At present objective tests are used for evaluation. The objective tests consist of completion type tests, matching type tests, True/False type tests etc. Such objective tests have following merits:
(i) The objective tests have little or no scope of subjectivity.
The score does not depend on Examiner’s mood or whims.
(ii) These tests are more reliable. The score does not depend
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on expression, speed, style etc.
(iii) These are comprehensive. This requires from the students, thorough study of the syllabus.
(iv) There is no chance element in this type of tests.
(v) These are easy to administer and easy to score.
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(vi) These are economical in respect of time.
However they also suffer from certain drawbacks. Some of these areas under:
(i) The objective type tests fail to test the organising ability of the students.
(ii) These tests fail to develop thinking and reasoning powers of the students which is one of the main aims of teaching commerce.
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(iii) These tests put more emphasis on factual knowledge and very little knowledge and importance is given to processes, methods or originality of thought.
(iv) These tests encourage guess work.
(v) These tests are not diagnostic. Because they do not show the defects in the teaching-learning process
(vi) These tests may pose some administrative difficulties as there may be indiscipline in the students. They may use unfair means, wisher answers or make some gestures.
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(vii) It needs a lot of time and labour for preparing such a test.
Different Types of Objective Test-we have already seen the various types of objective tests. Let-us now describe each of them in some detail.
(1) Completion Type of Test or Memory Recall – This type of test consists of questions that are either sentences or statements, in between the words a blank is left within the body of the material. Sometimes the space is left in the margin which has to fill in by the students.
In this type of tests words used are quite important and so the statement or the question should be worded carefully leaving no scope for ambiguity. If the students get confused the very purpose of such a test is lost.
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2. True and False Type. In this type, a number of statements are given. Some of these are true and some are false. The students are required to tick or write ‘yes’ before a correct statement.
Such a test is not difficult to construct but while constructing such a test the care be taken not to put very deceptive statements before the students.
3. Multiple Choice Tests. The multiple choice test contains a number of items, each of which has two or three responses. One of the responses in each item is correct. Two students are required to tick the correct response.
This type of test requires memory as also the correct knowledge and a good vocabulary.
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4. Matching Type Tests. In these tests, in each item, there are two columns relevant. Each item in the first column is to be matched with the relevant item of the second column, not given in the same order. To avoid guess work, the items in the second column or more or less in it than the items in the first column.
5. Classification Type of Test In this type of test such questions are set which contain certain groups of work. Every group contains about five words out of which one is the correct answer to the question. The correct word has to be underlined.
In feet, it involves memory recognition as well as recall.
A thoughtful consideration of essay type and objective type test reveals that we should use both type of test for evaluation. Depending upon what teacher wants to assess he should decide which type of test will be more useful in assessing the same. For removal of any guess work in objective type tests, the following formula is useful
Score = R- W/N-l. Where R = number of right responses.
W = number of wrong responses.
N = number of alternative responses.
Requirements of the Type of Test – New type of tests have to be carefully constructed. The following precautions be taken otherwise, these tests are likely to lose the utility:
(1) Careful planning and construction.
(2) These test should be carefully planned and constructed only then they shall serve their purpose. For this the following things are needed:
(a) Determination of the Purpose-The basic purpose of the test must be decided first.
(b) Selection of the Test in Accordance with the Purpose-
After the purpose has been decided, the test has to be found out which would suit the purpose.
(c) Objective Questions-The question that are constructed should be objective.
(d) Ability of the Students to be kept in Mind-The individual differences and the mental ability of the students should be kept in mind. Otherwise the purpose shall not be served.
(e) Scoring Key to be Prepared-The scoring key, that provides answers to the questions, must also be prepared. Unless it is done, the purpose shall not be served. Without this, it shall be difficult to award marks.
(f) Standardization-These tests need standardization. Then only is possible to do away with the element of subjectivity.
(g) Intelligent Planning-It is not possible for all teachers to plan these tests. These tests have to be planned and constructed by intelligent teachers as they require intelligent planning.
Other Types of Tests-In addition to the tests given above, the following types of tests are also used.
(a) Intelligence Test-The basic object of these tests is to ascertain the mental capacity or the psychological capacity of the students. These tests require such questions that would give an idea about the mental age of the students
(b) Recognition Test-These tests have element of the traditional examination as also the new system of examination. In these tests, a figure is drawn or a particular question is given and the students have to recognise it.
(c) Logical Selection Test-In this test, several names of a particular object are given. The correct and the exact name is to be sorted out by the students. This is also a new type of test.