CHAPTER II

DISCUSSION

A. Definition of Objective Test

In general, objective tests require far more careful
preparation than subjective tests. Examiner tends to spend
a relatively short time on setting the questions but
considerable time in making. in an objective test the tester
spends a great deal of time constructing each test item as
carefully as possible, attempting to anticipate the various
reactions of the tastes at each stage. The effort is
rewarded, however, In the case of the marking.
Objective tests are frequently criticized on the grounds
that they are simpler to answer than subjective tests. Items
in an objective test, however, can be made just as easy or
as difficult as the constructor wishes. The fact that
objective tests may look easier is no indication at all that
they are easier. the constructor of a standardized or
achievement or proficiency test not only selects and
constructs the items carefully but analyzes student
performance on each item and rewrite the items where
necessary so that the final version of his/her test
discriminates widely. Setting the pass-mark, or the cutting-
off point, may depend on the testers subjective judgment
or on a particular external situation. Objective tests, and
some subjective tests, can be pre-tested before being
administered on a wider basis. This procedure enables the
test constructor to calculate the approximate degree of
difficulty of the test.
Another criticism is that objective tests of the multiple-
choice type encourage guessing. However, four or five
alternatives for each item are sufficient to reduce the

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 possibility of guessing. Furthermore, experience shows that
candidates rarely make wild guesses, most base their
guesses on partial knowledge.
It cannot be emphasized too strongly that test
objectivity by itself provides no guarantee that a test is
sound and reliable. An objective test will be a very poor
test if:
1. The test items are poorly written
2. Irrelevant areas and skills are emphasized in the test
simply because they are testable,
3. It is confined to language-based usage and neglects the
communicative skills involved.

Objective tests are assessment procedures where the

various test items can be marked with total reliability by
anybody, including non-subject-specialists, and in some
cases by computer. Although such items are often criticised
on the grounds that they are only suitable for use at lower-
cognitive level, this is not necessarily the case. Indeed, it is
perfectly possible (albeit more difficult) to design items to
test at higher-cognitive levels, and also to test in some non-
cognitive areas.

Objective test requires students to choose the correct

answer among the possible answers that have been
provided, giving short answers, and completed questions or
statements that are not perfect. Objective test is suitable
for assessing the ability of learners who require mental
processes are not so High temperatures such as the ability
to recall, ability to know the back, understanding and
ability to apply the principles.

B. The Advantages and Disadvantages of Objective Test

The advantages of Objective Test :

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 1. To answer an objective test is not a lot of time wear.
2. Higher reliability when compared with test Essay,
because judgment is objective.
3. Scoring and how to assess objectively test more quickly
and easily because it does not require special skills of
the giver values.
4. Easier and faster ways check it because it can use the
key test results even tools of technological progress.
5. The examination can be handed over to others.
6. Objective tests did not care about the mastery of the
language, so it is easy to implement.
The Disadvantages of Objective Test
1. Students often make a guess in providing answers,
because they have not mastered the lesson material.
2. Indeed test sampling posed to students is quite a lot, and
it only takes a relatively short time to answer.
3. Not used to take students to a high level thinking.
4. Many costly, because the sheet oftest items should as
many as the number of followers test.
5. Cooperation among learners at the time working on test
questions more open.

C. Types of Objective Test

1. Multiple-choice

Multiple-choice items are undoubtedly the most

widely used types of items in objective test. Multiple-
choice test is one of the most difficult and time-
consuming types of items to construct. The optimum
number of alternative for multiple-choice items is five in
most public tests. The number of items included in a test
will vary according to the level of difficulty, the nature of
the areas being tested, and the purpose of the test.

The initial part of each multiple-choice item is

known as the stem; the choices from which the students

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select their answers are referred to as options,
responses, or alternatives. One option is the answer,
correct option, or key, while the other options are
distracters.

The following general principles should be

observed when multiple-choice items are constructed :

a. Each item should have only one answer

b. Only one feature at a time should be tested.
c. Each option should be grammatically correct when
placed in the stem, expect of course in the case of
specific grammar test items.
d. All items should be a brief and as clear as possible.
e. The items should be arranged in rough order of
increasing difficulty.

There are the rules of multiple choice form:

a. If the question is long and complex, underline the

subject and verb to help you.
b. Read the question and answer it in your mind; then
look for the matching answer.
c. Read all the alternatives, saying "probable" or "not
probable" before making a decision.
d. Ask yourself if you are dealing with a fact or the
understanding of some fact.
e. If a question is in the negative; for example, "one of
the following is not a cause," look for three true
answers and the one remaining false answer will be
correct one to mark.
f. Note appropriate grammatical structure from the
question to the alternative.

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g. General statements are more likely to be correct than
specific statements, especially if you can think of one
exception.
h. In questions that have complex alternatives involving
more than one right answer, mark each item as true or
false. When you finish all the alternatives, you will
have the answer.
i. Check the answer sheet with the question sheet to
make sure the numbering corresponds.

2. True-False

This is another extremely popular type of

objective item. It consists of a statement which the
testee has to indicate to be 'true' or 'false'. Such items
are often presented in the form of a series covering
different aspects of the same topic. Such series of items
are particularly useful for providing feedback on
progress to students undertaking self-study. Rules in
true-false test:

a. If there is more than one fact to the statement, check

corrections of each part. If one part is false, the item
is wrong unless there is a qualifying word such as
usually or sometimes.
b. Words like "always" and "never" tend to indicate that
the statement is false, especially if you can think of
an exception. "Always" and "never" are absolutes;
true absolutes are rare.
c. When the statement is given negatively, state the
item without the "no" or "not" and see if it is true or
false. If now the statement reads "true," mark it false

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 Also a popular question type, the true-false
question has only two options. Your odds are always50-
50 with this type of item. Typically, testmakers tend to
focus on details in true-falsequestions such as:

a. Testmakers often mismatch items or names with

inappropriate events or definitions.
b. In order for a statement to be true, it must be so
100% of the time. This means each part of the
question. Thus you must evaluate the trueness of
WHO, WHAT, WHY, WHERE,WHEN, and HOW for each
statement.
c. Beware of words that qualify and give specific
meanings. Words like some, usually, not,usually
denote true statements, but be sure to interpret each
statement as a special case.
d. Another type of word, such as always and never,
should be interpreted as meaningwithout exception.
If you can think of an exception, the statement is
false.
3. Completion
The test consists of a sentence stuffing is
removed (by dots). The part that is removed filled out
by an understanding test participants were asked to
statements made to be a true statement.

4. Matching

These are variations on the basic multiple-choice

item format. Each item consists of two lists of
statements, words, symbols or numbers which have to
be matched one with another. In general, the two lists
contain different numbers of entries, those entries in the

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longer list that do not correspond to entries in the
shorter list serving the function of distractors.

Matching questions give you some opportunity for

guessing. You must know the information well in that you
are presented with two columns of items for which you
must establish relationships. If only one match is allowed
per item then once items become eliminated, a few of
the latter ones may be guessed:

a. The relationship is the crucial factor in a set of

matching items. Usually the relationship is common to
all included items. For example, all the items in
Column B define the terms in Column A, or the
individuals named in Column A wrote the books listed
in Column B
b. For every match you make, cross out the items in both
columns (unless there is more than one match
possible).
c. Begin with the lengthier column containing the
information, evaluating the items in the column with
shorter descriptions for a match. This way you save
time by not constantly having to re-read the lengthy
statements.