Objective questions can test knowledge and to some extent understanding and applying. But subjective exams can test more levels on Bloom's taxonomy (analyze, evaluate). Projects will test student ability to create. So we are using all these means of testing.

I believe a combination of both sujective and objective questions would better test the knowledge of students.

Well first of all it depends on the subject you are talking about. If we have engineering subject then i think combination of objective subjective and analytical skills should be tested. For other subjects subjective could evaluate in a better way.

Whether you are dealing with machines or humans subjects, both subjective and objective questions should be asked.

It will also help us to know extent of understanding of student or whether he has just mug up the book- theories or he is actually able to co relate theory and prectical..

I think that the type of questions that better tests the knowledge of students have to be combination of subjective, objective, factual, conceptual, and provocative. See the following link:

http://thesecondprinciple.com/teaching-essentials/five-basic-types-questions/

I think that objective questions test the actual technical knowledge of the student, whereas subjective questions (that the answers it is a yes or no, but it need a deeo analysis) test the creativity of the student.

Objective questions can test knowledge and to some extent understanding and applying. But subjective exams can test more levels on Bloom's taxonomy (analyze, evaluate). Projects will test student ability to create. So we are using all these means of testing.

I am in favor of combination of both. The objective questions test the concepts as well as depth of knowledge of a student about a subject. Where as, subjective questions are good for testing reasoning capabilities of students. Therefore, I agree with @Abedallah M Rababah and @Costas Drossos .

Dear all, it seems that everyone agree with combination of both.

In our university the 100 mark paper (2 section, 50 each) for under graduates consist of -

- 80 marks subjective (10x4=40, 5x4=20, 2x10=20) and

- 20 marks objective (MCQ 1x20=20).

Post graduate paper for 100 marks (single section) consist of -

- 100 marks subjective (20x2=40, 10x6=60)

- No objective questions

I think this distribution may be differ in different universis...

It may be true that well balanced test is fine. But when I teach mechanics., I always feel geometrical aspects and its strict trainings are very important, especially for some students for their futures. In such a case, what the solution should be? In this case, I think objective type is good.

Dear Ratan

The advantage with objective questions such as multiple answer type if constructed properly would really test a single concept and the depth of understanding of the student. On the contrary subjective questions such as short answer or essay type questions will test the breadth of understanding and the ability of the student to apply the knowledge for a given situation. So that way both are important. We normally try to do a 30/40% weightage for objective while the rest for subjective during comprehensive testing of the students at the mid and end of semester. Quizzes normally are 100% objective.

Both type has different way of evaluation but what I was looking in problem that is very near to real world problem application to the subject. Otherwise theory remain and inspite of doing all the good things in exam paper life become difficult.

Dear Ratan,

I do not know what do you mean under subjective question? For whom is it subjective for the student or for the teacher?

@ Andras, subjective questions are questions which usually asked by the teacher to students expecting many possible correct answer in details...

Dear Ratan,

According to my assessment, this is an objective question which needs reflecting and a comprehensive answer. I would call it not elementary but complex or meaning inclusive question.

A mix of the two with adequate variations added to each. It depends on what the instructor or facilitator is looking to evaluate. Objective answers, by their very nature, support the verification of factual knowedge and call for precision and accuracy. But they may not be able to test the breadth of ideas, inquiry or argumentation. Subjective answers are, for that reason, better suited to evaluate more complex cognitive operations like identifying patterns, making inductions, predictions, hypotheses, interpretations, drawing inferences, metaphors and analogies, decision making, critical thinking etc.

The distribution would also depend on factors such as the developmental level of the learners, the subject matter at hand, the purpose of the assessment , as well as the disposition of the learners.

Dear Andras, kindly go through the link below. Hope this would be helpful...

http://en.wikipedia.org/wiki/Educational_assessment#Objective_and_subjective

I always believe that very difficult questions and do not evaluate the appropriation of knowledge by students. I've been preferring easier but very laborious questions.

Dear all, many of you have contributed to the first part of the question supporting combination of both and I am thanking you all for that. Kindly consider some input for the second part of the question which is very important to me, i.e. "which type of question is following in your university?"

Regards

We normally try to do a 30/40% weightage for objective while the rest for subjective during comprehensive testing of the students at the mid and end of semester.

Monthly/weekly Quizzes normally are 100% objective.

I think that answering this question ought to be related to the field of study. What works well in my field(chemistry) will not necessarily work well in mathematics. In chemistry, we use (multiple choice, fill in the blanks, match b/w 2 columns) plus (short answer).

We used to have True/False questions but our "big brothers" in the administration ordered a stop of these questions few years ago.

In my opinion, the system of assessment we follow in chemistry is fine but is not satisfactory. I think oral exams are the best in evaluation , but the large number of students will not render this choice to become realistic.

I agree with Mahfoz a combination of both sujective and objective questions would better test the knowledge of students.

@ Nageswara, Thanks for the sesond part answer.

@ Dr. Kamal & Nizar, thanks for the valuable input. I agree with you...

May be objective questions focus on types of final exams given to students

I am an Orthodontist..a branch of dentistry.  In my field, for entrance exam we have 100% objective multiple choice questions both for BDS and MDS but during the course, in yearly examinations we have subjective questions with varied grading of difficulty. Keeping the entrance exams in mind, that students have to face  after internship, few of us teachers have taken initiative to prepare small multiple choice questionnaire for each topic, that benefits them later on. Apart from that, students are also evaluated on basis of chairside viva and grand viva throughout the year. But I totally agree with Dr Nizar, that what works well in one discipline might not be so applicable int he other discipline.

This image explains it all 

Thank you so much for this informative input. I definitely agree with you.

Dr. Nasr Abdrabo

I think, the type of question should be selected based on the purpose of the test itself as well.

Unfortunately, Bloom's taxonomy is rarely applied nowadays. Teachers are under order to focus on objective testing. Marks are more important indeed.