EVALUATION: Writing Good Tests 229

KAREN TEACHER WORKING GROUP

Topic Summary
Topic: Writing Good Tests

Goal: To write good tests for evaluating achievement.

In brief: The first step in writing a good test is to determine what it is

you are trying to test and what kind of test would be best for
testing that type of information. Most classroom tests are used
to measure learning outcomes (the achievement of learning
objectives). Learning outcomes define clearly, in an observable
way, the achievement we expect of our students. We should
use learning objectives to create our test items.

We will investigate:
 Short answer test type
 Essay test type
 True/False test type
 Matching test type
 Multiple Choice test type

Content Reading
Writing Good Tests
Writing Multiple Choice Questions
Writing True/False Questions
Writing Matching Questions
Writing Essay Questions

Task Sheet
Selecting the Type of Test Item
Writing Multiple Choice Questions
Writing Essay Questions
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Trainer’s Guide
Introduction
 Explain that in this workshop we will be practicing how to write good tests.
 Ask trainees to list as many different types of tests that they know. Trainer should try
to elicit the following types of tests:
1. Short answer
2. Essay
3. True/False
4. Matching
5. Multiple Choice
 Review the main points from the ‘Evaluation process and Information Gathering
Techniques’ workshop.

1. Writing Good Tests

 Have trainees read ‘Content Reading: Writing Good Tests’.
 After reading, trainees should get into small groups of 2-3 persons and then complete
the ‘Task Sheet: Selecting the Type of Test Item’.
 While groups are working on the Task Sheet, the trainer should develop a list of 10-
15 learning outcomes. This list can be taken from the Writing Objectives
Workshop or else created by the trainer. (this list will be used in the Game that will
be played soon)
 When groups have completed the task sheet, ask groups to share and discuss their
answers. Trainer should not give the answers but help trainees find the correct
answers. The correct answers for the Task Sheet are:

Task Sheet Answers:

1. Essay
2. Short Answer
3. Multiple Choice
4. Essay
5. Short Answer
6. Multiple Choice/Matching
7. Multiple Choice

GAME
Preparation
 Trainer explains that we are going to play a game. The entire group goes
outside of the class to a place where there is enough space to move freely.
 In this game, the different types of test items are demonstrated by action:
 Short Answer: crouching down and making our bodies small
 Essay: by running on the spot
 True/False: by shaking are head back and forth (True) and then side to side (False)
 Matching: by holding our hands together
 Multiple Choice: by taking one step forward, then one step to the right, then one
step backwards, then one step to the left
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Trainer’s Guide
 Have trainees practice each action many times. i.e. trainer calls out the type
of test item and trainees do the appropriate action
 Tell trainees to continue doing their action until they are told to stop.

Instructions
 The trainer will read his/her list of 10-15 learning outcomes (reading them one
by one)
 Trainees decide which type of test item is required to best evaluate the
learning outcome. Then, trainees demonstrate the test item by using the
appropriate action (for example Essay type is demonstrated by running on the
spot)
 While continuing to do their action, trainees get into groups with other people
doing the same action. Trainees should continue to perform their action until
the last trainee has found a group!
 After everyone has found an appropriate group, the trainer asks each group
why they chose that test type for the learning outcome.
 Briefly discuss the answers and then the trainer gives another learning
outcome and the game begins again.
 The trainer should repeat this game many times so that trainees can ‘master’
the game.

Multiple Choice Questions

Have trainees get into groups according to the standard and/or subject they teach. Each
group should have between 3-4 persons. In these groups, trainees read ‘Content
Reading: Writing Multiple Choice Questions’. While trainees are reading, the trainer
should visit each group, ask them questions about the Reading and answer any questions.

Trainer initiates a short discussion about the Content Reading with the entire group.

When finished, instruct trainees to, individually, complete the ‘Task Sheet: Writing
Multiple Choice Questions’. Then (still in small groups), trainees should discuss and
correct each other’s task sheets.

Next, the small groups should decide on a learning outcome that is appropriate for the
subject and standard that they teach (only one learning outcome per group). The trainer
should check each group’s learning outcome. Then, groups are asked to develop 5
multiple choice questions that would be used to test the learning outcome.

When completed, each group should present their questions to the entire group.
Questions are answered as a group. The entire group and trainer give feedback and
suggestions to each small group.
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Trainer’s Guide
True/False Questions
Trainees individually read the ‘Content Reading: Writing True/False Questions’. The
entire group reads it again together. Trainer asks questions and encourages discussion.

Trainees return to their small groups according to the subject and/or standard they teach.
They choose a learning outcome that is appropriate for the standard and subject that they
teach(different from the one they just used) and develop 15 True/False questions to test
that learning outcome.

When completed, each group should present their questions to the entire group.
Questions are answered as a group. The entire group and trainer give feedback and
suggestions to each small group.

Matching Questions
Trainees individually read the ‘Content Reading: Writing Matching Questions’. The
entire group reads it again together. Trainer asks questions and encourages discussion.

Trainees return to their small groups according to the subject and/or standard they teach.
They choose a learning outcome that is appropriate for the standard and subject that they
teach(different from the one they just used) and develop a list of 10 Matching questions
to test that learning outcome.

When completed, each group should present their questions to the entire group.
Questions are answered as a group. The entire group and trainer give feedback and
suggestions to each small group.

Essay Questions
Trainees individually read the ‘Content Reading: Writing Essay Questions’. The
entire group reads it again together. Trainer asks questions to see if trainees understand
and encourages discussion.

Individually, trainees complete ‘Task Sheet: Writing Essay Questions’.

Then, trainees return to their small groups according to the subject and/or standard they
teach. They compare each other’s work. Each small group selects their best Task Sheet
and present it to the rest of the class.

The entire group and trainer give feedback and suggestions to each small group.

End of the workshop

Trainer asks everyone to go outside to where the Game (which was played at the beginning of the
workshop) was played. Again, trainees play the Game. The trainer should use different
learning outcomes than were used while playing the first time.

After the game, the trainer answers any questions about the workshop. Following that,
the workshop is finished.
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Content Reading
Writing Good Tests

The first step in writing a good test is to determine what it is you are trying to test and
what kind of test would be best for testing that type of information. Most classroom tests
are used to measure learning outcomes (the achievement of teaching objectives).
Learning outcomes define clearly, in an observable way, the achievement we expect of
our students. We should use learning outcomes to create our test items. Consider the
following 2 learning outcomes:
1. To list the names of the last 10 Burmese kings.
2. To explain the changes that happen when a different political party is elected
into government in a democratic system.

The 1st learning outcome requires a short-answer type question in which the students are
asked to list the names of the kings. The 2nd learning outcome would best be tested by an
essay question because the student would have to describe or explain.

ADVANTAGES AND DISADVANTAGES OF DIFFERENT TYPES IF TEST

ITEMS
Type of Test Item Key Words to Look Advantages Disadvantages
For
Short Answer  List Can test many facts in a short time. Difficult to measure complex
 Pick Fairly easy to score. Excellent format learning.
 Write for math. Tests information recall.
Essay  Explain Can test complex learning. Can Difficult to score fairly
 Describe evaluate thinking process and (objectively). Takes a lot of
 Predict creativity. testing and scoring time.
True/False  Choose Test the most facts in the shortest time. Difficult to measure complex
 Select Easy to score. Tests recognition. learning. Students can easily
 (a statement of guess the correct answer.
fact)
Matching  Match Excellent for testing associations and Difficult to write good
 Find recognition of facts. Can test some questions.
 Connect complex learning (especially concepts).
Easy to score.
Multiple Choice  Which of the Can evaluate learning at all levels of Difficult to write. Students
following complexity. Can be very reliable. can use guessing.
 Select Tests large are of knowledge in a short
 Identify time.
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Task Sheet
Selecting the Type of Test Item

For each learning outcome, determine the type of test item you would use and briefly
state why you would use that type.

1. To explain the value of using strong, active verbs in writing paragraphs.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

2. To list the steps to take when making cement.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

3. To select, from among alternatives, the best way to introduce a new topic.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

4. To discuss the effects of deforestation.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

5. To write down the names of at least 5 Burmese kings.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

6. To choose the most likely cause of high blood pressure.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

7. To recognize each of the major parts of a generator.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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KAREN TEACHER WORKING GROUP

Content Reading
Writing Multiple Choice Questions

Multiple choice questions are perhaps the most frequently used type of test item.
Parts of the Multiple Choice Question:

What country is not in Europe? Problem/Question

1) France distractor
2) Australia correct/best alternative
3) Austria distractor Altervatives
4) Germany distractor

You can use multiple choice questions to evaluate almost all levels of understanding.
Multiple choice questions are used in primary schools and in universities! However, to
be a useful measurement of a learning outcome, a multiple choice question should meet
the following criteria:
A. Present a single problem or question.
B. Include alternative answers that are related to the problem or question.
C. Provide a correct or best answer from among several alternatives.
D. Include distractors that are very similar in wording, writing style,
spelling, length, etc.
E. Include distractors that are possible but not correct.

For example: Which country is not in Europe?

1) France
2) Australia
3) Austria
4) Germany
 Problem or question: Which country is not in Europe?
 Alternative Answers: France, Australia, Austria, Germany
 Correct/Best Answer: Australia
 Include distractors that are very
similar in wording writing style, etc.: all are one word long
 All distractors are possible: France, Austria, Germany are all countries
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Task Sheet
Writing Multiple Choice Questions

All of the following multiple choice questions are poorly written for 1 reason. Identify
the problem and then rewrite the question.

1. Christmas is a _______________ holiday.

I) Buddhist
II) Muslim
III) Christian
IV) Table
What is the problem? _____________________________________________________
Rewrite the question.

2. The answer for 7 x 8 x 6 is:

I) 336
II) 43
III) three hundred and ninety seven
IV) 432
What is the problem? _____________________________________________________
Rewrite the question.

3. The first language of most people living in Shan State is:

I) Spanish
II) French
III) Vietnamese
IV) Japanese
What is the problem? _____________________________________________________
Rewrite the question.

4. A proper sentence should include the following:

I) Subject, verb and objective
II) A proper sentence should have a subject, verb, many adjectives and an
objective.
III) A proper sentence should have at least 15 words.
IV) Verbs and adjectives
What is the problem? _____________________________________________________
Rewrite the question.
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Content Reading
Writing True/False Questions

Many people don’t like to use True/False questions because it is so easy to guess the
correct answer. True/False questions should not be used to create an entire test.
However, it is reasonable to use a few True/False questions in a test.

Rules for writing T/F questions:

 Each item in the question must be clearly true or clearly false.
 Each true or false statement must present only one fact.
 Do not try to trick students!

Examples:
1. Squares have only three sides and only two 90 degree angles.
 The item is clearly false.
 The statement presents 2 facts (only 3 sides and only two 90 degree angles)
 The item does not try to trick students.
Improved statement:
Make two statements instead of one.
I. Squares have only three sides.
II. Squares have only two 90 degrees angles.

2. Liquids always flow in the direction of gravitational flow.

 This statement is often true, but could there be any exceptions? Maybe
the word ‘always’ should be changed to ‘often’ or ‘usually’.
 Statement presents only one fact.
 The item does not try to trick the student.
Improved:
Liquids usually flow in the direction of gravitational flow.

3. The sun is not closer to the earth at the equator.

 The statement is true.
 Statement presents only one fact.
 The statement tries to trick the student by including the word ‘not’.
Improved:
The sun is closer to the earth at the equator.
or
The earth is closer to the sun at the equator.
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Content Reading
Writing Matching Questions

Matching questions are written as a group of items and provide two lists; the student’s
task is to match each item from one list with an item from the other list

Example:
Match the capital city with the appropriate country.
a. Pakistan
1. Bangkok b. Chile
2. Rangoon c. Thailand
3. Tokyo d. South Africa
4. Ottawa e. Nepal
5. Johannesburg f. Japan
g. Canada
h. Burma

Often matching questions are to test students understanding of:

 Historical events and dates
 Novels and authors
 A term and its definition
 Problems and their solutions
 Causes and effects
 And many other types of relationships

Some things to remember when writing Matching Qusetions:

I. An obvious relationship must exist between the two lists.
i.e. Capital cities and their countries
II. The reason for matching must be clear.
i.e. finding the appropriate country for each capital city
III. One of the lists should be longer than the other (makes it difficult tofind
the correct answer by process of elimination)
i.e. 5 capital cities listed and 8 countries listed
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Content Reading
Writing Essay Questions

The secret to writing good essay questions is to be clear and concise as possible. Don’t
try to trick the students. Test each learning outcome as directly as possible. When
reading an essay question, a student should be able to understand exactly what is being
asked. If the student knows his/her subject material, then he/she should be able to
answer the question correctly.

Guidelines for Writing Essay Questions:

1. Make sure the question accurately tests the learning outcome.
2. Essay question should include:
a. A clear statement of the problem.
b. Any restrictions on the answer (restrictions are ways to help
guide student answers – telling the student what information
would be provided in the answer)
For example: Talk about some similarities and differences between Ba U Gyi
and Ne Win.
 Not clear
Improved: Compare Ba U Gyi’s leadership to Ne Win’s leadership.
 No restrictions. What kind of answer would be
acceptable?
Improved: Compare Ba U Gyi’s leadership to Ne Win’s
leadership according to our class’s criteria of ‘Qualities of
Leadership’.

3. For each question, make a model answer. The model answer should include:
a. the content of an ideal answer.
b. important features you might find in an ideal answer.

Well written essay questions will help make it easier for the students to answer and easier
for the teacher to grade. The biggest problem with essay questions is that they are
difficult to grade accurately. This problem is made a lot smaller if the teacher creates a
model answer which the teacher can use to grade the students’ answers. When you are
comparing a student’s answers to the model answer, you must only check to see whether
the student’s answer include the items listed in the model answer.

For example:
Essay Question: Defend or refute the following statement: Civil wars are necessary to
the growth of a developing country. Cite reasons for your argument
and use examples from history to help prove your point.

Model Answer: All answers, regardless of the position taken, should include:
1. A clear statement of position.
2. At least 5 logical reasons.
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Content Reading (continued)

3. At least 4 examples from history that clearly support
the position.

Once you have decided to use an essay question, you need to make a question which
every student will understand what is expected in the answer.
Note: Not every student needs to be able to answer the question, but every student must
be able to understand what the question is asking. Therefore:
 use clear and concise language
 be very precise about what restrictions you want to
place on the answer

For example:
Describe why certain chemicals are always mixed in a certain order.
This is not a clear statement. Which chemicals? Which order?

Discuss the various properties of water.

This is a clear statement. However, there are no restrictions on the answer.
What kind of response would be acceptable? Here are better examples which use
precise restrictions:
 Describe what happens to water when it is exposed to very high
temperatures.
 List the chemical properties of water.
 Why does the taste of water differ so greatly from one place to
another?
Note that each of these examples clearly requires a different kind of answer. Note
the different ways one can precisely place restrictions on students response.
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Task Sheet
Writing Essay Questions

When writing essay questions on this task sheet, write them for the subject area and
standard level that you teach.

1. Write an essay that is not clear or concise.

2. Rewrite the essay question so that is clear and concise.

3. Using the essay question, rewrite it 4 times, each time placing the following
restrictions upon it:
a. Limiting the amount of time and words used in the answer
b. Limiting the answer to certain specific topics
c. Asking the student to answer using only 1 of the specific topics
d. Telling the student to use only one point of view in his/her answer

a.

b.

c.

d.

4. Write a model answer for your essay question.