Assessment Questions
Leaving aside the other uses of IT in assessment, and concentrating instead on assessments for which the computer marks the student responses, there are a number of types of objective questions which can be used. There are three main types which include students making a choice (single or multiple) inputting text (words, numbers or formulae) or manipulating information on the screen (marking relevant areas, moving items or drawing graphs or diagrams).
Many tools exist, some of which are available in the resources section.
There are a number of question types for objective test type items, examples of which can be found for many subjects within the question banks listed in the links section. This list is taken from the CAA Centre.
Multiple choice questions (MCQs) are the traditional 'choose one from a list' of possible answers.
True/False questions require a student to assess whether a statement is true or not.
Assertion-Reason questions combine elements of MCQ and true-false questions.
Multiple response questions (MRQs) are similar to MCQs, but involve the selection of more than one answer from a list.
Graphical hotspot questions involve selecting an area(s) of the screen, by moving a marker to the required position. Advanced types of hotspot questions include labelling and building questions.
Text/Numerical questions involve the input of text or numbers at the keyboard.
Matching questions involve linking items in one list to items in a second list.
Sore finger questions have been used in language teaching and computer programming, where one word, code or phrase is out of keeping with the rest of a passage (for example a word given in the wrong tense). It could be presented as a 'hot spot' or text input type of question.
Ranking questions require the student to relate items in a column to one another and can be used to test the knowledge of sequences, order of events, level of gradation.
Sequencing questions require the student to position text or graphic objects in a given sequence. These are particularly good for testing methodology.
Field simulation questions offer simulations of real problems or exercises.
Other question types require students to identify and/or manipulate images. Students may be asked to plot a graph, complete a matrix, draw a line or build up an image using parts provided.
For descriptions of each question type and hints on how to improve your skills in developing these types of questions visit the CAA Blueprint, especially appendix A.
There are some particular terms associated with creating objective tests questions that you will need to be aware of:
Item - the units making an objective test. These may or may not be phrased directly as questions
Stem - introductory question or incomplete statement with which an item begins
Response, option - suggested answers to or completion of, the stem
Key - the correct response
Distracter - incorrect response (s)
Tips for writing questions (thanks to Bob Matthew of The University of Glasgow for these)
Stems should:
be as clear and concise as possible
not contain ambiguities
contain most of the wording
not be negative if possible
Reponses should:
be equally likely
approximately the same length
internally consistent
in relative order
The key should be:
in varied position
correct
Avoid:
double negatives
'none' or 'all' of the above
clues
For further information about writing objective test questions the CAA Centre has produced a helpful document 'Designing effective objective test questions: an introductory workshop' which can be found at: CAA Centre.
