Introduction
Assessment and evaluation are essential components of any teaching and learning process. They help instructors gauge how effectively students are grasping concepts, and help identify areas where students may need extra support or resources. There are different types of assessments that can be used by educators depending on their specific learning objectives and the nature of the subject matter. Two broad categories of assessments commonly used are essay type tests and objective type tests. While both have their merits, they differ significantly in their design, methodology of evaluating answers, and what they aim to assess.
Essay Type Test
An essay type test, also known as a subjective test, is an assessment method that requires students to construct extended answers in their own words to demonstrate understanding of concepts. Unlike objective tests that have predetermined answers, essay questions allow for a variety of responses as long as students present logical arguments and relevant examples to support their position. Some key characteristics of essay type tests include:
Essay questions are open-ended and thought-provoking in nature. They may ask students to analyze, synthesize, interpret or evaluate concepts rather than recall facts. Common question types include discussion questions, analysis questions, case studies and problem-solving questions.
Answers are subjective and based on the student’s ability to articulate knowledge and think critically. Different students may provide different but equally valid responses depending on how they understand and reason through the question.
Scoring involves qualitative evaluation of the response rather than being right or wrong. Aspects assessed include depth of content knowledge, logical organization and flow of ideas, use of examples, grammar and language proficiency.
Answers can vary considerably in length depending on the question and what the student chooses to include. Effective responses demonstrate a comprehensive discussion of relevant points rather than brevity.
They gauge higher-order thinking skills like application, analysis, synthesis and evaluation rather than just memorization and comprehension. Students must demonstrate how to apply knowledge to new scenarios.
Preparing for essay questions requires time to understand concepts at a deeper level, make connections between ideas and formulate well-structured arguments within the allotted time limit.
Marking is more time-consuming for instructors compared to objective tests since answers must be read in full and scored based on analytical rubrics.
Essay tests are well-suited to assess subjects that involve interpretation, reasoning and open-ended problem-solving abilities rather than prespecified responses. They encourage students to apply critical thinking flexibly rather than reproduce memorized information. Essay questions also have some limitations such as subjectivity in marking, potential for bias and issues with standardization when used across large student cohorts or for high-stakes testing.
Objective Type Test
An objective test, also known as a subjective test, contains questions with answer choices from which students must select the correct option. The questions are designed to have unambiguous, predetermined right or wrong answers independent of grader bias or opinion. Some of the key characteristics of objective tests include:
Questions are short, specific and focused on facts, concepts, principles, processes or procedures. Common question types are multiple choice, true/false, matching and fill in the blanks.
Answers are chosen from a list of options provided rather than generated individually by students. Only one option is considered absolutely right based on pre-existing scoring keys or rubrics.
Scoring is quick since answers are objectively right or wrong without need for qualitative judgement. Responses can easily be machine-scored.
Assessing lower-level skills like knowledge, comprehension and application is easier compared to higher-order analysis, synthesis or evaluation.
Preparing involves practice of recalling and recognizing correct information from the curriculum. Critical thinking is less emphasized than factual reproduction.
Questions can efficiently test a wider breadth of content from larger topics compared to essay questions due to their brief, focused nature.
Standardized scoring and administration across large groups is possible due to objectivity and ease of machine-scoring if online. Results are also easy to compare statistically.
Limitations are an inability to thoroughly assess depth of understanding, open-ended problem-solving or expression of novel ideas outside given options. May encourage rote memorization over conceptual learning.
Objective tests work well to evaluate foundational knowledge economically for low-stakes formative or summative evaluations. For assessments aiming to deeply probe student understanding, essay questions are generally preferable over objective formats alone.
Developing Comprehensive Assessments
In reality, the most effective evaluations employ a balanced combination of different question types tailored to the intended learning goals. While objective questions efficiently test discrete facts, concepts and procedures, essay questions provide a qualitative assessment of higher-order skills. Together, they offer a more holistic picture of performance that addresses both breadth and depth of learning. Some strategies instructors use to develop comprehensive assessments include:
Incorporating a mix of objective and essay questions proportionate to lesson emphasis on knowledge versus application.
Designing essay prompts aligned to course objectives requiring explanation, application or problem-solving beyond memorization.
Formulating objective questions to test comprehension rather than just recall through analysis, inference or scenario-based case studies.
Generating multiple versions of assessments with parallel constructions to administer across large groups or for repeated testing.
Piloting questions on sample student cohorts and revising based on feedback before operational use.
Using rubrics and benchmarked sample responses to standardize essay scoring for reliability and fairness.
Collecting quantitative (exam scores) and qualitative evidence (feedback, reflections) to evaluate different question types.
Striking an appropriate balance between breadth and depth of coverage based on available class time for testing.
Both essay and objective test questions have a place in educational evaluation, but neither on its own typically suffices to provide a complete picture of student learning. The two together in balanced, purposefully designed assessments allow for multi-faceted measurement better suited to inform teaching and identify gaps. When combined judiciously based on learning objectives, comprehensive tests can yield rich diagnostic insights for both instructors and students.
Andrew Stroud