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For most of the simple learning outcomes, for example, factual information, adjustment to some form of selection item may not reduce the rationality of the measurement and will cause increase in the ease of scoring and objectivity. For the learning outcomes that are complicated, for example, those of sciences and mathematics, rejecting the short answer may require one to change the learning outcome, therefore decrease the legitimacy of the intended outcomes.
Matching items are preferably used to measure factual information that is based on simple associations. When a learning outcome stresses on the capability of identifying the connection between two things and an adequate number of similar responses and premises can be acquired, a matching item will also be preferable. It is an efficient and a compact way of measuring outcomes of simple knowledge. They can also be used with pictorial materials in relating words and pictures or recognize locations on diagrams, charts and maps. Matching items should be avoided when measuring factual information based on learning that is vulnerable to the existence of extraneous clues. It should also be avoided when using homogenous material that is vital from the perspective of learning and objective items.
3. In an area in which you are teaching or plan to teach, construct five short-answer items, five true-false items, and one five-alternative matching exercise. State the objectives being measures by the
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What is this technique?
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