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Subjective VS Objective Assessment

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Jennifer McDaniel

on 22 March 2014

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Transcript of Subjective VS Objective Assessment

Subjective VS Objective Assessment
Purposes of Assessment
• Judging mastery of essential skills and knowledge
• Measuring improvements over time
• Ranking students
• Diagnosing student difficulties
• Evaluating the teaching methods
• Evaluating the effectiveness of the course
• Motivating students to study
o Newble D, Cannon R. A Handbook for Medical Teachers, 1994

Strengths and Weaknesses for Subjective Assessments
Strengths of subjective assessment
1. higher learning skills are utilized by learners, for example the synthesis, analysis and evaluation.
2. item questions can be quickly and easily constructed
3. eliminates guessing.
4. It gives the chance for the students to demonstrate their abilities to develop their own answer or argument.
5. The teacher can know how the students' understanding about the lesson.
6. Need fewer question items.

Definition of Assessment
The process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs.

• It is often used in an educational context (to refer, e.g., to the work of institutional researchers), but it applies to other fields as well (such as health and finance).

Objective Assessment
This assessment type is very specific with a predetermined correct answer. If these tests are given to several people for scoring all will be graded in exactly the same manner. This cannot be said for essay questions. Examples of these can be matching, multiple choice, and short answer.
What Does it Look Like?
question types include true/false answers, multiple choice, multiple-response and matching questions. Objective assessment is well suited to the increasingly popular computerized or online assessment format

questions include extended-response questions and essays.

Methods that are more Subjective
• Essay
• Short-answer
• Direct observation
• Checklists
• Rating forms
• Oral
Methods that are more Objective
• Structured (written)
• Modified essay question (MEQ)
• Multiple-choice questions (MCQ)
• True-false, matching
• Objective tests

Subjective Assessment
Subjective test items are commonly referred to as constructed response items. No single wording or set of responses is the correct answer. Response must be score by content experts. Two variations- restricted response items and extended response items. Restricted responses require brief answers, no more than a few words or sentences. Extended responses need lengthy responses that are weighed heavily in scoring. These focus on major concepts of the content and demand higher level thinking.
Strengths and Weaknesses for Objective Assessments
Strengths of objective assessment
1. Multiple Choice Questions can measure all level of student ability from memory to synthesis
2. It enables wide sampling of subject content.
3. Quick and easy to score by anyone
4. the answer is unambiguous
5. The validity is better than subjective test.
6. writing skills, spelling and neatness is not a factor for students

Strengths and Weaknesses for Objective Assessments
1. Difficult to construct good question items,
2. Wording is critical to eliminate ambiguity.
3. There is also tendency to measure recall. Consideration underpinning construction of a satisfactory objective test.
4. Promotes guessing
5. creativity and expression of one's opinion is reduced
6. Not appropriate to test language skill testing
7. Does not reveal thinking process
8. Failure to provide learning experience for students

Strengths and Weaknesses for Subjective Assessments
Weaknesses of subjective assessment
1. It depends on performance.
2. It has low validity and reliability.
3. The assessment usually subjective.
4. Spend a lot of time to evaluate the result.
5. Time is consumed when answering these questions
6. limited in scope do not cover much content
7. subjectivity the same piece of work can get different marks
8. Pupils with poor language skills tend to fail

Assessment Methods
The method used should have three basic requirements:
– does it measure what it is supposed to measure?
– does it produce consistent results?
– is it practical in terms of time and resources?

Works Cited
Assessment Brown Bag, Spring 2009
Freeman R. and Lewis R. (2002): Planning and Implementing Assessment, London, Routledge.

Erwin T.D. and Knight P. (1995): A transatlantic view of assessment and quality in higher education,
Quality in Higher Education, 1 (2) pp179-88.

Brown G., Bull J. and Pendlebury M. (1997): Assessing Student Learning in Higher Education, London, Routledge.

Gagne R.M., Wager W.W., Golas K.C. and Keller J.M.(2005): Principles of Instructional Design, Thomson Wadsworth.

Astin A.W.; Banta T.B.; Cross K.P.; El-Khawas E.; Ewell P.T; Hutchings P.; Marchese T.J; McClenney

K.M.; Mentkowski M.; Miller M.A; Moran E.T.; Wright B.D.: 9 Principles of Good Practice for Assessing Student Learning; prepared for AAHE

Created By:
Althea Elliot

Erin Anderson

Jennifer McDaniel
Applications and Implications in the Classroom
• Viewed as a fair means of assessment
• Easy to administer
• Does not require professional judgment to score
• Large area of topics can be assessed in a small amount of time
• Can be assessed quickly through the use of scantron answer documents
• Students must answer multiple choice, true/ false, fill in the blank, etc. questions which limit their ability to express their mastery and understanding of a topic

Applications and Implications in the Classroom
• Can be viewed as a biased means of assessment
• Can incorporate the use of a rubric to increase reliability
• Provides students with various ways to express the correct answer
• Gives students the opportunity to shows complex thinking
• Require professional judgment to score
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