When a test question is not presented with a question mark but stated as a simple statement, it is called a test item. Test questions or items can be split into two broad categories with various gradations in between. These two categories are sometimes termed; objective and essay-type questions. Objective questions tend to be closed, and require a specific response. Whereas essay-type questions are much more open ended and may illicit a number of different responses. In between these extremes are structured questions which attempt to break down a question into manageable chunks and direct student responses towards a particular solution.

It is a test of questions or items for which correct responses can be set up in advance; scores are unaffected by the opinion or judgment of the scorer/ examiner, objective keys provide for scoring by clerks or by computers.( scoring can be done very speedily) Such a test is contrasted with a "subjective" test, such as the usual essay examination, to which different persons may assign different scores.

An objective test can have a variety of different test items like

· Free – response items

· True – false

· Fill in the blanks

· Completion items

· Match the items

· Multiple – choice questions or MCQs, and

· A variation or combination of these types.

MCQs are extremely popular with examiners because of:

Greater Efficiency: These are easy to mark and, therefore, results can be prepared within hours and days with the help of computers.

More Objectivity : Scores are unaffected by the opinion or judgment of the scorers or examiners

Measurability of Objectives: Its major virtue is that, in addition to afore-mentioned advantages, a number of educational objectives and students abilities can be put to test rather than rote learning, mainly or exclusively. This aspect alone motivates students to develop a thorough understanding of the subject matter, concepts, abstract ideas, and be trained to apply those to everyday life problems and new situations that arise. It helps to develop the, hitherto dormant faculty of thinking, inquiring and finding solutions.

Better Content Coverage: The sampling of the content that is covered with using an MCQ format is more representative simply because one can ask more MCQs in one hour spread over a wide area of the book compared to what is accomplished with the essay format in that same hour.

Trivial Learning and Testing: Some believe that multiple-choice testing leads to multiple-choice learning – which emphasizes trivial learning of isolated facts. Although it is true that much of multiple-choice testing focuses on the lowest level of learning, this is not the fault of the format but the fault of those who teach and test this way. It is up to the user to have MCQs made of higher categories and use the test for better purposes than just testing and teaching recall inappropriate for Some Purposes: Abilities like writing and creative thinking should not be measured with a multiple-choice format.