PRESENTER:

CHERRY ANN O. DEMAISIP

PRESENTED TO:
JORY B. GETIDA Jr.
LEARNING TARGETS:
At the end of this lesson, you are expected to:
• Determine the nature and characteristics of
objective test;
• Explain the rules in constructing objective test;
and
• Construct varied types of objective test.
Lesson 16:

DEVELOPING OBJECTIVE
TEST
 INTRODUCTION

• One common practice among elementary language

teacher in assessing literacy skills is the use of the
objective type of tests in measuring learners’ reading
and text comprehension levels. An objective test is
one that require only one correct answer, and all
other answer are categorized as wrong based on
objective criteria.
OBJECTIVE TEST
Are assessments designed to measure specific
knowledge or skills in a standardized and unbiased
manner. They typically consist of multiple-choice, true
or false, or matching questions, with clear and
unambiguous correct answers. These tests aim to
assess factual knowledge, comprehension, and
sometimes application, but they are limited in their
ability to evaluate higher-order thinking skills such as
analysis synthesis, and evaluation. The scoring of
objective tests is usually straightforward, as answers
are either right or wrong, allowing for efficient and
consistent grading.
To effectively use the varied objective test,
certain considerations must be followed:

1. TRUE OR FALSE/YES OR NO
-This test measures the ability of the reader to
determine the truth or falsity of the statement
presented. The basis of answering is the correct
interpretation of the facts presented in a given
passage. The reader is instructed to read the
statement, determine its correctness or incorrectness,
and choose the answer.
In constructing True or False items when using
content-based reading selections, the following
suggestion need to be considered:
a. Sentences must be simple and declarative, using direct
language.
b. Statements are absolutely true or false, no qualification
needed.
c. Paraphrase the statement and do not lift direct statements
from the selection.
d. Include enough background, context, and qualification when
necessary.
according to the author…
In constructing True or False items when using
content-based reading selections, the following
suggestion need to be considered:

e. Avoid using statements of commands or orders, as these are

neither true nor false.
Brush your teeth three times a day…
f. Never use qualifiers, like always, sometimes, and never.
 To effectively use the varied objective test,
certain considerations must be followed:
2. MULTIPLE-CHOICE TEST
- A multiple-choice test item asks the learner to recognize from a
set of choices the best or correct answer to question. The
question of introducing the item is called stem. The set of
choices that follow includes the distraction, plausible answers
that draw the learners’ attention from the correct answer if they
do not really know the answer, and the keyed answer, the correct
answer. This type of test is difficult to construct, but it is easier to
score, it is more reliable, and reduces test anxiety among
learners.
a. Be specific with what is asked in the stem to make the learners anticipate the correct answer after reading it. More
information should be placed in the stem rather than in the given choices.

Examples: From the details provided by the author,

what is the setting of the story? (STEM).
CHOICES: A. beach - Distraction
B. farm - Keyed Answer
C. mountain - Distraction
b. Avoid giving grammatical clues like A ( answer is expected to begin with a consonant) or AN ( expected
answer begins with a vowel).

Incorrect: The animal tortoise described in the story is a

good example of an-
A. reptile B. amphibian C. mammal
Correct: The animal tortoise described in the story is a
good example of an/a-
A. reptile B. amphibian C. mammal
c. Make the choices similar in length, tense, number, sentence structure, part of speech, etc. to avoid giving irrelevant clues to the correct
answer.

Incorrect: What did the boy expect from everyone he met?

A. trust B. treat him with mercy C. obedience
Correct: What did the boy expect from everyone he met?
A. trust B. mercy C. obedience
 d. In constructing the stem, use more often a direct question and less of the
incomplete sentence type of stem.

Less Preferred: The floating house implies that-

Preferred: What does the floating house imply?
e. Word or phrases that are repeated in the options are better integrated into the stem to reduce the reading
load of the learner.

Incorrect: What do the floating houses imply?

A. Muslims are sea lovers.
B. Muslims are pearl diverse.
C. Muslims are boat-dwellers.
D. Muslims are good fishers.
Correct: What do the floating houses imply? Muslims are –
A. sea lovers
B. Pearl diverse
C. boat-dwellers
D. Good fishers
 f. Arrange responses in a logical order.

 number – highest to lowest or vice versa

 date – earliest to the most recent or vice versa
 Proper nouns – alphabetical order
g. Give clear directions to guide the learners on what to do with the question and how to answer.
.

Sample Directions: Read the items carefully to

determine the given choices the correct or brief answer to
complete the statement or answer a question. Circle the letter
of your choice.
3. FILL-IN-THE-BLANK
-This type of test asks the learners to supply in the blank
the correct answer based on the content suggested by
the statement. It is also suitable for assessing learner’s
knowledge of quick factual information. It has high
reliability, is easier to construct, and limits guessing. Test
situations appropriate for a fill-in-the-blank type include
giving the meaning of words, antonym or synonym, and
giving the details asked about the story.
Vocabulary test: Ask learners what the word or
phrase means as it is used in the sentence.

Example: The opposite of SILENT is___________

Supplying the Details of the story: Ask the learners

about the title of the story, the author, setting, main
character, and other major details of the story read.
Example: The author of the story is____________
The following suggestions are given to
make this type of test more effective:
a. Put the blank at the end of the statement to orient
the learner on the context.
Example: The sentence “ This assignment is a piece
of cake ” means _____ .
b. Make the situation specific for the learners to
provide the correct answer.
c. In a set of fill-in-the-blank items, make the blanks of
the same length to avoid giving a clue to the correct
answer.
4. MATCHING TYPE

-This type of test measures the learners’ ability to

recognize relationships among homogeneous pairs. It
enables the reading teacher to cover more content in
one test. It is excellent in checking knowledge of the
learner, aside from being efficient and objective. It has
two column. Column A present the premises, while
column B present the choices. In constructing
matching type test item.
The following are wise to consider:
a. Include in the directions the basis of the learners to match the items and how to
match, either to write the letter of their answer or to draw lines. If a response used
more than once, the learners must also know.
b. Items in Column A are numbered consecutively while items in Column B are lettered
alphabetically.
c. Give more responses (about three more) in column B than the premises (Column A).
If there are 10 items (1-10) as premises, the responses could be letters A to M.
d. Longer statements are placed on the premises to reduce reading time, and shorter
ones are in the responses.
e. Items to be matched should be homogenous. For example, characters- reading
selection where they are found; authors- titles of reading selections, figurative
expression- word meaning or classification, etc.
 Sample test item:
Direction: Match the idiomatic expression in column A with their
meaning in Column B.

COLUMN A COLUMN B
1. Second to none A. Good luck

2. Cross your finger B. In trouble

3. Busy as a bee C. Favorite

4. In hot water D. The best

5. See you to eye E. Moving slow

F. Agree
G. Working hard
THANK
YOU!
Reference: A Course Module for Teaching Literacy in
the Elementary Grades through Literature page 136 to
141