ABSTRACT
This chapter has discusses some of the key issues related to the evaluation of pupils' learning. It presents some of the problems concerned with the use of tests and examinations which are almost always ignored or unappreciated in schools and other educational institutions. The chapter shows what the implication for teachers is, especially beginning teachers, of this discordance between current practice and the approach recommended? It briefs standardized tests and discusses objective tests. The objective tests, they are sometimes known as short-answer tests. Much depends on the test constructor. As in many pedagogical processes, the method is neutral, and the worth of the product depends on the maker. There are two kinds of items used in objective tests – the true/false item and the straightforward question. Other types are multiple-choice, matching and completion items. The chapter also shows an example of a multiple-choice item from a general science paper of the Ordinary Level of the British General Certificate of Education.
