Choosing Objective and Non-objective Test as Instrument for Assessment of EFL Student Learning Outcomes

Bibliographic Data

ID22095208
AuthorsTira Nur Fitria (Institut Teknologi dan Bisnis Kalbe, corresponding author)
Year2024
Volume13
Issue1
Pages1
Publication date2024-01-12
Open AccessYes
TypeARTICLE
VenueGlobish An English-Indonesian Journal for English Education and Culture (JOURNAL)
Journal identifiersISSN: 2301-9913 • E-ISSN: 2597-9132
PublisherUniversitas Muhammadiyah Tangerang (PUBLISHER)
DOI10.31000/globish.v13i1.9601
OpenAlexW4392393634
LanguageEN
References cited1

This research describes the type of questions both objective and non-objective tests, benefits, and weaknesses of EFL students’ learning outcomes. This research is a descriptive qualitative. The analysis shows that the written test can be used as a measuring instrument for knowing students’ abilities. The form of the written test consists of objective and non-objective. An objective test consists of multiple potential answers or responses for students to choose one including completion, multiple-choice, matching, short answer, and true-false test. Non-objective tests consist of essays/descriptions for students to compose or organize answers in their language including an essay in limited/restricted essay and free essay tests. Teachers/lecturers should consider aspects of making the tests. They have differences in measured learning outcomes, preparation of question items, sampling of learning materials, control of student answers, scoring, influence on the learning process, and reliability. However, both objective and non-objective tests also have several advantages and disadvantages

Curriculum · Educational measurement · Mathematics education · Medical education · Medical physics · Pedagogy · Computer Science · Higher Education Learning Practices · Medicine · Psychology · Second Language Learning and Teaching · Student Assessment and Feedback

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