The Objective Test

The Objective Test is a 40-question multiple choice, true/false, and fill-in-the-blank test designed to assess your basic understanding of English Studies.

Unlike the other assignments in 499c, the Objective Test is not immediately linked to anything we’re doing in class. It is a stand alone measures designed to “capture” student progress at the end of the program. The placement of this test in the very last required course in the program allows us to “close the loop” in terms of assessment.

Why have we adopted this format?

• Because we do need some way to internally gauge what students (you) are learning.
• Because we also have accrediting bodies (and state agencies) that like to see internal safeguards and quantified results (as those of you in English Ed are more than aware).

In an ideal world, we wouldn’t need testing or quantified comparisons of programs or students. We also wouldn’t need to assign homework or follow-up to see if you actually do the reading, because every student would be ethically obligated to actually do the intellectual labor required of learning. Until we all make that ideal a firm reality, though, we’re going to have to make do with what we have, and one way to do that is to reward people (students as well as persons who run programs) for work already completed.

And how is assessment of this type a reward? You’ll be earning points for showing what you know. The test is a review of basic literary terms, major movements in literature (i.e., the periodizations you covered in the surveys), fundamental genre distinctions, and the foundations of scholarly writing practices.

What you should know–none of the questions on the test is a “gotcha” question. These are all basic questions about core competencies. You can prep for this assessment by reviewing

• our glossary of literary terms, focusing on the most widely utilized terms
• the basics of what was covered in your four surveys (i.e., period designations and the most canonical or *major* authors within them)
• genre distinctions (e.g., how elements like narrative or voice are expressed differently in fiction, poetry, and drama, and what terms or designations are particular to a given genre)
• the structure of modern English (i.e., word order and how nouns and verbs function)
• the basics of scholarly and professional writing (e.g., how professional writing differs from creative writing, what constitutes a “source” in a research paper, the most common MLA citations, etc.)

If you take this exam seriously, you’ll look good while the department gets valuable information about the program (including feedback on where we’re doing particularly well and suggestions for concepts or ideas we might need to cover more in depth in the future).

So let’s personify both acquiescence and perseverance. . .