MODULE No.

7
Objective Tests: Recall Type
Module Introduction:
Objective tests are assessment procedures where the varied test items are often marked with total reliability by anybody, including
non-subject-specialists, and in some cases by computer. Although such items are often criticized on the grounds that they're only suitable
to be used at lower-cognitive level, this is often not necessarily the case. Indeed, it's perfectly possible (albeit more difficult) to construct
items to check at higher cognitive levels, and also to test in some non-cognitive areas.

WEEK 6 DAY 11 LESSON NO. 8

LESSON TITLE Objective Tests: Recall Type
DURATION/HOURS 1.5 hours
SPECIFIC At the end of the session, the students are expected to:
LEARNING a. describe recall type of objective test;
OUTCOMES: b. define each type of recall type of objective test;
c. draw/illustrate your feelings on the topic/lesson being discussed using emoji/emoticon;
d. compare and contrast simple-recall type test and completion type test;
e. identify test items as simple-recall type test and completion type test; and
f. construct 5-item test for simple-recall type test and completion type test.
TEACHING LEARNING ACTIVITIES
Task: Definition
Directions: Give what is/are asked in each item.
1. Describe Recall Type of Objective Test.
2. Define each Type of Recall Type of Objective Test

Processing:
Discussion of Concept No. 1: What is a recall type of objective test?
❖ Recall Type
Objective type of a test that sometimes require the student to supply the answer to direct question and sometime requires him to
complete the statement where a word or phrase has been omitted. Type of retrieval in which you must search for information that you
previously stored. Fill in the blanks, essay and short answer test questions test recall.

Merits of Recall Type Test

1. They are pin-pointed, definite and so clear that a single, definite answer is expected.
2. This type of questions provokes thinking and creates interest.
3. Higher learning outcomes like understanding, application, analysis, judgement is better tested.
4. This type is superior to alternate response or simple recall type.
5. More reliable and valid
6. This can be used to diagnose the difficulty area of the learner.
References: https://assignmentsdramjadarain.wordpress.com/2019/10/23/objective-type-test/

Discussion of Concept No. 2: What are the types of recall type test?
❖ Categories of Recall Type Test
• Simple-Recall Type
This type pf test s the easiest to construct among the pbjective type of tests because the item appears as a direct question,
a sentence, word, or phrase or even a specific direction. The response requires the examinee to recal previously learned
lessons and the answers are usually short cosisting either a word or phrase.
The simple-recall is one of the most familiar test forms and among the easiest to prepare. The main problem is how to
phrase the test situations so that they will call forth responses of a higher intellectual level than mere rote memory, and so that
they can be scored with a minimum of expenditure of time and effort.
The test is applicable in mathematics and natural sciences subjects like biology, chemistry, and physics where the stimulus
appears in a form a problem that requires computation.

Advantages: Disadvantages:
1. As it needs very brief answer, does not result in bringing 1. Such questions test only the factual things and
boredom and fatigue. memory. The powers of understanding, reasoning,
2. It is easy to construct. application, interpretation etc. cannot be tested
3. It almost completely eliminates guessing as a factor in through these questions.
unreliability and thus minimizes one of the most 2. Preparation of such items demands great skill and
common criticisms of objective tests. experience on the part of the paper setter.
4. Items are sufficiently reliable and highly valid. 3. It is costly in terms of time and labour for its
5. The familiarity of facts and naturalness is measured. preparation.

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 6. It can serve the diagnostic purpose. 4. Administration of such tests may also create so many
7. Quite comprehensive in covering the syllabus and disciplinary and administrative problems. The mode of
testing of the realisation of the stipulated objectives. responses of questions may also drift the students
8. The scoring and interpretation of the responses of the towards picking up unfair means.
students do not pose any problem. 5. If not properly constructed, scoring can be subjective.

• Completion Type Test

This test may be defined as a series of sentences in which certain important words or phrases have been omitted and
blanks submitted for the pupil to fill in. A sentence may contain a simple blank, or it may contain two or more blanks. The
sentences in the test may be disconnected, or they may be organized into a paragraph.
This test consists of series of items that requires the examinee to fill in the blank with the missing word or phrase to complet
a statement. A test item may containe one or more blanks. This type of test is also called Fill in the Blank.

Advantages: Disadvantages:
1. Completion-type items are easy to construct. 1. Such items cannot measure higher levels of objective
2. Such type of items are popular and widely used. The like application, analysis, synthesis or evaluation.
pupils are quite familiar with such items. 2. Such items fail to test the reasoning power, power to
3. There is no scope of guess work and as such they are explain, discriminate, illustrate or estimate.
more reliable. 3. These questions are mostly based on memory.
4. Such items can measure both knowledge and 4. Scoring is a bit more laborious as the blanks are
comprehension (understanding) of the subject matter, scattered here and there.
while simple recall type items can measure the
knowledge aspect only.
References: Calmorin, Laurita P., Ph.D. (2011). Assessment of Student Learning 1. Manila, Philippines: Rex Bookstore, Inc.and
https://www.yourarticlelibrary.com/statistics-2/types-of-recall-type-test-simple-and-completion-objective-test/92626

Discussion of Concept No. 3: How to construct simple-recall type test and completion type test?
❖ Rules and Suggestions for Construction of Simple-Recall Type Test
1. The test item should be so worded that the response is as brief as possible, preferably a single word, number, symbol, or
very brief phrase. This will objectify and facilitate scoring.
Example:
Poor: What do we call the force of the water?
Better: What do we call the upward force exerted by the water?
2. The direct question form is usually preferable to the statement form. It is easier to phrase and more natural to the examinees.
Example:
Poor: In measuring the hotness and coldness of the atmosphere, we use ____________
Better: What do we use to measure the hotness and coldness of temperature of the atmosphere?
3. The blanks provided for the responses should be in a column, preferably at the right column of the items. This arrangement
facilitates scoring and is more convenient for the examinees because they do not have to turn their neck to go back to the left
column to write their answer before the item.
4. The question should be so worded that there is only one correct response. Whenever this is impossible, all acceptable
answers must be included in the scoring key.
5. Make a minimum use of textbook language in wording the questions. Unfamiliar phrasing reduces the possibility of correct
responses that represent more meaningless verbal associations.

❖ Rules and Suggestions for Construction of Completion Type Test

1. Give the examinee a reasonable basis for the responses desired. Avoid indefinite and over mutilated statements.
Example: Jose Rizal was born in ________.
*The statement is indefinite or ague because the response is either date or place of birth.
Example:
Poor: The ________ is obtained by dividing the ________ by the ________.
Better: The mean is obtained by dividing the ________ by the ________.
*The first statement is confusing because it does not indicate whether the statement refers to Statistics or to a Mathematics
procedure.
2. Avoid giving the examinee unwarranted clues to the desired response.
*There are several ways in which clues are often carelessy given. The following suggestion may help prevent common errors
in constructing completion test.
a. Avoid lifting directly from the book. It would encourage rote memory than understanding.
b. Omit only key words or phrases rather than trivial details.
c. Whenever possible avoid “a” or “an” before a blank. These articles give a clue of whether the response start with a
consonant or a vowel.
d. Do not indicate the expected response by having uniform length of the blank or by using a dot for each letter in the
correct word.
Example:
Poor: What is the total number of chromosomes in human cell? ____
What is the power house of the cell? _________________
Better: What is the total number of chromosomes in human cell? _________________
What is the power house of the cell? _________________
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 e. Guard against the possibility that one item or part of the test may suggest the correct response to another item.
f. Avoid giving grammatical clues to the expected answer.
3. Arrange the test so as to facilitate scoring.
a. Allow one point for each blank correctly filled. Avoid fractional credits or unequal weighing of items in a test.
b. Select the items to which only one correct response is possible.
c. Arrange the items in a way that the examinees’ responses are in the right column of the sentence.
d. Scoring is more rapid if the blanks are numbered and the examinee is directed to write his answer in the
appropriated numbered blanks.
e. Prepare scoring key by writing on another sheet of test paper all acceptable answer.
4. Don’t omit too many keywords. This will make the question ambiguous and there may be many possible answers.
References: Calmorin, Laurita P., Ph.D. (2011). Assessment of Student Learning 1. Manila, Philippines: Rex Bookstore, Inc. and
https://www.yourarticlelibrary.com/statistics-2/objective-type-test-meaning-merits-and-limitations-statistics/92615

Teacher Talks . . .
For further discussion of the lesson, please click on the link read the given article/reading.
• Objective Type Test (Recognition and Recall Type Items) - https://assignmentsdramjadarain.wordpress.com/2019/10/23/objective-type-test/
• 2 Types of Written Tests: A Close View - https://www.yourarticlelibrary.com/education/written-tests/2-types-of-written-tests-a-close-view/64788

Formative: Illustration
Directions: Draw an emoji/emoticon that shows your feeling/s on the topic/lesson being discussed. Explain.
Synthesis: Graphic Organizer
Directions: Construct an appropriate graphic organizer that will compare ad contrast the two types of recall type of test.
ASSESSMENT Quiz
Directions: Identify the given test item whether it is a recall type of test or completion type of test. Encircle the
item number if the question/statement is a recall type test and box the item number if the question/statement
is a completion type test.
1. How many oranges can one buy for 35 cents when oranges cost 7 cents each? __________
2. Eight is what per cent of 64? __________
3. There is more perspiration in the __________ season.
4. The first performance test of Intelligence was prepared by__________.
5. What is the chemical name of vinegar? __________
ASSIGNMENT Directions: Construct a 5-item test for each type of recall type test.
RESOURCES ▪ Recall Type - Calmorin, Laurita P., Ph.D. (2011). Assessment of Student Learning 1. Manila, Philippines:
Rex Bookstore, Inc.
▪ Objective Type Test (Recognition and Recall Type Items) -
https://assignmentsdramjadarain.wordpress.com/2019/10/23/objective-type-test/
▪ 2 Types of Written Tests: A Close View - https://www.yourarticlelibrary.com/education/written-tests/2-
types-of-written-tests-a-close-view/64788
▪ Types of Recall Type Test: Simple and Completion | Objective Test -
https://www.yourarticlelibrary.com/statistics-2/types-of-recall-type-test-simple-and-completion-objective-
test/92626

Developed by:

JEDAHLYN ROSE D. BALAD-ON, LPT

Instructress

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