PROS AND CONS

OF ESSAY ITEMS
Prepared by:
Petere, Marielle

THE
ADVANTAGE
S/PROS OF
ESSAY ITEMS

1. Easy to construct
It is easier to
construct by
classroom teacher
because it saves
time and energy
since it involves
few items
(Calmorin, 2004).

However, it should
not be constructed
haphazardly. So, to
avoid that
haphazard
constructed essay
items CONSULT
THE TABLE OF
SPECIFICATION.

2.

Economical

Essay is economical when it comes to

duplication facilities
(like: computer/mimeographing
machine).
(Calmorin, 2004)
However, Laguerta, et al. (2010)
provides condition:
Only if few essay items/questions
are asked, the teacher can write
on the board.

3. Most effective in assessing

complex learning outcomes
It trains students core of organizing,
expressing and reasoning power. Also, it
develops the students to think critically
(Calmorin,
2004).
Laguerta, et al. (2010) added,
Since essay examination allows
students to express their ideas with
relatively few restraints, it can
really measure who are divergent
thinker in nature.

4. Emphasizes essential
communication skills in complex
academic disciplines.
If a teacher taught learners to
develop their communication skills
including special vocabulary and
writing styles while practicing
relevant arguments for and against
controversial points, and then s/he
wants to measure that; essay test is
an appropriate assessment tool.

5. Minimizes guessing

Since options are not

provided, the students
must supply rather than
select the proper
response.

6. Minimizes cheating and

memorizing
It is because essay test are
evaluated in terms of
content of one or more
sentences (Calmorin, 2004).

7. Develops good study habit

On the part of the student, it is
because they study their
lessons with
understanding/comprehension
rather than rote memory.
Though in rote
memory/knowledge cognitive
domain is applicable but it is

THE
DISADVANTAGES/
CONS OF ESSAY
ITEMS

1. Low Validity
It is because it has limited
sampling.
Reganit clarifies this aspect. He said that
students often spend much time answering ony
one or two extended essay items w/c may
severely limit sampling their knowledge.
Since it really takes time to complete an essay
item than any other type of item, sometimes,
students become fatigued faster with these
items than with objective items.

2. Low reliability
It may occur due to its subjectivity of
scoring (Calmorin, 2004). It is difficult to
maintain a common set of criteria for all
students. It occasionally happened because
two person may disagree on the correct
answer for any essay item; even the same
person may disagree on the correctness of
one answer read on two separate
occasions.

Also, there are times that discrimination on

students answers occur.
Calmorin (2004)
explains that there
are cases that some
teachers react
unfavorably to the
answers of students
whom s/he considered
weak, and give
favorable impressions
to the answers of

Remember!
Always give
justice. Do
not be bias!

3. Low usability
Calmorin said that essay item is time consuming
to both teacher and student wherein much time
and energy are wasted.
SAMPLES (Laguerta, et al., 2010)
On the part of students:
if students are
answering extended
essay items, usually, they
spend much time
answering because
extended responses

On the part of
teacher:
They devote much
time reading lengthy
responses.

However, we can take the

advice of Coffman (1972):
We can lesser his
problem by increasing the
number of items than by
allowing greater freedom
in responding to fewer
items.

4. Bluffing
Essay does not eliminate or minimize
bluffing.

If students do not know

the answer, they will write
unrelated responses just
to cover up his lack of
information.

5. Difficult to correct or score

On the part of the teacher:

It is because the answers of
students consist one or more
sentences. Also, it is difficult
not to let spelling and
grammatical mistakes

6. It is disadvantage for
students with poor penmanship

Some teachers react

unfavorably to the
responses of students
having poor handwriting
and untidy papers.

References:
Calmorin, Laurentina P., (2004).
Measurement and
Evaluation.
Philippine: National Bookstore

Laguerta, C., Reganit, A., & Elicay, R.,

(2010).
Principles of HighQuality Assessment.
(pp. 2526).Quezon City: C & E
Publishing. Inc.