QUALITY
ASSURANCE IN
OBJECTIVE
TESTING
Isaac Olakanmi Abimbola
Department of Science Education
University of Ilorin
Ilorin, Nigeria
abimbola@unilorin.edu.ng
OUTLINE
Introduction
Types of Test
 Essay
 Objective
 Forms of Objective Test
Quality Assurance
Ethical Principles in Evaluation
Conclusion
INTRODUCTION
Lesson objectives guide instruction
Whatever is implemented in instruction should
guide testing
Teachers should only test what was intended for
learning and what was actually taught
Lesson objectives
Instruction
Test
A Table of Specification/Test Blue-print ensures
correspondence
TYPES OF TEST
Essay Type
Objective Type
TYPES OF TEST (CONTD.)
Essay Tests
Require long, detailed answers
Contain more than one question
Answered in writing only
TYPES OF TEST (CONTD.)
Objective Tests
Objectively scored/
layperson/machine scored
Reliably scored
Adequate content sampling
It can be biased!
TYPES OF TEST (CONTD.)
Forms of Objective Test
1. Two-choice items
(i) True/False items
(ii) Completion items
2. More than two-choice items
(i) Matching items
(ii) Multiple-choice items
TYPES OF TEST (CONTD.)
Forms of Objective Test (Contd.)
1. Two-choice items
(i)True/False items
Shooting questions
Statements to be judged and
identified by examinees as True or
False
FORMS OF OBJECTIVE TEST
(CONTD.)
1. Two-choice items
(i) True/False items (Contd.)
Example:
The name of the first spacecraft launched
in 1957 by the former Soviet Union is
Sputnik I _____ (True/False)
FORMS OF OBJECTIVE TEST
(CONTD.)
1. Two-choice items
(i) True/False items (Contd.)
Quality Assurance
Ensure balance between true and false
items
Each statement should be clearly true
or false, not partially true or false
FORMS OF OBJECTIVE TEST
(CONTD.)
1. Two-choice items
(i) True/False items (Contd.)
Quality Assurance (Contd.)
Avoid double negative items
Avoid long and complex statements or
propositions
Measure only one idea in one statement—no
double-barreled item
FORMS OF OBJECTIVE TEST
(CONTD.)
1. Two-choice items
(i) True/False items (Contd.)
Quality Assurance (Contd.)
Use one judgement mode at a time—True or
False,Yes or No, Correct/Incorrect
Avoid direct quotations from books or other
materials
Do not give clues
FORMS OF OBJECTIVE TEST
(CONTD.)
1. Two-choice items
(ii) Completion Type (Two choices
against each blank)
Example:
Human beings breathe in ____. (Air/Oxygen)
FORMS OF OBJECTIVE TEST
(CONTD.)
 2. More than two-choice items
(i) Matching items
A two-column format containing
premises
and responses
The response column is shuffled against
the premise column
Examinee matches each premise with a
corresponding response
Measures understanding of concepts,
principles and classification schemes
FORMS OF OBJECTIVE TEST
(CONTD.)
2. More than two-choice items
(i) Matching items (Contd.)
Example:
 Match the weather instruments in
Column 1 with their uses in Column 2 by
writing the appropriate letters (A-F) in the
spaces provided:
FORMS OF OBJECTIVE TEST (CONTD.)
2. More than two-choice items
(i) Matching items (Contd.)
Example (Contd.):
Column 1—Instruments
Column 2--Uses
7.
--
Psychrometer
A
Measures the amount of rainfall
8.
--
Rain-gauge
B
Measures wind speed
9.
--
Barometer
C
Measures the direction of wind
10.
--
Anemometer
D
Measures air pressure
11.
--
Wind-vane
E
Measures the amount of water vapour in the
air
F
Measures the degree of hotness or coldness
of a living body
FORMS OF OBJECTIVE TEST
(CONTD.)

2.
More than two-choice items (Contd.)
(i) Matching items (Contd.)
Quality Assurance
Premise should be on the left-hand
column with numbers and responses
on the right-hand column with letters
Items should be homogeneous
All items should be on the same page
Responses should be more than
premises
Provide no clue in the two columns
FORMS OF OBJECTIVE TEST
(CONTD.)
More than two-choice items (Contd.)
(ii) Multiple-choice Items
Contain two parts—Stem and alternatives/options
Stem could be a question or statement
3-5 alternatives/options are available with only one
correct or appropriate answer (The Key)
Incorrect or inappropriate answers are called
distractors/distracters/foils
FORMS OF OBJECTIVE TEST
(CONTD.)
More than two-choice items (Contd.)
(ii) Multiple-choice Items(Contd.)
Extensive content coverage is possible
Measures several levels of knowledge
Scoring is highly objective—lay person/machine
Chance for guessing is minimal
FORMS OF OBJECTIVE TEST
(CONTD.)
More than two-choice items (Contd.)
(ii) Multiple-choice Items(Contd.)
Examples:
1) When human beings breathe out, what do they
breathe out?
A. air B. oxygen C. nitrogen D. carbon dioxide
2) An example of a living thing is _________.
A. water
B. fire
C. egg
D. wind
FORMS OF OBJECTIVE TEST
(CONTD.)
More than two-choice items (Contd.)
(ii) Multiple-choice Items(Contd.)
Quality Assurance
Items should be constructed after every lecture
There should be only one correct option
All the options should appear plausible
Letters of the correct options should vary
Avoid “None of the above” and “All of the above “
as options
Do not start a stem with a dash
QUALITY ASSURANCE IN OBJECTIVE
TESTING
1. Statement of lesson objectives
2. Table of Specification/Test Blueprint to
ensure fair representation of course content
Objectives/Contents can be stated as
percentages, number of items or item
numbers.
QUALITY ASSURANCE IN OBJECTIVE
TESTING (CONTD.)
% of Representation on Test
Subject
Matter
% Rep
in Unit
Knowl
edge
Compr Applica Analysi Synthe
ehensi tion
s
sis
on
Evaluation
Total
Living
Things
30
10
7
5
4
2
2
30
The Cell
Theory
20
6
5
4
3
1
1
20
Tissue
20
6
5
4
3
1
1
20
Organ
30
10
7
5
4
2
2
30
QUALITY ASSURANCE IN OBJECTIVE
TESTING (CONTD.)
3. Determine the item format to be used
4. Item Writing
 (i)
Use terms whose definitions are precise
from examinees’ point of view
 (ii)
Stem should not start with a dash or
blank space
 (iii)
Stem should not contain negatives,
especially, double negatives
 (iv)
Use students’ misconceptions and
alternative conceptions as distractors
QUALITY ASSURANCE IN OBJECTIVE
TESTING (CONTD.)
4. Item Writing (Contd.)
Example (Misconceptions/Alternative
Conceptions):
Energy is an abstract idea that is not easy to
define. Which of the following statements best
represents what energy is?
A. energy is force B. Energy is a quantity
C. energy behaves as a fluid D. energy is fuel
QUALITY ASSURANCE IN OBJECTIVE
TESTING (CONTD.)
4. Item Writing (Contd.)
Example (Misconceptions/Alternative
Conceptions—Multiple levels):
Identify which of the following are characteristic of
the vertebrate respiratory surface:
1. moist 2. vascularized 3.semi-permeable 4. freely
permeable 5. dry
QUALITY ASSURANCE IN OBJECTIVE
TESTING (CONTD.)
 4. Item Writing (Contd.)
 Example (Misconceptions/Alternative
Conceptions—Multiple levels) Contd.:
 A. 1,2,3.
B. 1,2,5.
C. 2,3,5.
D. 2,4,5.
E.1,3,5.
 5. Review of Test Items
 Present the test items to others for review. HOD
should review the items to spot grammatical errors,
omissions and gender friendliness of the items.
 Regulation on multiple examiners is useful here
QUALITY ASSURANCE IN OBJECTIVE
TESTING (CONTD.)
 6.Trial Run of the Test
 Try out the test on a representative sample of the target
population and score the test in readiness for item analysis.
7. Item Analysis
Arrange candidates’ scripts according to their scores. Different
authors divide the scores into three or four equal parts.
(i) Item Difficulty/Facility Index
(ii) Item Discrimination Power
(iii) Effectiveness of the distractors
(iv) Further Item Validity
QUALITY ASSURANCE IN OBJECTIVE
TESTING (CONTD.)
7. Item Analysis (Contd.)
(i) Item Difficulty Index (Contd.)
If 15/20 of the upper group and 5/20 of the lower group
got item 3 correct (B), therefore, 20 (15+5) persons out of
40 (20+20) got the item correct.
Item 3
Options
A
B
C
D
Total
Choices by upper third
2
15
0
3
20
Choices by lower third
4
5
3
8
20
ITEM 3
QUALITY ASSURANCE IN OBJECTIVE
TESTING (CONTD.)
7. Item Analysis (Contd.)
(i) Item Difficulty Index (Contd.)
Item Difficulty = 100x (R/T) = 100x20/40 = 50%
where R = the number of persons in the upper and
lower thirds combined who got the item
right, and
T = total number of persons in the upper and
lower thirds combined
Therefore, item 3 is moderately difficult.
Difficulty Index of < 10% =Too difficult; > 90% = Too easy
QUALITY ASSURANCE IN OBJECTIVE
TESTING (CONTD.)
7. Item Analysis (Contd.)
(ii) Item Discrimination Power
Extent to which each item discriminates between
those in the upper third and the lower third,
respectively.
Item Discrimination Power = Ru – Rl /½ T, where:
Ru = no. of those in the upper third who got the
item right
Rl = no. of those in the lower third who got the
item right
T = total number of persons in the upper and
lower thirds
QUALITY ASSURANCE IN OBJECTIVE
TESTING (CONTD.)
 7. Item Analysis (Contd.)
 (ii) Item Discrimination Power (DP) (Contd.)
 The DP for item 3 above is
 Ru – Rl
=
15-5
=
 ½T
½(20+20)
 Range of DP = -1.00 to +1.00
10
20
=0.50
 Interpretation: 0.40 and above =Very good item
0.30 to 0.39
0.20 to 0.29
< 0.19
= Reasonably good but
room for improvement
= Marginal, improve
= Poor, reject or revise
QUALITY ASSURANCE IN OBJECTIVE
TESTING (CONTD.)
7. Item Analysis (Contd.)
(iii) Effectiveness of Distractors
Every option of an item is chosen by at least one
person in the upper or lower third of the class
while each distractor is chosen more frequently by
those in the lower third than in the upper third.
QUALITY ASSURANCE IN OBJECTIVE TESTING
(CONTD.)
 7. Item Analysis (Contd.)
 (iii) Effectiveness of Distractors (Contd.)
 Option D is the correct answer in item 5
 Options A, B, & C are all functional distractors with at
least one candidate picking each of them
 Options A & B discriminate rightly while option C
discriminates wrongly
 Item 5
Options
 Item 5
A
B
C
D
Omit
Choices by upper
group
 Item
5
4
0
4
10 2
20
Choices by lower group
7
4
0
7
20
2
Total
QUALITY ASSURANCE IN OBJECTIVE TESTING
(CONTD.)
7. Item Analysis (Contd.)
(iv) Coefficient of Item Validity (Yarroch,
1991)
This involves a post-test clinical interview of
examinees to find out “the relationship between
the examinees’ knowledge and the knowledge the
examination item was intended to measure” (p.
621). Essay items equivalent to the multiple-choice
items could also be administered to the examinees
to further test their proper understanding.
QUALITY ASSURANCE IN OBJECTIVE TESTING
(CONTD.)
7. Item Analysis (Contd.)
(iv) Coefficient of Item Validity (Yarroch,
1991)
Civ = (% correct for correct reason) +
(% incorrect for correct reason)
Student Knowledge
Item
response
Adequate
Inadequate
Correct
Correct for correct
reason
Correct for wrong
reason
Incorrect
Incorrect for wrong
reason
Incorrect for
correct reason
QUALITY ASSURANCE IN OBJECTIVE
TESTING (CONTD.)
8. Amend the items as necessary based on the
results of item analysis and reject items that are
not suitable
9. Select and compile the final test items duly
following rules guiding objective testing.
ETHICAL PRINCIPLES IN
EVALUATION
The teacher must display a sense of duty towards
the stakeholders
The method of evaluation must protect the
integrity of examinees and examiners
The examinees must be provided with adequate
information about the test and the method for its
preparation

ETHICAL PRINCIPLES IN
EVALUATION CONTD.
 All tests items should be vetted by the Heads of
Department and preferably scored twice by two
independent scorers as stipulated in the university
regulations
 There should be sufficient check against errors in adding
marks and preparation of mark sheets
 There should be continuous research on improving the
evaluation programme by individual lecturers and other
stakeholders
 The actual test items should never be revealed to any
unauthorized persons
ETHICAL PRINCIPLES IN
EVALUATION CONTD.
Test material should never be revealed to the
students in advance directly or indirectly
The test scores or trend in the test performance
of a student should not be revealed to an
unauthorized person. (Sidhu, 2005, p. 357)
CONCLUSION
 Objectives tests, especially multiple-choice tests, are good for
preparing global citizens since they are popular among many
countries of the world
 They can be used to test practically any subject matter, they only
require some training
 Objective tests are fun to prepare, with adequate practice,
especially using continuous assessment tests as starting points.
 They take off the drudgery of marking from lecturers
 Students have access to their results in good time
 THANK YOU
BIBLIOGRAPHY
 Abimbola, I. O. (1996). Advances in the development and
validation of instruments for assessing students’ science
knowledge. In G. A. Badmus & P. I. Odor (Eds.), Challenges
of managing educational assessment in Nigeria (pp. 3340). Kaduna: JAMB, NABTEB, & NBEM.
 Abiri, J. O. O. (2006). Elements of evaluation,
measurement and statistical techniques in education.
Ilorin: Library and Publications Committee, University of
Ilorin, Ilorin, Nigeria
 Gillette, F. (n.d.). Multiple choice tests: Composition,
assembly and analysis. San Francisco, CA: San Francisco
State University. http://www.sfsu.edu. Retrieved 21/9/14.
BIBLIOGRAPHY (CONTD.)
http://www.carnet.hr Retrieved, 21/9/14
http://www.testing.byu.edu Retrieved, 21/9/14
http://www.uleth.ca Retrieved, 21/9/14
Sidhu, K. S. (2005). New approaches to
measurement and evaluation. New Delhi: Stirling
Publishers
BIBLIOGRAPHY (CONTD.)
 Tests: Objective tests. San Luis Obispo, CA: Academic Skills Center,
California Polytechnic State University
 Yarroch, W. L. (1991). The implications of content versus item validity on
science tests. Journal of Research in Science Teaching, 28 (7), 619629