objective essay test

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TIP Sheet HOW TO TAKE ESSAY TESTS

There are basically two types of exams:

Objective - requires answers of a word or short phrase, or the selection of an answer from several available choices that are provided on the test . Essay - requires answers to be written out at some length. The student functions as the source of information.

An essay exam requires you to see the significance and meaning of what you know. It tests your knowledge and understanding of the subject and your skill in reading and writing. To be successful on an essay exam, you must:

• Prove immediately that you know the material.
• Make your meaning unmistakably clear.
• Employ a reasonable organization and show sufficient thought development.
• Make every word count.
• Be specific.
• Use your own voice and style.

When you are writing an essay as part of an exam, all this must be done within what amounts to a first draft written in a very limited amount of time. As with all writing, if you think of your essay as being produced in three stages, you can tackle the test in an organized fashion. The three stages are pre-writing, writing, and revision. Suggestions for each of these stages follow.

The last section addresses preparation for essay exams. PRE-WRITING

Your first impulse in a writing exam is probably to read the question and start writing immediately, especially when you see those seconds ticking away on the clock. RESIST THAT IMPULSE! You can't successfully address the subject until you know precisely what you're required to do, you understand and have thought about the subject, and you are organized in how you approach the specific points you wish to make in your answer. 1.  Understanding what to do:

• When you get your copy of the exam, read through to make sure you understand what is expected of you. FOLLOW THE INSTRUCTIONS EXACTLY!
• Underline or circle key words that direct the approach your answer should take. Some of the most common key words are:

Agree/Disagree : State your position and support it with facts Comment or Evaluate: State your position and support it with facts, discussing the issue and its merits. Analyze : Break down into all the parts or divisions looking at the relationships between them. Compare/Contrast : Show differences and similarities. Describe/Discuss : Examine in detail. Explain : Tell why something is as it is. Illustrate : Give examples and relate them to the statement in question. Prove/Defend : Demonstrate why something is true. Interpret : Explain the significance or meaning of something. List/State : Make a list of points or facts. Summarize : Hit the high points.

2.  Understanding the subject

• When you are confident that you understand the instructions, direct your attention to the topic.
• Collect your ideas.
• Formulate a thesis. Make sure it is a strong, concise statement that specifically addresses the question.
• Think of as many specific details and facts as you can that support the thesis.

3.  Getting organized

• Jot your ideas down on paper, in very brief format.
• Evaluate your ideas in light of the question. Ask yourself repeatedly: "Does this apply to the question I'm supposed to answer?" Select only those ideas most relevant to your purpose.
• Number your ideas in order of appropriate sequence (first step to last step, most important to least important, etc.)

1.  Remember your thesis. Now stick to it, referring back to it periodically throughout your essay. This gives your essay unity and coherence, and helps insure that you are not digressing. 2.  Write in an orderly fashion. If you suddenly think of a new point, jot it down in a margin or on scratch paper until you find an appropriate place for it. Don't just put it into the middle of what you were writing. 3. Avoid:

• Repeating, in other words, what you have already said.
• Digressing into material that does not answer the question.
• Language that is too broad or general. Be specific.
• Bluffing. This far too common practice of using elegant but empty language to conceal ignorance or lack of effort rarely works, and often irritates the reader(s).
• Write as legibly as you can. If you want, write on every other line so you have room to add later. When you want to cross something off, simply draw a straight line through it. This is much better than scribbling out an entire passage.
• If you run out of time, simply write "Ran out of time" at the close of the essay. This is much better than adding a hurriedly tacked on, and possibly incoherent, conclusion.

Essay examinations are difficult because of the time pressures, yet you should always try to leave a few minutes at the end to proofread your essay. 1.  Ask yourself, before you hand in the essay:

• Did I provide the information requested? That is, did I "explain" or "define" as the directions asked?
• Is the answer simply, clearly, and logically organized?
• Do I stick to my thesis statement? Is there unnecessary information in here?
• Did I proofread to check content and/or mechanical errors?

2.  Proofreading:

• Gives you a chance to catch and correct errors in content.
• Gives you a chance to correct your mechanical errors.
• Allows you to add material that may have occurred to you after writing the essay.

3.  You should proofread for:

• Complete sentences (watch for fragments, comma-splices, and run-ons).
• Words omitted, or one word used when you meant another.
• Logical transitions between sentences and paragraphs.
• Unnecessary repetition of words or ideas.
• Spelling errors.

3.  Essay type tests depend a great deal on your basic writing skills - organization, punctuation, grammar, and spelling. If your answer is not clearly written, your instructor won't be able to find it! Here are some basic guidelines to keep in mind as you take an essay test:

• Read the directions carefully! Read every part of the directions!
• Give yourself time to answer each question. Quickly look over the entire exam and budget your time per question accordingly.
• Above all, stay calm. You are being asked to show competence, not perfection.
• If you are not too sure about one question, leave it and go back.
• When given a choice, answer the questions you know best.
• State your points and support ideas clearly - don't make the instructor have to look for them.
• Go back to check and proofread all of your answers.

PREPARING FOR ESSAY EXAMS

WRITING A SUCCESSFUL ESSAY EXAM BEGINS ON DAY ONE 1.  Study regularly as you go along.

• Take careful lecture notes.
• Read all material when assigned.
• Become familiar with vocabulary.
• Keep a study list of all main ideas.

2.  Final preparation

• Review lecture notes and reading material.
• Find a classmate or friend willing to talk over key ideas and implications.
• Try to anticipate questions . This is very important!  Use your lecture notes to zero in on points that the instructor emphasized.
• Think through the material and write up the best possible essay questions you can.
• Then answer those questions.
• Pinpoint key points that you would like to make when answering each question.
• Put your answer into outline form or write it out completely.
• For each potential test question, use mnemonics or other memory techniques to move the information to your long-term memory for the exam.
• Create a list of the clue words for each point you wish to make.
• Create a mnemonic device to memorize those points.

3.  Come to the exam confident that you have something specific to say on all possible topics. KEY WORDS COMMONLY FOUND ON ESSAY EXAMS

Compare: Look for qualities or characteristics that resemble each other. Emphasize similarities among them, but in some cases also mention differences.

Contrast: Stress the dissimilarities, differences, or unlikenesses of things, qualities, events, or problems.

Criticize: Express your judgement about the merit or truth of the factors or views mentioned. Give the results of your analysis of these factors, discussing their limitations and good points.

Define: Give concise, clear, and authoritative meanings. Don't give details, but make sure to give the limits of the definitions. Show how the thing you are defining differs from things in other classes.

Describe: Recount, characterize, sketch, or relate in sequence or story form.

Diagram: Give a drawing, chart, plan, or graphic answer. Usually you should label a diagram. In some cases, add a brief explanation or description.

Discuss: Examine, analyze carefully, and give reasons pro and con. Be complete, and give details.

Enumerate: Write in list or outline form, giving points concisely one by one.

Evaluate: Carefully appraise the problem, citing both advantages and limitations. Emphasize the appraisal of authorities and, to lesser degree, your personal evaluation.

Explain: Clarify, interpret, and spell out the material you present. Give reasons for differences of opinion or of results, and try to analyze causes.

Illustrate: Use a figure, picture, diagram, or concrete example to explain or clarify a problem.

Interpret: Translate, give examples of, solve, or comment on, a subject, usually giving your judgment about it.

Justify: Prove or give reasons for decisions or conclusions, taking pains to be convincing.

List: As in "enumerate," write an itemized series of concise statements.

Outline: Organize a description under main points and subordinate points, omitting minor details and stressing the arrangement or classification of things.

Prove: Establish that something is true by citing factual evidence or giving clear logical reasons.

Relate: Show how things are related to, or connected with, each other or how one causes another, or is like another.

Review: Examine a subject critically, analyzing and commenting on the important statements to be made about it.

Sketch: means "break down into its component parts."

State: Present the main points in brief, clear sequence, usually omitting details, illustrations, or examples.

Summarize: Give the main points or facts in condensed form, like the summary of a chapter, omitting details and illustrations.

Trace: In narrative form describe progress, development, or historical events from some point of origin.

Identify or characterize: means "distinguish this term, or this person from all others that are similar." Both are clear injunctions to be as specific as possible.

Illustrate or exemplify: means "giving examples," showing thereby, rather than by definition, that you understand the concept. TRANSITIONAL WORDS AND PHRASES

To achieve unity and coherence, writers use transitional words and phrases. Transitional expressions clarify the relationships between clauses, sentences, and paragraphs, helping guide the readers along. The following is a partial list of transitional expressions.

To Add or Show Sequence: again, also, and, and then, besides, equally important, finally, first, further, furthermore, in addition, in the first place, last, moreover, next, second, still, too

To Compare: also, in the same way, likewise, similarly

To Contrast: although, and yet, but, but at the same time, despite, even so, even though, for all that, however, in contrast, in spite of, nevertheless, notwithstanding, on the contrary, on the other hand, regardless, sill, though, whereas, yet

To Give Examples or Intensify: after all, an illustration of, even, for example, for instance, indeed, in fact, it is true, of course, specifically, that is, to illustrate, truly

To Indicate Place: above, adjacent to, below, elsewhere, farther on, here, near, nearby, on the other side, opposite to, there, to the east, to the left

To Indicate Time: after a while, afterward, as long as, as soon as, at last, at length, at that time, before, earlier, formerly, immediately, in the meantime, in the past, lately, later, meanwhile, now, presently, shortly, simultaneously, since, so far, soon, subsequently, then, thereafter, until, until now, when

To Repeat Summarize or Conclude: all in all, altogether, as has been said, in brief, in conclusion in other words, in particular, in short, in simpler terms, in summary, on the whole,that is, therefore, to put it differently, to summarize

To Show Cause or Effect: accordingly, as a result, because, consequently, for this purpose, hence, otherwise, since, then, therefore, thereupon, this, to this end, with this object.

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Creating and Scoring Essay Tests

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Essay tests are useful for teachers when they want students to select, organize, analyze, synthesize, and/or evaluate information. In other words, they rely on the upper levels of Bloom's Taxonomy . There are two types of essay questions: restricted and extended response.

• Restricted Response - These essay questions limit what the student will discuss in the essay based on the wording of the question. For example, "State the main differences between John Adams' and Thomas Jefferson's beliefs about federalism," is a restricted response. What the student is to write about has been expressed to them within the question.
• Extended Response - These allow students to select what they wish to include in order to answer the question. For example, "In Of Mice and Men , was George's killing of Lennie justified? Explain your answer." The student is given the overall topic, but they are free to use their own judgment and integrate outside information to help support their opinion.

Student Skills Required for Essay Tests

Before expecting students to perform well on either type of essay question, we must make sure that they have the required skills to excel. Following are four skills that students should have learned and practiced before taking essay exams:

• The ability to select appropriate material from the information learned in order to best answer the question.
• The ability to organize that material in an effective manner.
• The ability to show how ideas relate and interact in a specific context.
• The ability to write effectively in both sentences and paragraphs.

Constructing an Effective Essay Question

Following are a few tips to help in the construction of effective essay questions:

• Begin with the lesson objectives in mind. Make sure to know what you wish the student to show by answering the essay question.
• Decide if your goal requires a restricted or extended response. In general, if you wish to see if the student can synthesize and organize the information that they learned, then restricted response is the way to go. However, if you wish them to judge or evaluate something using the information taught during class, then you will want to use the extended response.
• If you are including more than one essay, be cognizant of time constraints. You do not want to punish students because they ran out of time on the test.
• Write the question in a novel or interesting manner to help motivate the student.
• State the number of points that the essay is worth. You can also provide them with a time guideline to help them as they work through the exam.
• If your essay item is part of a larger objective test, make sure that it is the last item on the exam.

Scoring the Essay Item

One of the downfalls of essay tests is that they lack in reliability. Even when teachers grade essays with a well-constructed rubric, subjective decisions are made. Therefore, it is important to try and be as reliable as possible when scoring your essay items. Here are a few tips to help improve reliability in grading:

• Determine whether you will use a holistic or analytic scoring system before you write your rubric . With the holistic grading system, you evaluate the answer as a whole, rating papers against each other. With the analytic system, you list specific pieces of information and award points for their inclusion.
• Prepare the essay rubric in advance. Determine what you are looking for and how many points you will be assigning for each aspect of the question.
• Avoid looking at names. Some teachers have students put numbers on their essays to try and help with this.
• Score one item at a time. This helps ensure that you use the same thinking and standards for all students.
• Avoid interruptions when scoring a specific question. Again, consistency will be increased if you grade the same item on all the papers in one sitting.
• If an important decision like an award or scholarship is based on the score for the essay, obtain two or more independent readers.
• Beware of negative influences that can affect essay scoring. These include handwriting and writing style bias, the length of the response, and the inclusion of irrelevant material.
• Review papers that are on the borderline a second time before assigning a final grade.
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Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Argumentative Essays (Test)

Welcome to the Purdue OWL

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The Modes of Discourse—Exposition, Description, Narration, Argumentation (EDNA)—are common paper assignments you may encounter in your writing classes. Although these genres have been criticized by some composition scholars, the Purdue OWL recognizes the wide spread use of these approaches and students’ need to understand and produce them.

What is an argumentative essay?

The argumentative essay is a genre of writing that requires the student to investigate a topic; collect, generate, and evaluate evidence; and establish a position on the topic in a concise manner.

Please note : Some confusion may occur between the argumentative essay and the expository essay. These two genres are similar, but the argumentative essay differs from the expository essay in the amount of pre-writing (invention) and research involved. The argumentative essay is commonly assigned as a capstone or final project in first year writing or advanced composition courses and involves lengthy, detailed research. Expository essays involve less research and are shorter in length. Expository essays are often used for in-class writing exercises or tests, such as the GED or GRE.

Argumentative essay assignments generally call for extensive research of literature or previously published material. Argumentative assignments may also require empirical research where the student collects data through interviews, surveys, observations, or experiments. Detailed research allows the student to learn about the topic and to understand different points of view regarding the topic so that she/he may choose a position and support it with the evidence collected during research. Regardless of the amount or type of research involved, argumentative essays must establish a clear thesis and follow sound reasoning.

The structure of the argumentative essay is held together by the following.

• A clear, concise, and defined thesis statement that occurs in the first paragraph of the essay.

In the first paragraph of an argument essay, students should set the context by reviewing the topic in a general way. Next the author should explain why the topic is important ( exigence ) or why readers should care about the issue. Lastly, students should present the thesis statement. It is essential that this thesis statement be appropriately narrowed to follow the guidelines set forth in the assignment. If the student does not master this portion of the essay, it will be quite difficult to compose an effective or persuasive essay.

• Clear and logical transitions between the introduction, body, and conclusion.

Transitions are the mortar that holds the foundation of the essay together. Without logical progression of thought, the reader is unable to follow the essay’s argument, and the structure will collapse. Transitions should wrap up the idea from the previous section and introduce the idea that is to follow in the next section.

• Body paragraphs that include evidential support.

Each paragraph should be limited to the discussion of one general idea. This will allow for clarity and direction throughout the essay. In addition, such conciseness creates an ease of readability for one’s audience. It is important to note that each paragraph in the body of the essay must have some logical connection to the thesis statement in the opening paragraph. Some paragraphs will directly support the thesis statement with evidence collected during research. It is also important to explain how and why the evidence supports the thesis ( warrant ).

However, argumentative essays should also consider and explain differing points of view regarding the topic. Depending on the length of the assignment, students should dedicate one or two paragraphs of an argumentative essay to discussing conflicting opinions on the topic. Rather than explaining how these differing opinions are wrong outright, students should note how opinions that do not align with their thesis might not be well informed or how they might be out of date.

• Evidential support (whether factual, logical, statistical, or anecdotal).

The argumentative essay requires well-researched, accurate, detailed, and current information to support the thesis statement and consider other points of view. Some factual, logical, statistical, or anecdotal evidence should support the thesis. However, students must consider multiple points of view when collecting evidence. As noted in the paragraph above, a successful and well-rounded argumentative essay will also discuss opinions not aligning with the thesis. It is unethical to exclude evidence that may not support the thesis. It is not the student’s job to point out how other positions are wrong outright, but rather to explain how other positions may not be well informed or up to date on the topic.

• A conclusion that does not simply restate the thesis, but readdresses it in light of the evidence provided.

It is at this point of the essay that students may begin to struggle. This is the portion of the essay that will leave the most immediate impression on the mind of the reader. Therefore, it must be effective and logical. Do not introduce any new information into the conclusion; rather, synthesize the information presented in the body of the essay. Restate why the topic is important, review the main points, and review your thesis. You may also want to include a short discussion of more research that should be completed in light of your work.

A complete argument

Perhaps it is helpful to think of an essay in terms of a conversation or debate with a classmate. If I were to discuss the cause of World War II and its current effect on those who lived through the tumultuous time, there would be a beginning, middle, and end to the conversation. In fact, if I were to end the argument in the middle of my second point, questions would arise concerning the current effects on those who lived through the conflict. Therefore, the argumentative essay must be complete, and logically so, leaving no doubt as to its intent or argument.

The five-paragraph essay

A common method for writing an argumentative essay is the five-paragraph approach. This is, however, by no means the only formula for writing such essays. If it sounds straightforward, that is because it is; in fact, the method consists of (a) an introductory paragraph (b) three evidentiary body paragraphs that may include discussion of opposing views and (c) a conclusion.

Longer argumentative essays

Complex issues and detailed research call for complex and detailed essays. Argumentative essays discussing a number of research sources or empirical research will most certainly be longer than five paragraphs. Authors may have to discuss the context surrounding the topic, sources of information and their credibility, as well as a number of different opinions on the issue before concluding the essay. Many of these factors will be determined by the assignment.

Subjective vs. Objective Essay: Examples, Writing Guides, & Topics

Subjective or objective essay writing is a common task students have to deal with. On the initial stage of completing the assignment, you should learn how to differentiate these two types of papers. Their goals, methods, as well as language, tone, and voice, are different.

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A subjective essay focuses on the writer’s personal opinion, while an objective one represents valid facts. So, be careful when composing an objective paragraph or paper. Don’t let your beliefs take over real arguments supported by substantial evidence.

In short, differences between these styles concern the following:

• The ground for objective essays is facts; for subjective essays – personal opinions and beliefs.
• Objective papers report the findings from scientific sources, while subjective ones describe the writer’s thoughts.
• The objective essay’s goal is to help the reader make a decision. Subjective writing aims to reflect the author’s vision of the issue.

So, if you face this task for the first time, you may need some explanations. Custom-writing.org experts prepared a list of tips on how to write objective and subjective essays. Some topics, as well as objective and subjective writing examples, will also be useful.

• 🆚 Subjective vs. Objective

🔗 References

🆚 subjective vs. objective essays.

First and foremost, let’s find out the critical differences between the writing styles. Take a look at the following table and shed light on this issue.

An objective essay is a presentation of the material with no independent opinion involved. Only facts matter in this paper, and only facts can back up some assertions. Writing subjective essays implies introducing your standpoint on a particular problem.

📋 How to Write an Objective Essay

Writing any essay consists of three parts: preparation, the actual writing, and revision. During the first one, you need to decide on your topic and do a little research. You can see how it looks in a real example.

Objective Essay Example: The Portrayal of Odysseus

In Odyssey, Homer portrays Odysseus, the king of Ithaca, as the true epic hero. The depiction of Odysseus is thoughtfully knitted together with the themes of love and loyalty that further magnify it, painting a holistic picture of a long 10-year journey home. Although it can be argued that some of Odysseus’s personality traits he displays cannot be applied to a true hero, he is still depicted following a very specific heroic archetype.

Now, let’s get into more detail!

Objective Essay Topics

If you’ve decided to write an objective essay, you need to come up with a topic. The topic gives a reader a brief overview of what will be covered in the paper.

Here are ten great examples:

• While the differences between Italy and Spain are evident, the resemblances are striking.
• There are several similarities between the movies “Deep Impact” and “Armageddon.”
• Compare and contrast the capitals of two English-speaking countries.
• Somatic symptoms in people with PTSD can be influenced by age, gender, and avoidance.
• Some might argue, but being overweight carries a social stigma.
• Environmental factors contribute to the phenotypic expression of psychological disorders.
• Although the exact reason remains unclear, depression is affected by sex, gender, hormonal changes, and age.
• When comparing and contrasting the Bible and Quran, it seems that they have more similarities than differences.
• Musical ability is the result of influence on the person from outside.
• In comparison to extroverts, introverts draw power from within themselves to use it in future activities.

Objective Essay Structure

We shall continue with exploring an essay structure. Note that the parts described below are essential for any essay.

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• Introduction . The introduction is usually the part that broadly describes the topic and gets the interest of the reader. This part of the paper should cover some background information and present the purpose.
• Hypothesis . In case your essay has one, state it in your introduction. A hypothesis includes information about how you intend to prove or refute the claim. It briefly describes the way you intend to do so.
• Arguments . Present one side of the argument. In the next paragraph, present the opposing one, using such words as “however,” “nevertheless,” and “although.” The task is to provide the readers with two sides of the argument.
• Evidence . Provide the evidence for all of your points. Keep the balance in providing proof and refutal. Omit your personal opinion, rather than include the evidence you find informative and convincing.
• Conclusion . Summarize the arguments both for and against the position. While remaining objective, shortly go over the information you presented as evidence. If the instructions require a personal opinion, in conclusion, you might write one. In other cases, briefly recap the parts of the essay. Shorten sentence generator would be greatly beneficial in such endeavor.

📜 How to Write a Subjective Essay

As we’ve mentioned earlier, a subjective essay represents the author’s vision of a particular issue. You have an opportunity to introduce your point of view without supporting your ideas with evidence from the primary sources. However, make sure your arguments are still logical and adequate.

Now see how to write a subjective essay in the sections below.

Subjective Writing Example

A well-chosen topic is the vital determinant of a successful essay. Yet, the process of selecting an idea for your paper might be challenging. That’s why you may find our example helpful.

The rapid pace of development of modern technologies increases the demand for oil and gas every year. A considerable amount of these resources is necessary to maintain both industrial enterprises and private equipment. Despite active production, there are still many unexplored places on Earth, potentially rich in oil and gas deposits. However, while making them public would help solve the existing problem, I’m afraid I disagree with this proposal.

Subjective Essay Topics

Check our list of subjective essay topics, choose the one you like the most, or inspire and come up with your idea!

• The fake and too glamorous life presented in social media leads to the development of an inferiority complex among teenagers.
• The information flows within the country should not be controlled by the governments.
• Since developed nations provoked the climate crisis, they should take full responsibility for their past actions and reduce carbon emissions in the atmosphere.
• Cyberbullying should be a matter of the same importance as physical abuse.
• Remote learning opens more opportunities and expands the students’ horizons.
• Instead of catching up with fashion trends, it is better to develop your unique style.
• People should have enough rest to reduce the levels of anxiety and decrease the chances of depression.
• Studying abroad is an experience worth trying.
• Planning and scheduling are perfect strategies to deal with procrastination.
• While applying for a job position, work experience is more significant than having a degree.

📝 Subjective Essay Structure

When you deal with this task, you have full freedom of choice. You can decide for yourself what idea to support and what arguments to present. Still, you have to structure even a subjective essay properly.

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Here are the elements you have to include in your paper:

• grab the readers’ attention;
• introduce your subject;
• state your position in the thesis statement.

Important note: your thesis should be clear and straightforward. Let your audience understand your opinion.

• Description . Dive deeper into your topic and describe your issue in detail. However, don’t go too far. Avoid including irrelevant facts and unnecessary information. Follow the principle “quality over quantity” to keep your reader engaged.
• Opinion . After describing your issue, move to the most crucial part of your essay—opinion. State it clearly and concisely. Although you don’t need to provide any evidence from scholarly sources, your ideas should be supported by substantial arguments or examples from your personal life.
• Conclusion . In the last paragraph of your subjective essay, restate your thesis statement. Don’t introduce any other ideas here. To make your paper more dynamic, ask a provocative question at the end. It may motivate your reader for further investigation of your subject.

A helpful tip:

Before submitting your work, make sure it is coherent. Check if all of your ideas follow the logical flow. To avoid redundancy and wordiness, mix shorter sentences with longer ones and apply transitional phrases. Polish your essay, turn it in, and wait for your perfect grade.

Thanks for reading the page! Share it with your peers who may need some guidance as well. Our writers are ready to explain any other essay type , not only objective or subjective ones.

Learn more on this topic:

• How to Write an Expository Essay in Simple Steps
• Nursing Reflective Essay Example and Guidelines for Students
• Essay on Dengue Fever: How to Write + Free Examples
• French Essay Writing: How-to Guide and Examples
• How to Write a Rebuttal Essay: Jackie Michael, Pen and the Pad
• Writing Objectively: OWLL, Massey University
• Subjective vs Objective: Difference and Comparison, Diffen
• Objective and Subjective Claims: TIP Sheet, Butte College
• Evidence: The Writing Center, University of North Carolina at Chapel Hill
• Organizing Your Argument: Purdue Online Writing Lab, College of Liberal Arts, University of Purdue
• Argumentative Paper Format: Courtesy the Odegaard Writing & Research Center, University of Washington
• How Do I Write an Intro, Conclusion, & Body Paragraph: LSA Sweetland Center for Writing, the University of Michigan
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Very helpful to make my assignment. Thank you so much!

Glad to know that. Thank you very much, Farhana!

Subjective and reflective.

That’s right, Raj 🙂

Thank you for this information. I submitted my subjective essay, which was rejected by my teacher for lack of an attractive hook. After reading your info on writing subjective essays, I know what I should change in my paper to get a good grade.

Thank you so sweet for these wonderful tips for objective essays! I love your blog, and it’s really helpful one online! Keep it up!

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What are Objective and Subjective Tests?

A  test  or examination is an assessment intended to measure a  test -taker’s knowledge, skill, aptitude, physical fitness, or classification in many other topics.

A  test  may be administered orally, on paper, on a computer, or in a confined area that requires a  test  taker to physically perform a set of skills.

Almost everybody has experienced testing during his or her life. Grammar tests, driving license test etc.

Table of Contents

Type of Tests

Objective and subjective tests: characteristics, what effects do tests have on the teaching and learning process, type of objective questions, type of subjective questions, english teaching related posts.

Understanding the different types of testing, the kinds of results they provide, and how they complement one another help teachers determine what the best course of action is.

There are two general types of tests:

• Objective tests aim to assess a specific part of the learner’s knowledge using questions which have a single correct answer.
• Subjective tests aim to assess areas of students’ performance that are complex and qualitative, using questioning which may have more than one correct answer or more ways to express it

These are some characteristics of objective and subjective tests:

Objective Tests characteristics:

• They are so definite and so clear that a single, definite answer is expected.
• They ensure perfect objectivity in scoring.
• It can be scored objectively and easily.
• It takes less time to answer than an essay test

Subjective Tests Characteristics

• Subjective items are generally easier and less time consuming to construct than are most objective test items
• Different readers can rate identical responses differently, the same reader can rate the same paper differently over time

The “washback or backwash effect is the effect that testing has on the teaching and learning processes.

The effect can be positive or negative.

The validity of the testing process can influence the content of our courses, and the way we teach, in a direction that is either with or against the better judgment of the administrators, teachers, students, and parents.

From the point of view of testing, the washback effect becomes negative when there is a mismatch between what we the material / abilities we teach, and what is tested.

For example, an achievement test that is only multiple choice has a negative washback effect on any attempt to teach productive skills such as speaking and writing in class.

On the other hand, if the achievement test includes both spoken and written parts, the washback effect has a positive influence on students (and teachers) attitudes to practicing productive skills in the classroom.

These are some types of objective question that you can find in tests

• Multiple- Choice Items
• True- False Items
• Matching Items
• Assertion-Reason Items

Subjective questions are questions that require answers in the form of explanations.

Subjective questions include:

• Essay questions
• Short answers
• Definitions
• Scenario Questions
• Opinion Questions.

Make sure that you check some of these posts before you go

These are some posts related to teaching listening:

• Stages for Teaching Listening
• Best Pre-Listening Activities
• Best While-Listening Activities
• Best Post-Listening Activities
• What Types of Listening are there?

These are some posts for teaching methodology:

• Presentation, Practice and Production Framework
• Teacher-Centered Instruction
• Student-Centered Instruction
• Tips to Reduce Teacher Talking Time

These are some assessment related posts

• How to Assess Reading Skills
• How to Assess Speaking Skills
• How to Assess Writing Skills

Manuel Campos

I am Jose Manuel, English professor and creator of EnglishPost.org, a blog whose mission is to share lessons for those who want to learn and improve their English

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“Objective” vs. “Subjective”: What’s the Difference?

Objective and subjective are two common—and commonly confused —words used to describe, among other things, information and perspectives.

The difference between objective information and subjective information is that the former is based on facts, while the latter is based on feelings or opinions.

Below, we’ll talk about the difference between objective and subjective , how to use them in writing, and when each one is appropriate.

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The difference between objective and subjective

The basic difference between objective and subjective information is that objective information is based on facts, while subjective information, or a subjective perspective, is based on opinion, emotion, or feelings.

The line between the two seems simple on paper, but in practice, their meanings can blur. Why? The main reason is that people who use these words are just that: people. And people have backgrounds, experiences, emotions, and biases that can show up in subtle ways. Often, even if we think we’re being objective, there may be subjective influences at play.

Definition of objective

Objective means not influenced by personal feelings or opinions in considering or representing facts.

An objective perspective refers to a viewpoint or approach that is unbiased, impartial, and based on facts and verifiable evidence.

For example, this is an objective statement:

Water boils at 212 degrees Fahrenheit.

Water has an objective temperature that it must reach in order to boil, which can be quantified, tested, and proved over and over again.

What is objectivity in writing?

In writing, objectivity is found in works that present facts and their verifiable evidence. Examples of objective writing are research papers, instruction manuals, and academic essays. These types of writing strive for accuracy and to create a foundation of knowledge.

Definition of subjective

Subjective means based on, or influenced by, personal feelings, tastes, or opinions. A subjective perspective can also be called a personal perspective or an individual point of view . Subjective views do not have to be provable or grounded in fact, though they may incorporate facts. For example:

The frosting on that cake makes it too sweet.

This is a subjective take on cake. What one person considers “too sweet” is based entirely on their personal preferences. The cake might not be sweet enough for some and just right for others.

What is subjectivity in writing?

In writing, subjectivity refers to the expression of a writer’s personal opinions, feelings, beliefs, and perspectives.

Subjective writing often involves first-person pronouns ( I , me , my ) and emotional language, as the writer shares their thoughts and reactions openly. It can be found in various forms of writing, including personal essays, memoirs, creative fiction, and opinion pieces .

Here are examples of subjective writing elements:

Personal pronouns :

• In my opinion
• From my perspective

Evocative  adjectives :

• The painting evoked a sense of peace for me.
• The novel was thought-provoking.

Value judgments:

• That was the best movie of the year.
• That concert was disappointing.

In grammar, subjective means related to the subject of a sentence. That’s a different definition from the one we’re using here. You can read more about subjective and objective cases in grammar here .

How to use objective vs. subjective

Being able to tell the difference between objective and subjective information will make you a better communicator, decision-maker, and problem-solver. Depending on what industry you’re in, you may lean more heavily on one type of information than the other.

Objective information is important in fields that rely on facts and evidence, such as scientific research, journalism, and law.

It’s important to note that achieving complete objectivity is a difficult task, since everyone is informed by their backgrounds and experiences. While people in these disciplines should strive for objectivity, they should also consider how their experiences may affect the product of their work.

For example, members of a jury are instructed to analyze a case objectively and base their conclusions only on the facts presented. However, the court system can’t avoid the fact that jury members are human beings, and every human brings their own experiences and biases to a situation. That’s why courts have a jury selection process that attempts to eliminate jurors whose personal experiences may cloud their judgment.

Subjective perspectives, on the other hand, play a vital role in art, literature, and therapy, since these disciplines allow, or even require, individuals to share their unique experiences and emotions.

Examples of objective vs. subjective

The art critic acknowledged that the only objective parts of his assessment were the painting’s title and the artist’s name, while everything else was subjective , influenced by his extreme distaste for the color green.

The tourism survey aimed to collect both objective data, like what time of year the participant visited, and subjective feedback, like whether they had a good time, to gain a comprehensive understanding of their experience at the resort.

When discussing controversial topics, it’s essential to remain objective so you don’t let subjective biases influence your argument.

In the book review, the critic provided an objective summary of the plot and style, while also sharing their subjective thoughts on the novel’s emotional impact.

The journalist strived to present the news objectively , reporting only the facts she collected without injecting subjective opinions or interpretations.

Objective vs. subjective FAQs

What do objective and subjective mean.

Objective means verifiable information based on facts and evidence. Subjective means information or perspectives based on feelings, opinions, or emotions.

What are examples of subjective and objective ?

This is an example of subjective information: Lemon cake is the best dessert in the world.

This is an example of objective information: Lemons have high concentrations of vitamin C.

When should you use objective vs. subjective ?

Use objective when presenting facts that you can prove with irrefutable evidence. Use subjective when presenting a point of view, perspective, or opinion.

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Objective type test: meaning, merits and limitations | statistics.

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After reading this article you will learn about:- 1. Meaning of Objective Type Test 2. Merits of Objective Type Test 3. Limitations 4. Construction.

Meaning of Objective Type Test:

Simply, an objective type test is one which is free from any subjective bias either from the tester or the marker. It refers to any written test that requires the examinee to select the correct answer from among one or more of several alternatives or supply a word or two and that demands an objective judgement when it is scored.

Objective-Centered Test/Objective based Test:

When questions are framed with reference to the objectives of instruction, the test becomes objective-based. This type of test may contain essay type and objective type test items.

An essay test may be objective-centered or objective-based, though it may be difficult to score it objectively. An objective type test, on the other hand, can always be scored objectively, though it may not be objective-centered if it is not planned with reference to the objectives of instruction.

Objective-type tests have two characteristics viz.:

1. They are pin-pointed, definite and so clear that a single, definite answer is expected.

2. They ensure perfect objectivity in scoring. The scoring will not vary from examiner to examiner.

Merits of Objective Type Test:

1. Objective type test gives scope for wider sampling of the content.

2. It can be scored objectively and easily. The scoring will not vary from time to time or from examiner to examiner.

3. This test reduces (a) the role of luck and (b) cramming of expected questions. As a result, there is greater reliability and better content validity.

4. This type of question has greater motivational value.

5. It possesses economy of time, for it takes less time to answer than an essay test. Comparatively, many test items can be presented to students. It also saves a let of time of the scorer.

6. It eliminates extraneous (irrelevant) factors such as speed of writing, fluency of expression, literary style, good handwriting, neatness, etc.

7. It measures the higher mental processes of understanding, application, analysis, prediction and interpretation.

8. It permits stencil, machine or clerical scoring. Thus scoring is very easy.

9. Linguistic ability is not required.

Limitations of Objective Type Test:

1. Objectives like ability to organise matter, ability to present matter logically and in a coherent fashion, etc., cannot be evaluated.

2. Guessing is possible. No doubt the chances of success may be reduced by the inclusion of a large number of items.

3. If a respondent marks all responses as correct, the result may be misleading.

4. Construction of the objective test items is difficult while answering them is quite easy.

5. They demand more of analysis than synthesis.

6. Linguistic ability of the testee is not at all tested.

7. Printing cost considerably greater than that of an essay test.

Guidelines for Constructing Better Objective Type Test Items:

To be a good item writer, one should have:

(a) A thorough understanding of the subject matter;

(b) A thorough understanding of the pupils tested;

(c) Perseverance; and

(d) A little creativity to prepare fertile kind of items.

It is of paramount importance for him to be cognizant of the pitfalls involved in writing objective type test items.

We shall now offer some general guidelines for the writing of objective type test items:

1. Each item must be clearly expressed i.e. there must be precision in writing the test items.

2. Test for important facts and knowledge and not for trivial details; e.g.,

(a) Give the name of the ship that Columbus was on when he discovered America.

(b) Give the date (and/or time) when Edison invented the light bulb.

These items test the ability to recall or supple trivial details and therefore are unsound.

3. Avoid ambiguous statements. Each item should be subjected to one and only one interpretation.

Rabindranath Tagore wrote Gitanjali in……….. The item is ambiguous because the examinee does not know whether the teacher wants to know the year, the date, the language or the place.

In which language did Rabindranath Tagore write Gitanjali?

4. Quantitative rather than qualitative words should be used. Words such as few, many, low, high, large, etc. are vague, indefinite, and, therefore, should be avoided.

TF Many people are literate in Orissa.

TF About 85% of the people are literate in Orissa.

5. Use good grammar and sentence structure to improve clarity.

TF In a triangle, whose one of the angle’s measure is 90°, the hypotenuse is equal to the square root of the sum of the squares of the other two sides.

TF In a right-angled triangle, the square on the hypotenuse is equal to the sum of the squares on the other two sides.

6. Avoid lifting statements verbatim from the text-book. The use of text book language in a test encourages a pupil to memorise rather than to understand the subject matter.

7. There should be only one correct answer.

Fill in the blank by inserting an operational symbol.

2……… 2 = 4

Here, some students may write +, others may write X.

8. Avoid negative questions whenever possible. An indiscriminate use of the negative should be avoided. It takes more time to answer.

TF The longitude of Bombay is not 73°E.

TF The longitude of Bombay is 73°E.

9. Directions to questions should be specific. Ambiguous wording and double negatives should be avoided in questions.

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Essay Test vs Objective Test

An essay item is one in which the examinee relies upon his memory and past associations to answer the questions in a few words only. Since such items can be answered in whatever manner one likes and these items are also known as free answer items.

Essay items are most appropriate for measuring higher mental processes which involve the process of synthesis, analysis, evaluation, organization and criticism of the events of the past. Essay tests are thus suitable for measuring traits like critical thinking, originality and the ability to integrate synthesis or analyze different events.

Types of essay items

Essay items are of two types

• Short answer types
• Long answer type / Extended answer essay type

A short answer essay item is one where the examinee supplies the answer In one or two lines and is usually concerned with one central concept.

A long answer essay item is one where the examinee’s answer comprises several sentences. Such an item is usually concerned with more than one central concept.

Suggestions for Writing Good Essay Items

1 – An essay item must contain explicitly defined problems usually essay items are intended to measure the higher mental process as such its essential that they contain problems in clear cut and explicit terms so that every examinee interprets them in more or less the same way. Therefore, essay item is set to be not valid if its interpretation varies among examinees

2 – It must contain such problems whose answers are not very wide. In case a student is asked to answer a problem with a larger content area. He may start writing whatever he knows without making any discrimination in such a situation he may not write about the facts or information needed by the item, thus lowering the validity of the essay item.

3 – Essay items must have clear cut directions or instructions for the examinees the instruction should indicate the total time to be spent on any particular test item. What type of information is required and the likely weight age to be given to each item so that the examinee may pick up the relative importance of the essay questions and accordingly adjust the length of the answer.

4 – Sufficient time should be allowed in the construction of essay items such items measure the higher mental processes and in order that they actually measure what they intend to measure. It is essential that essay items are carefully worded and ordered so that all the items can be interrupted in the same way.

Difference between Essay tests and Objective Tests

1 – In essay items the examinee writes the answer in her/his own words whereas the in objective type of tests the examinee selects the correct answer from the among several given alternatives.

2 – Thinking and writing are important in essay tests whereas reading and thinking are important in objective type tests. In essay tests the examinee answers the questions in several lines. S/he critically thinks over the problems posed by the questions and arranges the idea in sequence and expresses them in writing. In objective type the examinee doesn’t have to write in many cases. He is simply asked to put a tick/mark. However, in order to make a correct choice he is required to read both the stem as well as the alternative answers very carefully and then critically think and decide.

3 – It is difficult to score objectivity and accurately in essay tests whereas in objective tests can be easily scored objectively and accurately.

4 – Essay tests are difficult to evaluate objectively and partially because the answers are not fixed like the answers of objective items because of the variability in the scorer judgment regarding the contents of the answers in the objective types of tests whether of the selection or supply type scoring can be done accurately because the answers are fixed in them. The scoring will also be objective because when the answers are fixed there will obviously be complete interpersonal agreement among the students.

5 – In objective type tests the quality of the item is dependent upon the skill of the test constructor but in essay test the quality of the item is dependent upon the scorer’s skill. Writing item for an objective type test is a relatively difficult task. Only a skilled test constructor can write good objective items. The quality of the test items are bound to suffer. If the test constructor lacks skill in writing items as well as limited knowledge regarding the subject matter items in essay tests are easy to construct. A test constructor is even with a minimum knowledge of writing items can prepare relatively good essay items.

6 – Objective test items no matter how well they are constructed permit and encourage guessing by the examinee whereas essay test items no matter how well they are constructed permit and encourage bluffing by examinees. In objective type test items the probability of guessing can’t be fully nullified. The effect of the guessing is the inflation of the actual score obtained on the test. Guessing is the most obvious when the length of the test is short and the two alternative objectives form is used or when difficult alternative responses are included in multiple choice items or matching items and the length of the test is short.

7 – Assignment of numerical scores in essay test items is entirely in the hands of the scorer whereas assignment of numerical scores in objective type test items is entirely determined by the scoring key of the manual.

Common Points between Essay Tests and Objective Tests

Despite of all these differences following are the common points or main similarities that lie in essay test or objective test.

• An element of subjectivity is involved in both objective type as well as essay tests. In objective tests subjectivity is involved in writing the test items in selecting particular criterion for validation of the test. In essay tests subjectivity is involved in writing and selecting the items. The most obvious effect of the subjectivity in essay test is seen in scoring of the essay items.
• In both essay tests as well as objective type tests, emphasize is placed upon the objectivity in the interpretation of the test scores. By objectivity is meant the score must mean nearly the same to all observers or graders who have assigned it. If this is not so it means that the scoring lacks objectivity thus reducing the usefulness of the score.
• Any educational achievement such as the ability to spell the English words, proficiency in grammar, and performance in history, geography, and educational psychology can be measured through both the essay test and objective type tests.

When the intention is to measure critical thinking, originality and the organizational ability essay tests are preferred but when the intention is to measure the piecemeal knowledge in any subject, objective type tests are preferred.

However, this line of demarcation is fast vanishing now because objective items have been used effectively for measuring achievement representing, critical thinking and originality of the examinees. Likewise, essay items particularly short answer essay items have been successfully used in measuring achievement representing piecemeal knowledge of any subject.

• Tags: Essay Test , Essay Test vs Objective Test , Essay Writing , Objective Test , Subjective Test , Writing Good Essay

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• 1. PRESENTATION Presentation by: Maria Ashraf Presented To: Dr.Shazia Zamir
• 2. THE ESSAY TEST
• 3. Definition Essay test is a test that requires the student to compose responses, usually lengthy up to several paragraphs.
• 4. Essay test measure Higher Level Thinking Questions that test higher level processes such as     Analysis Synthesis Evaluation Creativity
• 5. Distinctive Feature of Essay Test The distinctive feature of essay type test is the “freedom of response”. Pupils are free to select, relate and present ideas in their own words.
• 6. Uses of Essay Test 1. 2. 3. 4. 5. Assess the ability to recall, organize, and integrate ideas. Assess the ability to express oneself in writing. Ability to supply information. Assess student understanding of subject matter. Measure the knowledge of factual information.
• 7. Form of Essay Test   Restricted Response/ Controlled Response. Extended Response/Uncontrolled Response. Restricted Response Response Extended
• 8. Restricted Response Essay Questions Restricted response usually limits both the content and the response by restricting the scope of the topic to be discussed. Useful for measuring learning outcomes requiring interpretation and application of data in a specific area.
• 9. Example of Restricted Response   Describe two situations that demonstrate the application of the law of supply and demand. Do not use those examples discussed in class. State the main differences between the Vietnam War and previous wars in which the United States has participated.
• 10. Advantages of Restricted Response Questions     Restricted response question is more structured. Measure specific learning outcomes. Restricted response provide for more ease of assessment. Any outcomes measured by an objective interpretive exercise can be measured by a restricted response essay question.
• 11. Limitations of Restricted Response Questions Restricted response question restricts the scope of the topic to be discussed and indicating the nature of the desired response which limits student opportunity to demonstrate these behavior.
• 12. Extended Response Essay Questions Extended response question allows student to select information that they think is pertinent, to organize the answer in accordance with their best judgment, and to integrate and evaluate ideas as they think suitable. They do not set limits on the length or exact content to be discussed.
• 13. Examples of Extended Response Essay Questions   Compare developments in international relations in the administrations of President William Clinton and President George W. Bush. Cite examples when possible. Imagine that you and a friend found a magic wand. Write a story about an adventure that you and your friend had with the magic wand.
• 14. Advantages of Extended Response Questions   This type of essay item is mostly useful in measuring learning outcomes at the higher cognitive levels of educational objectives such as analysis, synthesis and evaluation levels. They expose the individual differences in attitudes, values and creative ability.
• 15. Limitations of Extended Response Questions   They are insufficient for measuring knowledge of factual materials because they call for extensive details in selected content area at a time. Scoring such type of responses is usually difficult and unreliable since the examinees have free will in the array of factual information of varying degree of correctness, coherence and expression.
• 16. Major Difference    Objective Interpretive- select Restricted Response Essay- supply Extended-Response Essay- write
• 17. Advantages Of Essay Questions      The freedom of response allows the student to express himself in his own words. It measures complex learning outcomes that cannot be measured by other means. Essay tests promotes the development of prob lem-solving skills. It helps students to improve their writing skills such as writing speed. It encourages creativity by allowing their own unique way.
• 18. Advantages Of Essay Questions      It is easy and economical to administer. It encourages good study habits in students. Essay item is easy to construct and does not take much time It can be used to measure in-depth knowledge especially in a restricted subject matter area. It does not encourage guessing and cheating during testing.
• 19. Disadvantages of Essay Questions     Scoring is not reliable because different examiners can grade the score answer differently. In fact, the same examiner can grade the same question differently at different times. Grading of essay tests is time-consuming. Subjective scoring of essay questions. Essay questions do not cover the course content and the objectives as comprehensively as possible.
• 20. Disadvantages of Essay Questions  Evaluating essay questions without adequate attention to the learning outcomes is just like “three blind men appraising an elephant” . One teacher stresses factual content, one organization of ideas, and another writing skill.
• 21. Suggestions For Constructing Essay Questions     Restrict the use of essay questions to those learning outcomes that cannot be satisfactorily measured by objective items. State the question clearly and precisely and make clear what information the answer should contain. Indicate the approximate time limit for each question. Avoid the use of optional questions.
• 22. Suggestions For Constructing Essay Questions Construct question that will call forth the skills specified in the learning standards.  Example: Write a two page statement defending the importance of conserving our natural resources? (Your answer will be evaluated in terms of its organization, comprehensiveness, and relevance of the arguments presented.)
• 23. Suggestion For Scoring Essay Question  Chose either the analytical or holistic (global-quality) method. Analytical Scoring: This scoring method requires that the instructor develop an ideal response and create a scoring key or guide. The scoring key provides an absolute standard for determining the total points awarded for a response. Student responses are compared to the scoring standard and not to the responses of their classmates.
• 24. Suggestion For Scoring Essay Question Holistic Scoring: The reader forms an impression of the overall quality of a response and then transforms that impression into a score or grade. The score represents the quality of a response in relation to a relative standard such as other students in the class.
• 25. Suggestion For Scoring Essay Question    Score the responses question-by-question rather than student-by-student. Disassociate the identity of students from their responses during the grading process. Determine in advance what aspects of the response will or will not be judged in scoring.
• 26. Bluffing-A Special scoring Problem       It is possible for students to obtain higher scores in essay questions than they deserve by the mean of clever bluffing. This is usually a combination of writing skill, general knowledge and use of common tricks like; Respond to every question. Stressing importance of topic. Agreeing with teachers opinion. Name dropping. Write on a related topic and “make it fit”. Writing in general terms that fit many situation.
• 27. Suggestion for Constructing Multiple Choice Items       The stem of the item should be meaningful by itself and should present a definite problem. The item stem should include as much of the item as possible and should be free of irrelevant material. Use a negatively stated stem only when significant learning outcomes require it. All the alternatives should be grammatically consistent with the stem of the item. An item should contain only one correct or clearly best answer. Items used to measure understanding should contain some novelty, but beware of too much.
• 28. Suggestion for Constructing Multiple Choice Items       All distracters should be plausible. The purpose is to distract the uninformed from the correct answer. Verbal associations between the stem and the correct answer should be avoided. The relative length of the alternative should not provide a clue to the answer. The correct answer should appear in each of the alternative positions an approximately equal number of times but in random order. Use sparingly “none of the above” or “all of the above.” Do not use multiple-choice items when other items are more appropriate.

9 Best Advantages of objective type test

Let’s learn the advantages of objective type test . An objective type test is a type of test that includes specific objective questions or sets of questions that are evaluated based on the responses to these questions.

Objective-type tests are not subjective, meaning the answer is given to any individual and cannot be changed by the test taker.

In addition, objective-type tests can also be graded objectively, so that there is no need for subjective evaluation by a grader.

What is an Example of Objective Type of Test?

An objective type of test typically involves questions with specific, clear, and predetermined correct answers.

The purpose is to assess a test taker’s knowledge, comprehension, and application of a subject. Examples of objective-type questions include:

• “Which of the following is the capital of France?” a) Paris b) Rome c) Madrid d) London
• (Correct answer: a) Paris)
• “The Earth revolves around the Sun.” a) True b) False
• (Correct answer: a) True)
• “Water boils at __________ degrees Celsius at standard atmospheric pressure.”
• (Correct answer: 100)
• Country: A) Japan
• Capital: B) Tokyo
• (Correct answer: A – B)

Characteristics of Objective Type Test

Below are some great features of objective type test.

• Clear and specific correct answers for each question.
• Efficient and quick administration, ideal for large-scale assessments.
• Objective grading, minimizing subjective interpretation, and ensuring consistency.
• Various question formats such as multiple choice, true/false, fill in the blanks, etc.
• Comprehensive coverage of curriculum or content, allowing assessment of diverse learning objectives.

Best Advantages of Objective Type Test

There are certain advantages that test-takers get when they take objective-type tests. Such as the test has a scoring scale that is based on specific performance levels.

Objective-type tests are tested within an organized design, while subjective tests respond to the tester’s opinion. Some of the other main benefits of objective-type tests are as below:

1. Complex Learning

Objective-type tests are more complex than other types of tests. This means that objective tests require your ability to answer various questions, unlike subjective tests, which only require you to answer one question.

All this means that an objective type test requires you to have various knowledge and understanding in different areas.

2. The test is based on the Fact

Objective-type tests were made to assess how well you learn or understand specific facts or theories.

This means that your score would be based on these facts or theories. You can quickly notice this by looking at the questions asked in these types of objective tests.

Your score will be based on facts or theories, so you will be more exposed to certain types of knowledge instead of getting only a passing grade in certain areas.

These are one-way objective tests that will enhance your learning experience because you get to learn and understand fundamental theories or facts.

3. Fewer Variables

Objective tests can also have fewer variables than other types of tests. This means that more minor factors can affect the outcome of your test.

Objective tests are done in a controlled setting so that it will test you against the same set of questions and answer choices.

This means that you cannot get a higher or lower score depending on weather or other factors. This is one way in which objective tests differ from subjective tests.

4. Objective Tests Can Be Used Anytime

Another advantage of objective-type tests is that you can use them for any test situation. You do not need to worry about taking these tests as they can be used anytime and anywhere.

For example, you can use objective tests to help you in your work and make sure that you are constantly improving.

5. Knowledge and understanding

Many career objectives require a certain level of knowledge or understanding in certain areas.

This means that objective-type tests can help you assess your level of knowledge in these areas and make sure that it is high enough to qualify for the job.

Using objective-type tests will enable you to know whether your skills are up to scratch, enabling you to better prepare for the actual test.

6. Individual Differences

Objective tests are also helpful because they can eliminate the individual differences that could affect your score.

This is the case of subjective type tests, which can be affected by factors like culture, socioeconomic status, etc.

Depending on these factors, your performance on a subjective type test can differ from one person to another. However, you will get a higher chance to pass with an objective-type test since it lessens individual differences. 

7. Key Subject Areas

Another advantage of objective-type tests is that they include certain essential subject areas.

This means that they give you a chance to focus on specific areas of your life that you know little about and give you a better chance to excel in your career.

For example, if you are applying for a job where you will make business decisions, an object-type test will help you assess where your knowledge is lacking and help improve this.

Some examples of these essential subject areas are business, physics, computer technology, etc.

8. Maximum Flexibility

Another advantage of objective-type tests is that we can use them in different situations, and you will not have to worry about them being affected by external factors.

Objective tests can decide, for example, for a job or a school exam.

Using objective-type tests will enable you to measure your performance and ensure that you are improving in these areas.

Objective tests have a number of advantages, including objectivity, efficiency, reliability, comprehensive coverage, and engagement.

However, they also have some disadvantages, such as the potential for guessing and the inability to distinguish between students with deep and superficial understanding.

Objective-type tests have several advantages over essay tests, including objectivity, efficiency, reliability, and comprehensive coverage.

We often prefer MCQs over essay tests because they are more objective, efficient, reliable, and can assess a wider range of knowledge.

However, MCQs can also be more easily guessed, less discriminatory, and less engaging.

Overall, MCQs are a valuable assessment tool, but they should not be used exclusively. Essay tests can also be useful for assessing students’ critical thinking and writing skills.

Objective-type tests are more helpful than other types of tests. This is because it does not focus on the opinions and opinions of the people who grade your test.

In addition, you will get a better chance to pass a test because there are fewer variables that can affect your score.

If you want to get a higher grade or pass your test, then objective-type tests are the best option (in fact, this is what most schools use). It also included multiple Choice advantages in this article.

Hope you guys enjoyed the Advantages of objective type test article as much as I did writing it and keep on learning.

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What are The Advantages and Disadvantages of Objective Type Test

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Advantages of Objective Type Test

• These exam items are appropriate for current educational procedures since scoring is more objective.
• These questions are devoid of the teacher’s preferences.
• The examiner’s mood has no bearing on scoring.
• This exam question allows students to become well acquainted with the topic content. The reason for this is that for a little writing, he may dedicate his time to contemplation and so answer numerous questions that he would otherwise have to write out in detail.
• This test reduces the possibility of elimination. Although intelligent guessing benefits the student.
• It is simple to score.
• Pupils prefer this style of exam item because it eliminates the possibility of the teacher displaying personal prejudice or favouritism.
• This form of test is educational for students since they are more engaged in answering it.
• Cramming is discouraged by objective-type exam items, which stimulate thought, observation, and inspection.
• These test items are more trustworthy and genuine.

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