OBJECTIVE TEST ITEMS

True – False Items Matching Items Multiple-Choice Items Completion Items

True-false items are popular
probably because they are quick
and easy to write, or at least they
seem to be. Actually, true-false
items do take less time to write
than good objective items of any
other format, but good true-false
items are not that easy to write.
Unlike true-false items,
matching items represent a
popular and convenient testing
format. Just like good true-false
items, though, good matching
items are not easy to write as
you might think.
but they are also referred to as
Multiple-choice items are Completion items are relatively
among objective test items easy to write. Perhaps the first
because, contrary to popular test classroom teachers
opinion, they enable you to construct and students take are
measure at high levels of the completion tests.
taxonomy of educational
objectives. We have called
these items objective items,
recognition items.

Criteria for writing good Criteria for writing good Criteria for writing good Criteria for writing good
True – False items Matching items Multiple-Choice items Completion or Supply
Items

• Clear instructions should
be given before the start
of the true – false test.
• Construct definitely true or
definitely false
questions/statements.
• Use relatively short
statements or questions.
• Keep true and false
questions the same length
and more or less the same
amount of true as false.
• Avoid using double-
negative questions.
• Taking statements directly
from text and presenting
them out of context.
• Keep both the list of
descriptions and the list
of options fairly short
and Homogeneous. Title
the lists to ensure
homogeneity and
arrange the descriptions
and options in some
logical order.
• Make sure that all the
options are plausible
distracters for each
description to ensure
homogeneity of lists.
• The list of descriptions
should contain the
longer phrases or
statements while the
options should consists
of short phrases, words,
or symbols.
• The stem of the item
should clearly formulate
the problem.
• Be sure that there is
only one and only one
correct or clearly best
answer.
• Be sure wrong answer
choices (distracters) are
plausible.
• Use negative questions
or statements only if the
knowledge being tested
requires it. Include from
three to five options
(two to four distracters
plus one correct answer)
to optimise testing for
knowledge rather than
encouraging guessing.
• If at all possible, items
should require a single-
word answer, or a brief
and definite statement.
• Be sure the question or
statement poses a
problem to the
examinee. A direct
question is often more
desirable than an
incomplete statement.
• Be sure that the student
is required to produce is
factually correct. Be sure
the language used in the
question is precise and
accurate in relation to
the subject matter area
being tested.

• Omit only key words;

• Avoid the following:
- Verbal clues. • Each description in the
- Broad general list should be numbered,
statements. and the list of options
- Terms denoting should be identified by
indefinite or letter.
absolutes.
• Include more options
- Placing items in a
than descriptions
systematic order.
• In the directions, specify
the basis for matching
and whether options can
be used more than
once.
• To increase the don’t eliminate so many
difficulty of a multiple- elements that the sense
choice item, increase of the content is
the similarity of content impaired. Word the
among the questions. statement such that the
blank is near the end of
• Use the option ‘none of
the sentence rather than
the above’ sparingly and
near the beginning. This
only when the keyed
will prevent awkward
answer can be classified
mistakes.
unequivocally as right or
• If the problem requires
wrong.
a numerical answer,
• Avoid using ‘all of the
indicate the units in
above’. It is usually the
which it is to be
correct answer and
expressed.
makes the item too easy
for students with partial
information.