 Hello, I welcome you all once again to my channel Explore Education, I am Dr. Rashmi Singh, Assistant Professor, Department of Education, SS Karnagalswari College, University of Allahabad. And today I am going to discuss Essay type test, in your syllabus it is the concept of essay type test and objective type test and the difference between the two, so first of all I am starting with essay type test and it must be useful for all of us, for general awareness, for general understanding about the concept of essay type test, okay? So let's start, essay type test, we call it in Hindi, Nibandhatmak Parikshani or Nibandhatmak Prashni, or it is called subjective item because it involves the subject, as a subject that is involved in that answer because you have to write something, you have to establish something, you have to tell something too much, to the point is not there, and the teacher is also subject-involved, the grader who is grading it, who is marking it, he can't even mark it as objective, so it is also called subjective item. It permits the student to organize and present an original answer, this is the nature of the lecture, it allows the student to answer a question and present it with his knowledge. Subjective items include short answer essay, extended responses, problem solving and performance test items. Generally, the long answer type or essay type is considered to be Nibandhatmak Prashni, but the short answer is also considered to be extended responses, which means you can extend your responses, meaning you have to write something more, like closed-ended questionnaires and open-ended questionnaires. In open-ended, we have told you that if this is the case, then why would you write the answer in an extended form? Problem solving and performance test items, these are all in the essay type test, and the essay test is probably the most popular of all types of teacher-meet test. There is an essay type test, which is the most popular in the class, how? We don't have to take any surprises in the class, we won't make multiple choice questions. We will ask you 2-3-4 questions, why? Because it is very easy and we can cover it from you, whether you have read it or not, and you can write it in an organized way or not. In general, a classroom essay test consists of a small number of questions to which the student is expected to demonstrate his or her ability. In general, when we ask you an essay type test in the class, what happens in the essay type test? These are some small number of questions that are expected from the students that they will demonstrate their yoga, how they will do it, and what they will have to do first is recore factual knowledge. We have taught you, taught you, and you will have to remember that spiritual knowledge, organize this knowledge, then you will have to organize that knowledge, and present the knowledge in a logically integrated answer to the question. And the question that is asked to you, first remember the knowledge, organize the knowledge, and present it, present the knowledge in a logical way. It is not like that, you will go ahead, you will go logically, like what is asked, first introduction, then body, then conclusion. The first conclusion is not written, right? And you will give the answer to this question in an integrated way. An essay type test item can be classified as either an extended response essay item or a short answer essay item. The later calls for a more restricted or limited answer in terms of form or scope. He is saying that an essay test item can be classified as an extended response essay item or short answer essay item and later calls for a more restricted or limited answer in terms of form or scope. A short answer essay item is a little limited and an extended response, you can write more, you can write more, you can write more. Okay, then when to use an essay test? When should we use an essay test? Essay tests are especially appropriate when the group to be tested is small and test is not to be reused. When there are less children in the class, your 10, 15, 20, 20 children, copy check, it's easy for you and you don't have to use it again. You wish to encourage and reward the development of students' skills in writing. You are more interested in exploring the students' attitudes than in measuring his or her achievement. You are more interested in exploring the students' attitudes than in measuring his or her achievement. So, essay type test is also appropriate. What are the advantages of an essay type test? What is the benefit of an essay type test? It's easier and less time consuming to construct than most other item types. Provider means for testing students' ability to compose and answer in present If we want to see how a student composes an answer, how he or she presents it logically, if we want to check this, then the essay type test is good. And can efficiently measure higher order cognitive objectives, analysis, synthesis and evaluation. We all know the Bloom-Stick phenomena, if you don't know, then you should definitely know that what are the lower order thinking skills and higher order thinking skills. So, if your analysis, synthesis and evaluation goes to higher order, then you can check the higher order. How did the student analyze it? How did he create some things? How did he create flow chart? How did he reach the level of something? You can check all this with an essay type test. You can't check this with objective MCQ. So, if you want to check all these things, then this is an essay type test. This is beneficial for you. That is, if you use an essay type test in these subjects, then it will be more beneficial. But there are some limits to this. Cannot measure a large amount of content and objectives. How many questions can you ask? You can ask four, five, in a long answer. So, you can ask only five types of questions. You can ask them five types of questions. So, you can't cover a lot of content or objectives. Generally, provide low test and test score reliability. Reliability is not there. If we check, then we will get some other number. If someone else checks, then we will get some other number. So, test score reliability is not there. It is low. Require an extensive amount of instructors trying to read and read. If we make it, then we will give it quickly. But it will take time to check. We will read it completely, then we will give it a number, then its calculation and everything and all. Then, generally do not provide an objective measure of student achievement or ability. And this is due to the fact that a subject-oriented type of application and yoga test cannot be done. Subject to bias on the part of the grader. The grader, his bias comes along with checking. What kind of answer do we agree with? We will give it more number. If someone else checks the spelling, then it will get more number. If someone else checks the writing, then it will get more number. So, the bias of the grader comes along with it. Then, suggestions for writing test items. What are the suggestions for you? How can you make such high-test items? First of all, prepare such items that elicit the type of behavior you want to measure. They are saying, make a question like this so that you can measure what you want to measure. The way you want to measure the behavior, ask them the same. Phrase each item so that the student's task is clearly indicated. You have written every item so beautifully that you are completely aware of what you want to demonstrate, describe, analyze, list out, differentiate. Whatever you want, clearly indication, should be in the item. Indicate for each item a point value or weight and an estimated time limit for answering. Generally, what we should do is if we have made 3-4 parts of the question, then you can tell us how many points, value or weight we have determined for each part. If there are 12 parts of the question, and there are 4 parts of it, then there are 3-3 parts of it. Or 2-2 parts of it, 6-6 parts of it, the way you have divided it. Whatever you have given it a weightage, you can indicate it. And if possible, tell us the time limit as well. That you have to solve it at this time. So, the student will have an idea that yes, we have to solve this question in half an hour. Generally, we give a weightage, but not in the time limit. Ask questions that will elicit responses while experts could agree that one answer is better than another. Ask questions that will elicit responses while experts could agree that one answer is better than another. In this way, we have to ask the question so that the expert, the panel group, can agree that this answer is better than this answer. So, the better, the more we will get the number. It is generally recommended for classroom examination to administer several short answer items rather than only one or two extended response items. It is better to ask two long questions rather than only three or four short answers. This is what it is saying. So, you will be able to do better in this way. There are suggestions for scoring as well. How to score? There are two types of scoring items that we use, which may not be named, but we all use it. What is it? An analytical scoring and a global quality. An analytical scoring is that each answer is compared to an ideal answer and points are assigned for the inclusion of necessary elements. You can understand it in a way that rubric has been used. We have accepted that it is a question. Whatever it is, idealism, pragmatism, whatever it is, we have accepted that if you will tell the metaphysics, epistemology, and exeology of it, then we will give you three numbers for it and three numbers for the conclusion. We have set 12 numbers. So, you can see that if the child has written everything, then give the same analytical, that is, the ideal answer by comparing it with the number. And what is in global quality? You have to give the number in totality. Each answer is read and assigned a score based either on the total quality of the response relative to other student answers. You can see how the rest of the children have performed in this class. The rest of the children have written two points. You have written 10 points. You have written 5 points. You have written 6 points. So, globally, you will get the best number. So, this is the story of scoring. So, this is the type test. In this, you have to recall your factual knowledge, then you have to organize it, then you have to present it logically. And when are the benefits, what are the problems, it becomes quick, but the check is a problem, it takes time, the reliability is less, all these things are in it. So, this is your type test. Then you will read the objective type test, listen and then you will see the comparison in both. Then you will also see which types of the objective type test are. Because the objective type test is different. So, in this way, I have completed a very basic and you can say interesting topic for you all, essay type test. So, thank you and don't forget to like and subscribe my channel Explore Education. I have been from my second.