-selected-response-tests and
https://www.mydigitalchalkboard.org/portal/default/Content/Viewer/Content?action=2&scId=505706&sciId=15387

• Constructed-Response Format
Constructed-response tests are those that contain questions that require the test taker to produce the answer, rather than
simply choosing it from a list. The required response can be as simple as the writing of a single word or as complex as the
design of a laboratory experiment to test a scientific hypothesis.
Advantages: Disadvantages:
1. Allows students to demonstrate complex, in-depth 1. More time-consuming to score
understanding 2. More time-consuming to answer
2. Less likelihood of guessing correct answer
3. Motivates students to learn in a way that stresses the
organization of information, principles, and application
Reference: https://www.mydigitalchalkboard.org/portal/default/Content/Viewer/Content?action=2&scId=505706&sciId=15387

Discussion of Concept No. 3: What are the advantages and disadvantages of objective type test?
❖ Advantages of Objective Test
1. Easy to correct or score. As regards to ease in scoring the test, it is be scored objectively and easily because it usually
requires short responses in each item. Responses may contain letter, number, word or a phrase in each item. The scoring
will not vary from time to time or from examiner to examiner.
2. Eliminates subjectivity (objectivity in scoring). An objective test eliminates subjectivity in scoring because responses are
short and exact.
3. Adequate sampling. Objective type test gives scope for wider sampling of the content. More items are included wherein
validity and reliability can be observed.
3. Eliminates bluffing. The test reduces (a) the role of luck and (b) cramming of expected questions. Bluffing is eliminated
because examinees choose only one from the options provided. As a result, there is greater reliability and better content
validity.
4. Norms can be established. Due to adequate sampling norms can be established.
5. Saves time and energy in answering questions. 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 lot 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. This type of question has greater motivational value.
8. It measures the higher mental processes of understanding, application, analysis, prediction and interpretation.
9. It permits stencil, machine or clerical scoring. Thus, scoring is very easy.
10. Linguistic ability is not required.

❖ Disadvantages of Objective Test

1. Difficult to construct. Construction of the objective test items is difficult because there are so many items involved while
answering them is quite easy.

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 2. Encourages cheating and guessing. Cheating and guessing is possible due to short response in each item. No doubt the
chances of success may be reduced by the inclusion of a large number of items
3. Expensive. Printing cost considerably greater than that of an essay test. Due to adequate sampling, it is expensive when it
comes to duplicating test materials because test questions cannot be written on the board. It is disadvantageous to schools
with inadequate duplicating facilities.
4. Encourages rote memorization. It encourages more of rote memorization rather than logical memorization since responses
for each item only involves a letter, a number, a word or a phrase. Examinees ability to think critically, express, organize, and
reasoning are not fully developed. Linguistic ability of the examinees is not at all tested.
5. Time consuming. Because there are many items in this type of test, preparation is time consuming on the part of the teacher.
6. Objectives like ability to organize matter, ability to present matter logically and in a coherent fashion, etc., cannot be
evaluated.
7. If a respondent marks all responses as correct, the result may be misleading.
8. They demand more of analysis than synthesis.
References: Calmorin, Laurita P., Ph.D. (2011). Assessment of Student Learning 1. Manila, Philippines: Rex Bookstore, Inc. and
https://www.yourarticlelibrary.com/statistics-2/objective-type-test-meaning-merits-and-limitations-statistics/92615

Teacher Talks . . .
For further discussion of the lesson, please click on the link read the given article/reading.
• Objective Type Test - https://www.slideshare.net/EmmanBadang/objective-test-type
• Objective Type Test: Meaning, Merits and Limitations | Statistics - https://www.yourarticlelibrary.com/statistics-2/objective-type-test-
meaning-merits-and-limitations-statistics/92615

Formative: K-W-L Chart

Directions: Go back to the KWL Chart that you have filled out in the preliminary activities. Fill out the last column and show what you
have learned.
OBJECTIVE TYPE OF TEST
What I KNOW What I WANT TO KNOW What I LEARNED

Synthesis: 3-2-1
X X
Directions: Reflect on the topic discussed and fill out the table below. Write your answers in complete sentences. (you might also be
asked to post it in your Facebook Group; wait for the instructions from the instructress)
3 Facts I Learned . . .

2 Questions I Still Have . . .

1 Insight that I Gained . . .

ASSESSMENT Graphic Organizer

Directions: Compare and contrast Selected-Response Test and Constructed-Response Test. Use the
information you have on the topic. Write your answers in an appropriate graphic organizer. Your output will be
graded according to the criteria below.

Criteria:
a. Appropriateness of the Graphic Organizer - 8 points
b. Organization of Idea - 6 points
c. Correctness of Ideas/Facts - 6 points
Total ------------------------------------------------------20 points
ASSIGNMENT Directions: Give what is/are asked in each item.
1. Describe a Recall Type of Objective Test.
2. Give the two (2) types of Recall Type Tests.
RESOURCES ▪ Objective Tests - Calmorin, Laurita P., Ph.D. (2011). Assessment of Student Learning 1. Manila,
Philippines: Rex Bookstore, Inc.
▪ Objective Type Test: Meaning, Merits and Limitations | Statistics -
https://www.yourarticlelibrary.com/statistics-2/objective-type-test-meaning-merits-and-limitations-
statistics/92615

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 ▪ Designing Selected Response Tests - https://assessment.ucdavis.edu/designing-selected-response-
tests
▪ Selected-Response vs. Constructed-Response Assessment Methods -
https://www.mydigitalchalkboard.org/portal/default/Content/Viewer/Content?action=2&scId=505706&sciId
=15387
▪ Objective Type Test - https://www.slideshare.net/EmmanBadang/objective-test-type
▪ Objective Type Test: Meaning, Merits and Limitations | Statistics -
https://www.yourarticlelibrary.com/statistics-2/objective-type-test-meaning-merits-and-limitations-statistics/92615

Developed by:

JEDAHLYN ROSE D. BALAD-ON, LPT

Instructress

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