Objective Type Test — questions with multiple answer options; student selects correct one

Also called: Multiple Choice Questions (MCQs)

Can include True/False statements

No subjectivity in scoring — answer is either right or wrong

Can define in your own language — not required to use exact wording

1. Determine Objective — why are you making this test? What to test? (e.g., test knowledge of cell cycle after teaching it)

2. Content Selection — questions must relate to taught content only; don't ask unrelated material

3. Test Analytical Skills — go beyond recall; test higher-order thinking

4. Uniform Order — questions arranged in proper order: by difficulty level, by class/grade, by mental age

5. Correct Language & Grammar — must be flawless; avoid confusing students

6. Clear Instructions — students must understand what to do without ambiguity

7. Concise Questions — brief and to the point

Achievement Test — created to measure specific skills/knowledge in a particular field

Purpose: assess if student has acquired the knowledge/skills

Examples: SAT (college admission in Western countries), NEET (MBBS admission in India)

Tests what student learned in 11th–12th for MBBS selection

Diagnostic assessment — checks how much student has learned

Select Content — from the syllabus/topics taught

Select Objectives — which field/skill to test

Create Question Bank — pool of questions aligned to objectives

Follow Bloom's Taxonomy — cognitive skills pyramid: Knowledge → Comprehension → Application → Analysis → Synthesis → Evaluation

Include questions at multiple cognitive levels: knowledge-based, application-based

Everything must be properly managed

1. Validity — test measures what it claims/intends to measure. Exam tests knowledge → that's its validity. Paper-pencil exam's validity is it checks what we want to test.

2. Reliability — consistency of results. Same test given again should yield similar results. Repeated assessment → consistent outcomes.

3. Objectivity — no bias in scoring. Marks based on response quality, not personal factors. Same response → same marks, regardless of who scores.

4. Proper Question Selection — questions from all chapters/content areas; not just first chapter. Balanced representation of entire syllabus.

5. Clear Instructions — essential for students to understand expectations. Instructions properly provided.

6. All Question Types — variety of question formats; all should be concise.

7. Feasibility — test must be conductible within available: time, money, human resources. Online test if physical not possible. Must be realistic in real environment.

8. Comprehensive — covers entire scope of what was taught