 Hello, I welcome you all once again to my channel Explore Education, I am Dr. Rashmi Singh, Assistant Professor, Department of Education, S.S. Khanna Girls' Recollege, University of Allahabad. In this time, I am going to discuss types of objective tests. Earlier, I have discussed essay type items, essay type test and this time I am going to discuss objective type test and their types. So, objective test, yeah, objective test items, objective test items are items that can be objectively scored items on which persons select a response from a list of options, W.Wearsman. W.Wearsman has defined objective type test items like this, which are objectively scored items. That is, all the questions in it, the scoring will be objectively scored, and the individual who is a student will select a response from a list of options. This is the objective type test method. It requires students to select the correct response from several alternatives, or to supply a word or short phrase to answer a question or complete statement. It is said that for students, what does a student have to do in objective type test or we have many alternatives, we choose a correct response from it. Or in the blank type, we do a word or short phrase, or we complete a statement, or we do true false, so these are its types. Multiple choice, which is most common, MCQs, which everyone has done a lot of rest, true false, this is also an objective type test, matching, we have to match the following, it is written on the top, we have to mix it, who is with whom, and completion type, which can be filled in the blanks. India has got its independence in the year, so you have to tell me in 1947. So, objective type tests are specially appropriated, when it should be made, when the class is small, and we do not have to reuse it. In this, the group to be tested is large in the test, maybe reused. Once, make it better than effort from the mind, and you can use it again and again. And you can use it on a very long, big population. It takes time to make it, but it will get checked, one is wrong, zero. Your score reliability is more in this, highly reliable test scores. It must be obtained as efficiently as possible. Impartiality of evaluation, the one who is checking it will not get any bias, it will be impartial, no one has done it. Absolute fairness, there is no problem in this, all work will be fair, freedom from possible test scoring. Who is checking it, it does not depend on you, if you have done it right, then you will not get that number. There is more pressure for speedy reporting of scores than for speedy test preparation. The test will not be made soon, but if you have to check it quickly, then it will work. The correct answer is A, B, C, D. There are many types of it, we will look at them. First of all, we will look at MCQ, then true false, then matching, then completion test item, then this type of objective test will be completed. So, look at the multiple choice, there are two parts. The stem, the question which is being asked to you, which identifies the question or problem, and the response alternative. The options given to you are in response alternative. Students are asked to select the one alternative that best completes this statement or answers the question. We are saying that it is mentioned in the video, that one of the alternatives is to select one, which best completes that answer. So, what is the benefit of this? Versatility in measuring all levels of cognitive ability. Knowledge, complication, analysis, synthesis evaluation, it is a little difficult, but you can ask about all levels. Highly reliable, efficiency in scoring, objective measurement of the child, wide sampling of content, your objective can be asked. Irreduced guessing factor when compared to true false. In comparison to true false, there is less guessing factor. In comparison to such, there is more guessing factor. How is there less in comparison to true false? True false asks you a question, yes or no? We know the answer by 50% anyway. Suppose, we don't know anything about it, then it might be right to choose one of the two, so we have to choose from four, so the guessing factor has to be less. Different response alternatives that can provide diagnostic feedback. See, sometimes what happens, which is also called a distractor, it is written in this word that sometimes it happens that you have made a question and its option is A. But the maximum child has put B to the answer, right? So, you will get a feedback. Why are the children always wrong in the same question? This means that you have a problem in telling it, you have to tell it again. So, this is also the benefit of this. Then, what are its limitations? Difficult in time consuming the construct. You cannot make it in two minutes. You have to think about it, you have to think about it, it takes time to make it. Lead an instructor to favor simple recall of it. Sometimes we don't know anything about it, but we can just recall the fact and answer it correctly. Place a high degree of dependence on the student's reading ability. See, there is no role in it. You have given it to the child, he will read it himself, he will see his instructions, he will see how to read it himself. So, the children who have good reading ability, they will score well and those who are not, they will score badly. Because the dependence on reading ability is very high. Then, how can you make good multiple choice items? When possible, state the stem as a direct question, rather than as an incomplete statement. Try to ask directly what is our stem. Present a definite, explicit and singular question or problem in the stem. Try to ask only one question at a time, many questions are mixed together, eliminate excessive and irrelevant information from the stem. Try to include excessive and irrelevant information in the stem, whether it is small or small or concise. Include in the stem any word that might otherwise be repeated in each alternative. For example, you have to write such items R. So, you take R in the stem, don't start with R, R, R, R, R. Use negatively stated stem sparingly. Sometimes we have also tried multiple choice questions in which we pay attention that it is not a question. For example, who is responsible for this? So, children generally overlook Nahi. So, whenever you ask Nahi, do an underline, do a capital, do a bold, so that the child will know what you have to answer. So, you have to pay attention to the child's mistake. So, you will be able to make a good question. And make all alternatives plausible and attractive to the less knowledgeable and skillful student. And meet as soon as possible. For example, if you are asking for a year, then you have to write 1980, 1990, 2000, 2010 or something like that. It is not like a 1670 or a 1980. So, the child will guess that a 1670 cannot be such an old thing. So, we have to get every answer that this is right, this is right. If we don't study it, then it will be difficult. Then it will be delicious. Then, what are its suggestions? Make the alternatives grammatically, each other and consistent with this time, grammatically, right. We have also answered many questions that have nothing to do with it. For example, he is asking that whatever it is, he is an. Now, you have put an. Orator, cricketer, singer, everyone knows that it is an with A, E, I, O, U. So, it will ticker the orator when he doesn't know anything. So, you don't have to make it like this. You have written the alternatives. When possible, present alternatives in same logical order. I mean, it is clear, logical, chronological order. You tell it. Be sure that there is only one correct or best response to this time. Many times, there are competitive examinations. There are two answers. It seems that this is also right. So, we don't have such a question. It will be clear that this is the answer. Then, make alternatives approximately not so small or so big. Approximately equal length. Avoid irrelevant clues such as grammatical structure which we were talking about. Well-known verbal associations or corrections between the connections should be between this time and answer. Use at least four alternatives for each time to lower the probability of getting the item correct by guessing. At least four are alternative. Randomly distribute the correct response among the alternate positions throughout the test, having approximately 5% of all the alternatives. Don't assume that everyone has an A. Even if the child has a T, it will be correct. Don't assume that you have to distribute randomly in A, B, C. Then, all of the above should be used with difficulty. If you think that none of the above is correct and none of the above is correct, then it will believe that the third one will not be correct. This is the same thing with all of the above. We have to reduce the gas factor and then our multiple choice item will be considered correct. A true false item can be written in one of three forms. Simple, complex and compound. It is said that if you have only two choices, true and false, then it is simple. You have put more than two choices. True, false, uncertain, it is complex. Two choices plus a conditional completion response will be a compound type true false item. Generally, we are asked whether true false items can be provided. What can be provided? What are the benefits? The widest sampling of content and objectives per unit of testing time. Efficiency and accuracy will be scoring. All levels of cognitive ability and versatility are also reliable. Objective measurement is the same as in multiple choices. There are limitations. If true false items incorporate an extremely high guessing factor then the question is whether it will be correct or wrong. You don't know anything about it then you can take the right answer. Can often lead an instructor to write ambiguous statements due to the difficulty of writing statements, unequivocally true or false. Sometimes it is possible that we are not able to make an impression that it is either correct or wrong. We sometimes make ambiguous statements. I don't understand. Can often include more irrelevant and do other item types. We often give irrelevant clues which are not present in other item types. So these are the limitations and suggestions on how to make true false items good. Best based true false items are absolutely true or false without exceptions. We don't have to ask about the exception exceptions. It is possible that it is either correct or wrong. Sun rises in the east. Express the item statement as simply and as clearly as possible. We will try to write the statement as simply and as clearly as possible. Express a single idea in each test item. Every test item has to express only one idea. Include enough background information and qualifications so that the ability to respond correctly to the items does not depend on some special uncommon knowledge. The true false statement we have given is that avoid lifting statements from the text, lecture or other material so that memory alone will not be permitted. The chapter is starting from the line we gave in true false. So what happened? Lifting statement from the text as as it is written in the text do not give it in the true false otherwise it will only tell the truth. Avoid using negatively stated stem statement. Do not make it double negative if you are asking whether it is true or false then try not to give it a negative statement. Avoid the use of unfamiliar book. Do not use unfamiliar books as much as students do. False items tend to discriminate more highly than true stems. So these are suggestions that you cannot make better. When we make matching test items then what happens? In general, matching items consist of columns of stimuli present on the left side placed on the right side of the page. On one side, we have written that we have to combine them with the students. In addition, it requires short periods of reading and response time allowing me to cover more content. This can provide objective measurement, reliable test score, scoring efficiency and accuracy. Limitations have difficulty measuring learning objectives requiring more than simple recall of information. Difficult to construct is the problem of selecting a common set of stimuli and response. Animal is their sound and animal is their home. I am telling you about the level of children so you need one kind of stem and alternative. It is difficult to make it. How can you make it better? Include directions that clearly state the basis for matching the stimuli with the responses. You have to give the first direction to get a homogeneous material. It is not like it is going on for a long time. It is on a primary primitive stage or on a middle stage or on a modern stage. Do something homogenous so that the children have more confusion. Otherwise, they will do something on their own. Arrange the list of responses in such a systematic order. If possible, then systematically keep matching items. Keep matching items. Include more responses than stimuli to help prevent answering through the process of elimination. If there are 4 stem and 4 stimuli and 4 responses then we know if there are 2 or 3 then we will get the 4th. If we get the same, then what should we do? Keep more responses. If there are 4, then keep 6. You can eliminate the guest specter. When possible, reduce the amount of reading time by including only short pages and single words in the response list. Completion test item. If we are talking about fill-in-the-blank we have to complete the completion item. You have to complete the completion item. Completion item requires the student to answer a question or to finish an incomplete statement by filling-in-the-blank with the correct word or phrase. We have to complete the fill-in-the-blank with the correct word or phrase. The advantage is that you can cover wide sampling of content. You can measure lower levels of cognitive ability efficiently. You can minimize guessing if we are giving fill-in-the-blank. If we think that we can get a good option then we can do it. True-falls and multiple choices have very little guessing. Objective measurement is also here. Limitations are difficult to construct. If you have to think about who to leave fill-in-the-blank you have to think about who to leave fill-in-the-blank. Difficulty is measuring learning objectives required more than simple recalls. It is difficult to ask questions apart from simple recalls. There are a lot of irrelevant clues in which we give a clue ourselves. The more time consuming to score you will have more time to check. The more difficult to score since more than one answer may have to be considered correct if the item was not properly prepared. If you have not made the answer correctly then you will have to give a number to everyone. So you have to try to give only one answer in the fill-in-the-blank. Suggestions are omit only significant words from this statement. Just omit a significant word from the statement. It does not mean that you have to omit any R-M. It will mean do not omit so many words from this statement that the intended meaning is lost. After each word you have made fill-in-the-blank. If the meaning of the word is lost then how will the child say fill-in-the-blank? Try to fill-in-the-blank in the end. Avoid grammatical clues Be sure that there is only one correct response. Make the blanks of equal length. When possible, delete words at the end of the statement. That is where the sentence ends then fill-in-the-blank. And avoid lifting statements directly from the text as usual. Limit the required response to a single word of it. So this way your objective type test has been scored. It has reliability. You can measure it efficiently. It takes some time to make it. Generally, we think that it is just an MCQ objective type test. But it has matching type, two-walls, and completion. So generally, these four types of questions come in the objective type surely. So whether you want to ask about the objective type test or whether you want to ask about the objective type test, it is also clear about the concept and the difference between the essay type test and the objective type test. So in this way, I have completed this very topic. 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