Exam ) objective tests) have an important role in the evaluation of student's intended
learning outcomes, and estimates the level of their meeting of the sought goals. Therefore,
the skill of formulating exam tests is one of the main criteria that
should be within criteria
of the evaluation quality. An objective test is one of the sorts that offers a student with a
number of answers to a question or solutions to a problem, and then the student should
identify (recognize) the right answer or solution to these questions. They are called
"Objective Tests" because they are objectively corrected, in other meaning, its correction
doesn't differ from one evaluator to another. Because the importance of formulating this
type of questions and scarcity of researches concerned this idea. This research aimed to
evaluate the achievement of the formulated objective tests for formulated objective test
conditions. The taken research sample was the final written exam (second term) which
represented the courses of the four years that are taught by faculty staff members at
Nursing Faculty for the academic year 2014 -2015. The sample was consisted of 719
multiple-choice question, 248 True/False item, and 21 Match item. The most significant
findings were: the faculty members followed the conditions of formulating stem in
multiple-choice questions with the need to pay attention to language clarity and accuracy.
In addition, they followed the conditions in formulating alternatives in multiple-choice
tests, and follow all test-type formulation conditions for True/False items, with relying
heavily on multiple-choice questions and True/False items, while relying on the test of
match items (proportionality) type was very few.
