Essay type test items are usually used for measuring those learning outcomes for which objective type test items can not be used adequately and efficiently. They are generally used for measuring complex learning outcomes such as the students’ ability to select and organizing suitable words, phrases, or sentences for stating/describing a given state, situation, concept, or event. Similarly, they are extensively used for measuring students’ abilities/capabilities to analyze, interpret, evaluate, appraise, or criticize a given process, concept, or phenomenon. Essay type test items provide the students freedom of conceptualizing, integrating, and constructing ideas according to their own taste and will. There are mainly two types of essay type test items which are discussed as under:
a. Restricted Response Questions:
Restricted response essay questions are used when it is necessary or reasonable to restrict students to a certain type of answers, in terms of contents or length of responses. For example:
Restricted response essay questions are used when it is necessary or reasonable to restrict students to a certain type of answers, in terms of contents or length of responses. For example:
i. Describe ten salient features of national education policy 2009.
ii. Briefly discuss the main difference between evaporation and condensation.
iii. Describe the main steps involved in water filtration.
b. Extended Response Questions:
Extended response test items provide the test taker with the complete freedom to select, organize, integrate, conceptualize or present ideas according to his/her best judgment and rational. In other words, the test takers are free to select/use whichever and how much content they think suitable for presenting a given concept or an idea. So there would be no single agreed upon answer to this type of test items but it can be answered correctly in a multiple ways and different students/test takers will answer it differently. For example, look at the following questions.
i. How you will manage an overcrowded classroom?
ii. What is the significance of AV aids in teaching and learning?
iii. What is the difference between classroom tests and standardized tests?
iii. What is the difference between classroom tests and standardized tests?
ADVANTAGES:
Following are some of the advantages of essay type test items:
i. Essay questions are easy to construct.
i. Essay questions are easy to construct.
ii. Essay questions are efficient in measuring complex learning outcomes and higher-order skills.
iii. It give the test taker a freedom of selection and presenting ideas according to his/her own way.
iv. Writing skills can be efficiently and directly measured by it.
iv. Writing skills can be efficiently and directly measured by it.
v As compared to objective type test items, essay type questions can be constructed in a shorter time.
LIMITATIONS:
In spite of its exclusive efficiency in measuring complex learning outcomes and higher-order skills, essay type test items have some limitations too which are given as under:
In spite of its exclusive efficiency in measuring complex learning outcomes and higher-order skills, essay type test items have some limitations too which are given as under:
i. Difficult to Score
Since different test taker will answer it differently, therefore difficulty will arise in connection with its scoring.
Since different test taker will answer it differently, therefore difficulty will arise in connection with its scoring.
ii. Low Reliability
Since different examiner will score the same answer differently, depending on their own emphasis on the different learning outcomes, and even the same examiner will score the same answer differently at two different times, therefore essay type test items are considered less reliable than objective type test items.
Since different examiner will score the same answer differently, depending on their own emphasis on the different learning outcomes, and even the same examiner will score the same answer differently at two different times, therefore essay type test items are considered less reliable than objective type test items.
iii. Low Efficiency in Scoring
Since essay type test items can be answered in a multiple ways, therefore different test takers will answer it differently. So much time would be needed for scoring and evaluating each answer separately.
iv. Low Efficiency in Sampling
Since limited content area could be covered/sampled by essay type test items, therefore its scope is narrower than objective type test items. They are usually used for measuring those learning outcomes for which objective type test items could not be used efficiently.
SUGGESTIONS FOR CONSTRUCTING ESSAY QUESTIONS
The validity and reliability of essay type questions could be sufficiently improved if they are carefully constructed and scored. Below are given some useful suggestions for its construction:
Use essay type questions where objective type test items cannot be used efficiently.
Use essay type questions where objective type test items cannot be used efficiently.
Write the essay questions in a simple and clear language.
The problem of interest should be clearly defined by the essay question.
Essay question should be concise and as short as possible, so that the test taker might not be confused by its lengthy wording.
Time limit should be given for answering essay type test items
No optional questions should be given in essay type test.
Give necessary instructions at the beginning of essay questions.
Essay question should be concise and as short as possible, so that the test taker might not be confused by its lengthy wording.
Time limit should be given for answering essay type test items
No optional questions should be given in essay type test.
Give necessary instructions at the beginning of essay questions.
