The degree to which a test’s results are obtained the same by scoring different
scorers without influences of their biases or beliefs on scoring is known as
objectivity. Most standardized tests of aptitude and achievement tests are high
in objectivity. In essay-type tests requiring judgmental scoring, different
persons get different results or even the same person can get different results
at different times (Linn & Gronlund, 2000). For example, a student writes
an answer involving all required information to a particular question using
different headings and subheadings. Two
persons check that response. One person likes the answer in headings and
subheadings and another person likes the answers in essay form without headings.
The person who likes the headings and subheadings will assign more marks while
another will assign fewer marks. The test lacks objectivity. The objectivity of a test is determined by carefully studying the administration and scoring
procedures to see where judgment is basic or bias may occur. Objective-type
tests such as true/false, multiple-choice, and so on are developed to overcome
the lack of objectivity in tests. In essay-type tests, objectivity may be
increased by careful phrasing of questions and by a standard set of rules for scoring
(Swain et al, 2000).
Uses/ importance
of objectivity
The
teachers can judge and improve their own teaching and learning process by
finding real strengths and weaknesses among the learners. Scorers of the tests reach a consensus
about the performance/achievement of a student in a particular area of content
being objective in scoring. The parents looking at the true results of tests that
have been assigned the scorers objectively may arrange for further improvement
of their children if their children need extra input. The Administration uses trained clerks and machines
to score the test in case of objective type test (Swain et al, 2000).
Factors
affecting objectivity
Beliefs
and business of the scorers affect the scoring or style of scoring of a score
influences the scoring process which affects the objectivity of a test. Ambiguous
directions in tests and unavailability of sound criteria regarding scoring a
test also affect the scoring which leads to a threat to objectivity. Scoring of
the tests by untrained teachers also affects objectivity (Linn & Gronlund,
2000).
Merits
•
Objectivity reduces the biases of a scorer in the test results.
• The reliability of test scores is
ensured.
•
Scoring essay type tests are improved
•
Instructions are given clearly on how to score the responses to items and other related topics are shared during the scoring
of the test.
•
Scorers are given the training to
score and interpret the test results (Rehman, 2007).
Limitations
Objectivity
lacks in teacher-made tests particularly when untrained teachers score the
test. Whatever the measures are taken, there is still a lack of objectivity in essay-type tests than objective-type tests, so the students with poor writing skills
will be suffered. If scoring is done by clerks, the professionalism of the teacher is
challenged (Swain et al, 2000).
References
Linn,
R. L., &Gronlund, N.E. (2000). Measurement and assessment in teaching (8thed.).Delhi:
Pearson Education.
Rehman, A. (2007). Development and validation of objective test items analysis in the
subject physics for class IX in
Rawalpindi city. Retrieved May 12, 2009 from International
Islamic University, Department of
Education Web site:
Swain,
S. K., Pradhan, C., &Khotoi, S. P. K. (2000). Educational measurement:
Statistics and guidance.
Ludhiana: Kalyani.
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