Guidelines in Constructing Essay Test
Guidelines in Constructing Essay Test
1. Clearly define the intended learning outcome to be
assessed by the item
2. Use essay questions to measure complex learning
outcomes only. The essay test should be reserved for those situations that
require the student to give reasons, explain relationships, describe data,
formulate conclusions, or in some other way produce the appropriate answer. Where
supplying the answer is vital, a properly constructed restricted-response question
is likely to be most appropriate. At the synthesis and evaluation levels of learning,
the essay answer provides unique information.
3. Relate the question as directly as possible to the
learning outcomes being measured.
4. Indicate to the students the criteria (the rubric) to
be used in evaluating the answer. For example, a parenthetical statement such
as the following might be added: “Your answer will be evaluated in terms of its
comprehensiveness, the relevance of its arguments, the appropriateness of its
examples, ad the skill with which it is organized.” This clarifies the task to
the students without limiting their freedom and makes the item easier to relate
to clearly define learning outcomes.
5. Formulate questions that present a clear task to be
performed. Complex achievements are most apt to be called forth by such words
as “why”, “describe”, “explain”, “compare”, “relate”, “contrast”, “interpret”, “analyze”,
“criticize”, and “evaluate”.
6. Provide ample time for answering and suggest a time limit
on each question. Time must be allowed for a thing as well as for writing and
generous time limits should be provided. It may also be desirable to indicate
page or word limits. Anything that will clarify the form and scope of the task
without interfering with the intended outcomes is likely to contribute to the more
effective measurement.
7. Give adequate directions as to the content of the
desired response, i.e., don’t just say “discuss”, say “discuss in terms of x, y,
and z”.
8. Indicate the length of the response desired.
9. Don’t provide optional questions, i.e., answer two of
the following four questions. This results in different tests (if you offer choices,
make sure you are satisfied with different tests).
10. State the criteria for grading
11. Present reasonable tasks to students.
