ESSAY
TYPE TEST:
The traditional or essay type test continues to occupy an important pace
among the testing techniques used by the class room teacher.
The essay test refers to any written test
that requires an examinee to write a sentence, a paragraph or longer passages
and that demands a subjective judgment about its quality and completeness when
it is scored.
Essay questions should be
used primarily for the measurement of those objectives, which can’t be,
measured by objective type test items. Its main functions are as follows: -
1. It is used to rank the students tested in order of their total
achievement in a given field of subject matter.
2. Examinations are conducted in order to discover the difficulties of
the pupils. So that proper attention can be given to remove them. The essay
test requires, the students to organize his knowledge, to marshal his facts,
arrange them logically and evaluate their relative importance. These
examinations arouse an incentive for stimulating pupils to work and also keep
teachers’ up to the mark.
3. It demands for explaining, criticizing, analyzing, describing illustrating
etc.,
4. At present the examinations are suffering from very serious
shortcomings. These are indirectly linked up with other process of education
like the curriculum, textbooks, methodology and hence changes in one direction
are sure to affect the appropriate changes in other directions.
Characteristics of Essay type test:
1.
Most familiar and widely used.
2.
The length of the required response may vary from one sentence to a
lengthy composition requiring a day or more to complete in a comprehensive
examination for some type of professional certification (M.Ed., dissertation, and
Ph.D. thesis.)
3.
Demands a subjective judgement.
The Essay Question:
The distinctive features of the essay
question are-----------
1.
No single answer can be considered throughout and correct;
2.
The examinee is permitted freedom of response;
3.
The answers vary in their degree of quality or correctness.
Classification of the Essay Question:
Essay questions are sub-divided into two
major types:
1.
Extended Response and
2.
Restricted Response,
Depending on the amount of latitude or
freedom given to a student to organize his ideas and write his answer.
1. Extended Response: No restriction is placed on the
student as to the points he will discuss and the type of organization he will
use. He may select those points that he thinks are most important, pertinent
and relevant to his argument and he may organize the material in whichever way
he wishes e/g.,
“Describe at length the defects of the present-day examination system in
the state of Karnataka.
Suggest ways and means of improving the examination system.”
Extended response type of essay question
permits a student to demonstrate his ability to-------
(a)
Recall factual knowledge;
(b)
Evaluate his factual knowledge;
(c)
Organize his ideas;
(d)
Present his ideas in a logical, coherent fashion.
It is at the levels of synthesis and
evaluation of writing skills (style, quality) that this type of question makes the
greatest contribution.
2. Restricted Response: Here the student is more limited in the form
and scope of his answer, because he is told specifically the context in which
his answer is to be made.
For example:
“Explain, in not more than 100 words,
the chemical changes that takes placae in our day-to-day life.”
This type of question is of the greatest
value for measuring learning outcomes at the comprehension, application, and
analysis levels.
Another Way of Classification:
One can make a further or more elaborate classification of essay
questions on the basis of the types of mental activities required of a pupil.
Weidemann (1933) classified the essay question into eleven major categories.
Arranged from the simple to higher mental processes, these categories are:
(a) What, who, when, which and
where; (b) list; (c) outline; (d) describe; (e) contrast;
(f) Compare; (g) explain; (h) discuss; (i)
develop; (j) summarise; (k) evaluate.
ADVANTAGES OF ESSAY TEST: -
1.
It is relatively easy to prepare
and administer.
2.
It is the only means that can
assess the pupil’s ability to organize and present his ideas in a logical and
coherent fashion.
3.
It can be successfully employed
practically for all the school subjects.
4.
This type of test can develop
logical thinking and critical reasoning, organizing the arguments for and
against etc.,
5.
It helps in inducing good study
habits such as making outlines and summaries, organizing the arguments for and
against, etc.
6.
The student can show their
initiative, the originality of their thought and the fertility of their
imagination, as they are permitted freedom of response.
7.
The responses of the students
need not be completely right or wrong. All degrees of comprehensiveness and
accuracy are possible, in this type of test.
8.
Some of the objectives, such
as-ability to criticize or justify a statement, ability to interpret etc., can
be best measured by this type of test.
9.
It largely eliminates guessing.
DISADVANTAGES OF ESSAY TEST:
The following are a few defects of the essay type test system.
1.
The Questions demand sheer
memorization of facts without involving any critical thinking, interpretation
or application.
2.
The questions set in the papers
are often vague and admit all possible answer.
3.
They do not provide clear
directions to the students regarding the length and scope of the answers.
4.
There is no content coverage.
5.
The weightage given to the
memory type of questions is enormously high and hence the students form a bad
habit of examining rather than thinking.
6.
Have least reliability and
validity.
7.
Domination of bluffing factors
is more as answer in this type test.
8.
It requires an excessive time
on the part of students to write; while assessing, reading essay is very
time-consuming and laborious.
9.
Only a teacher or competent professionals
can assess it.
SUGGESTIONS FOR IMPROVEMENT OF ESSAY
TYPE TEST: -
One of the most tasks under any
programme of examination reform is to improve written examination. This is
because; the written examination is the mostly used techniques of evaluation at
all stages of education. Following are some of the suggestions for the improvement
of essay type of examinations.
1.
They should not be too many
external examinations.
2.
It should emphasis on thought,
reasoning and other mental activities.
3.
The content of the examination
governed by its purpose. It should measure those objectives and behavior
outcomes for which it is meant.
4.
To remove objectivity,
objective tests should be widely introduced side by side.
5.
The nature of the tests and
types of questions should be changed objectively.
6.
There should be a content
coverage.
7.
The final assessment of the
students not only based on the results of the external examination but the
internal test marks also to be taken into consideration.
8.
Model answer paper should be
circulated and all the examiners for their observance while they evaluate the
answer sheets with a viewpoint of reducing the subjective judgments.
CHARACTERISTICS OF A GOOD QUESTION:
-
A question paper is a tool of evaluation, a
means of measuring the achievement of students in relation to the objectives of
the education. It therefore, would reflect all the qualities of a good
evaluation tools i.e., validity, reliability, practicability, beneficial to the
learning discrimination etc, since the question paper is comprised of number of
questions, it is the quality of the individual question which contributes
towards the ultimate quality of the question paper. Questions do assist the
teacher in getting this attention and thereby maintaining discipline the
essential characteristics of good questions. Follow closely the following
characteristics of good questions.
1.
The question should always
be objective based. There should be a clear and
specific instructional objective and its specification in the mind of the paper
setter while, constructing of a question. This enhances the validity of the
question paper.
2.
Content and wording of
questions must clearly state, for the pupil his
tasks and reality of expected behavior and must samples the desired objectives.
Essay questions have most often suffered from violation of this principle and
therefore have extensively low reliability as well as low validity.
3.
Working of the question must be
simple & such difficulty level that all the pupils may understand the
task they are required to do.
4.
While preparing an optional question
great care must be taken to set a question equivalent in scope, form,
and content, objective, specification and difficulty level.
5.
While framing the question, the
paper setter should avoid the textbook or stereo typed situation. He
should think of novel and unfamiliar situations on which to base his questions.
This will make the task of the pupils more challenging and interesting.
6.
Instruction to the pupils
should be very clear. These instructions should be
enough to ensure that all students know such mechanics as time allotment and
marks; options Vs compulsory questions required inclusion of outlines or
diagrams etc. So that the examination, is entirely uniformed and fair for all.
7.
Scheme of marking must be provided in the case of short answer and essay type question
and the scoring key in case of objective type question. The marking key must
tell the examiner marking points and their weightages in detail.
8.
A question should always discriminate
between bright and poor students, for this purpose the paper setter should
be careful about the difficulty level, language and content of the questions.
SHORT ANSWER TYPE
The question, which can be answered in, less than four steps are
called as short answer type question. Here the response is quickly given, make
it possible for the pupils to answer many more questions in the same amount of
time. Generally, it shows much better coverage of total, course content
than the essay type. A question demands,
answer in a few sentences, stimulate thinking and make the pupils selects the relevant
information or facts which explains a particular situation. Thus, they save the
pupils from falling into the bad habit of writing irrelevant answers.
This,
short answer type test is gaining favour day by day. The reasons are as
follows.
1. Question can be made thought provoking.
2. Question can be asked with reference to the objectives in view.
3. It is easy to score.
4. It eliminates the possibility of guessing.
5. It is easy to construct and administer.
LIMITATIONS OF SHORT ANSWER TYPE ITEMS:
-
1. Short answer question does not ensure complete objectivity of
scoring.
2.
The preparation of good short answer tests generally require considerably more
time than the development of an essay examination.
3.
It is difficult to prepare most appropriate short answer form and the
application form of items.
OBJECTIVE TEST TYPE ITEMS (VERY SHORT
ANSWER)
Since the essay type of tests have
got the defects. It is very difficult to test the pertinent information about
the individuals, who are unique, dynamic and having developing characteristics.
The chief sources of getting information about the individual are through testing
and measurement. An objective test is one, which is provided with a view to
eliminate the elements of subjectivity.
Objective type test
refers to any written test that requires the examinee to select the correct
answer from among one or more of several alternatives or supply a word or two
and that demands an objective judgment when it is scored. The most important
criterion of an objective type test item is that it can be most objectively
scored. The scoring will not vary from examiner to examiner.
ADVANTAGES OF OBJECTIVE TYPE TEST: -
1. An adequately representative sample of the topics can be covered.
2. They are free from the opportunities of irrelevant answers.
3. They can be scored objectively and easily. The scoring will not ary
from time to time or from examiner to examiner.
4. They are more valid and reliable.
5. The scoring is quite objective.
6. They have higher diagnostic value.
7. They provide incentive for pupils to build up a broad base of
knowledge, skills and abilities.
8. They measure higher mental processes like understanding,
application, analysis and interpretation.
LIMITATIONS OF OBJECTIE TYPE TEST: -
1.
Objectives like ability to
organize matter; ability to present matter logically and in coherent fashion,
etc., can’t be evaluated.
2.
Construction of adequate and
precise objective type test is difficult. It requires special abilities and is
time consuming.
3.
All teachers can’t prepare this
type of test, as it demands some special abilities.
4.
Guessing is possible.
GUIDELINES FOR CONSTRUCTION OF BETTER OBJECTIVE TYPE TEST ITEMS:-
To be good item constructor, one should have –
·
A thorough understanding of the
subject matter
·
A thorough understanding of the
pupils to be tested.
·
Perseverance
·
A little creativity to prepare
fertile kind of items.
Guidelines For Writing Objective Type
Test Items: -
1. Test for important facts and knowledge and not for trivial details.
2. Write items to fit the examinee’s age and ability level as well as
the purpose of the test i.e., consider vocabulary, type of objective item
format, objectives and the content.
3. Write the item as clearly as possible.
4. Avoid ambiguous statement. Each item should be subjected to one and
only one interpretation.
5. Qualitative and specific words should be used.
6. Avoid lifting statements verbatim from the textbook. As it promotes
memorization.
7. Avoid using inter-related or inter-dependent items.
8. Avoid negative questions whenever possible.
9. Avoid items, which may contain some clues in it.
10. Get an independent review of your test item from a teacher who
teaches the same subject.
MULTIPLE CHOICE TYPES (M.C.)
(Selection type or Recognition type test)
In case of True-False questions
the attention has mainly to be favoured on the improvement of the statement, but
in the case M.C questions besides the statement, which we call as stem, care
has to be taken to write good workable choices.
Linguist points out “It is definitely
superior to other types” for measuring inferential reasoning, sound judgment
and discrimination on the part of the pupil. In M.C Test, the question includes
one definition, purpose association, similarity and identification etc. In this
case it consists of two parts one is called the statement or stem and the
choices are called as the distracters. As far as the stem is concerned it
should be worded in clear, simple and precise language.
In this type of test several alternatives are
presented to the pupil from which he must select the one that makes the
statement most correct.
These tests can reduce the subjectivity in
marking and inter examiner variability in marking.
These tests are the most popular in these
days and are most useful because in this way guessing is minimized and
intelligent thinking is encouraged.
E.g.:
1.
a2 X a3 is _______
a)
a5 b) a6
c) a7 d)
a4
2.
The sum of the angles of a triangle is equal to ______
a)
900 b) 1800 c)
1200 d) 3600
3.
A Scientist who studies rocks is called ________
a) a geographer b) a geologist c) a geometer
d) a geopolitist.
4. In the Aryan Society the place of women was
________
a) High
b) Low c) Restricted d) Medium
The
multiple choices item can be constructed in two varieties based on its stem.
QUESTION VARIETY:
In this type of multiple-choice item, the stem will be in the form of
question and distracter will choices.
INCOMPLETE VARIETY:
In
this type of multiple-choice item, the stem will be in the form of incomplete statement
and it has to be completed by selecting a response from among the choices.
The question variety is more advantageous.
Because-
·
It forces the item-writer to
state the problem clearly in the stem.
·
It reduces the possibility of
giving the examinee grammatical clues.
·
The younger and less able
students may more easily handle it because less demand is made on good reading
skills.
·
The disadvantage of the direct
question format is that it may require lengthier
responses.
VARIETIES OF MULTIPLE-CHOICE
TYPE:
A
multiple-choice item can be constructed in four varieties. They are-
1.
One correct answer: - It is the
simplest multiple-choice item. The student is required to select the one correct
answer listed among several plausible, but incorrect options.
2.
Best answer – Here, the student is
asked to select the best answer. Here the responses are correct to a certain
degree of correctness, but the best answer must possess higher degree of correctness.
3.
Analogy type: - Here, the student is
required to deduce the relationship that exists between the first two parts of
the item and then apply it to the third and fourth parts. Usually the third
part is given and missing fourth part is selected from the list of options on
the basis of the relationship existing between the first two parts.
4.
Reserve type- It is also called as
the negative variety type. Here, the student is asked to select the incorrect
response. It can be used very rarely.
ADVANTAGES:
1.
One of the great virtues of MC
questions is, their ability to test the achievement of variety of educational
objectives. These may range from simple knowledge, through understanding,
interpretation and application to the solving problem, requiring a high level
of reasoning.
2.
Its scoring can be done with at most
objectively and with more conveniently.
3.
They can be used for various school
subjects.
4.
They are relatively efficient and
changing the degree of homogeneity of the responses can control the degree of
difficulty of the test.
5.
They provide valuable diagnostic
information, especially if all the responses are plausible and vary only in
their degree of correctness.
6.
They usually provide greater test
reliability per item than true-false items.
7.
They are less vague and increasing
the number of responses to four or five can minimize guessing.
DISADVANTAGES:
·
They are very difficult to
construct. Because, it requires more skill and more time.
·
There is a tendency for teachers to
write multiple-choice items demanding only factually recall.
·
They require more time for students
to respond to.
·
They are not well adapted for
measuring the ability to organize and present ideas.
·
It requires more space per item.
GUIDELINES TO CONSTRUCT GOOD M.C.
ITEMS:
1.
A single
item should have a single concept to be tested.
2.
A test
item should be such that it can be used to discriminate a group of students as
low, medium and high achievers.
3.
The statement of test item should be
very clear and unambiguous.
4.
Be sure that of the possible answers
only one answer is correct.
5.
The essence of the problem should be
in the stem which should be meaningful in and of it.
6.
Make all statements and answers as
consistent with accuracy.
7.
Avoid use of text book language.
8.
Both correct and incorrect choices
type when recall questions would be adequate.
9.
Don’t use multiple choice type when
recall questions would be adequate.
10.
Avoid using “all the above”, “none
of the above” as an option. They can be used sparingly.
11.
Only four choices should be given
and they should not overlap.
12.
Have a clear central problem in
each item.
13.
Make certain that the entire
contest of the exercise will necessarily function.
14.
Avoid use of textbook language.
Mislead the rote learner by using stereo
typed phrase of distracters.
15. Make all statement and answers as consistent
with accuracy.
16. Both correct and incorrect choices should be
homogeneous in their mode
of expressions,
length and other external characteristics.
17. See that the position of the correct answer
in the series is chosen entirely at random.
18. The essence of the
problem should be in the stem, which should be meaningful
in and of it. The stem must consist of a
statement that contains a verb and should
be a good
short-answer item.
19. When an incomplete
statement format is used, the options should come at the end
Of the statement. Student’s continuity
in reading should not be impaired and
Confusion should not
result.
20. There should be one and only one correct or
best answer to every item.
21. Avoid using “all the above”, “none of the
above” as an option. They can
be
used sparingly.
MATCHING TYPE TESTS (M.T)
In these test, in each item, there are two columns.
Each item in the first column is to be matched with the relevant item of the
second column, not given in the same order. To avoid guess work, the items in
the second may be more or less in number then the items in the first column.
It presents an efficient means
of exploring the range of mastery of a concept.
E.g.,:
1) Match the following
A
B
1) Concave
mirror a) Dressing Mirror.
2) Convex mirror b) Reflectors.
3) Plane mirror c) Real view mirror
d) Virtual view mirror
The
matching item has been used to measure factual information such as meanings of
terms, dates of events, and the achievements of men, symbols for chemical
element and the authors of books. This method of constructing matching items is
particularly useful in tests dealing with study skills, science and technology.
This pattern is an economical way of putting a number of multiple-choice items.
It presents an efficient means of exploring the range of mastery of a concept.
This pattern is well suited to topics dealing with criticism, explanation, understanding
and simple relationships.
As
the name implies, this type of item requires the matching of two or more sets
of material in accordance with given directors, Lindquist put it as “The
matching exercise is particularly well adopted to testing in who, what, when
and where types of situation or for naming and identifying abilities”.
It consists of two parallel
columns of words, phrases or sentences, the pupil is required to match or
associate each item of one column with the item, which corresponds to it in the
column. Each matched pair is scored separately.
The
matching tests items are to be used in the following situations:
·
It should be used only when the
teacher is constructing multiple-choice items and discovers that there are
several such items having the same alternatives.
·
They should be used if the teacher
is interested in testing the knowledge of terms, definitions, dates, events and
other matters, involving simple
relationships. Dates may be matched with events,
authors with titles of books, tools with their uses, etc.
·
They can be used to determine whether
a pupil can discriminate
among nouns, verbs, adjectives,
adverbs, etc.
ADVANTAGES OF MATCHING
TESTS
1. They require little reading time.
2. Reliability of test increases.
3. Scoring is easy.
4. They can be constructed easily and quickly.
5. They give less opportunity for guessing.
6. They afford us to have large sample of content.
7. They are also amenable to machine scoring.
8.
They can be constructed relatively
easily and quickly.
9.
Space can be saved and pupil usually
has less reading to do.
10.
They afford us to have large sample
of content.
11.
They give less opportunity for
guessing than true-false tests or multiple choice tests, because all the
responses are plausible distracters for each premise.
12.
They are also amenable to machine scoring.
Even manual scoring is done with ease.
LIMITATIONS OF MATCHING TESTS:
1.
It is
not well adopted to the measurement of understanding.
2.
They
give irrelevant clues is correct response.
3.
It is
time consuming for the pupil.
4.
If
sufficient care is not taken in their preparation, they may encourage serial
memorization rather than association.
5. Items are likely to include irrelevant clues to the correct answer.
6. It is sometimes difficult to set clusters of questions that are
sufficiently alike so
that a common. Set of
responses can be used.
7. If sufficient care is not taken in their preparation, they may
encourage serial Memorization rather than association.
8. They
cannot be very successfully used for measuring understanding or the ability to
discriminate because of the difficulty of finding homogeneous responses that
are answers to a certain premise and that are, for other premises, distracters requiring
careful thought before rejection.
GUIDELINES FOR CONSTRUCTION OF
MATCHING TESTS:
1. Each matching test should consist
of homogeneous item, dealing with only a single concept.
2. Keep each list relatively short
because it saves time maintains homogeneity and increases validity.
3. Avoid Equal number of premises and
responses.
4. Avoid giving irrelevant clues.
5. All items should be on the same
page with a view to saving time and avoiding confusion on the part of the
examinee.
6. Numbers should identify the
premises and letters should identify the responses or vice versa.
7. If at all possible, have the
response list consist of short phrases, single words or
Numbers. Putting the shorter premises will
make for easier reading by the pupil.
8.
Each matching test should consist of homogeneous items, dealing with only a
single concept.
9.
Keep each list relatively short, because it saves reading time, maintains
homogeneity and increases validity.
10.
Avoid having equal number of premises and responses. Have two or more responses
than premises.
11.
Avoid giving extraneous or irrelevant clues.
12.
Indicate clearly the basis on which the match is to be made.
13.
Maintain grammatical consistency.
14.
Every response in one column should be a plausible answer to every premise in
the other column.
15.
Numbers should identify the premises and letters should identify the responses.
Or vice-versa.
16. All items should be on the same page
with a view to saving time and avoiding confusion on the part of the examinee.
COMPLETION TYPE TEST OR MEMORY RECALL:
This type of test
consists of questions that are either sentences or statements in between the
words a blank is left within the body of the material sometimes the space is
left in the margin which has to be filled in by the students.
Example: Recall type
1. What is the approximate percentage of oxygen in air at sea level?
2. Who was the First Chief Minister of Karnataka?
3. What is the fourth State of matter?
Completion type:
1. Square root of 625 is________
2. The atomic theory was first put forward by _____
3. Finland is known as the land of__________
Advantages of Recall Type:
1. Large sample of the content can be covered.
2. It is easy to construct.
3. It provides little opportunity for guessing.
4. Useful in evaluating in spelling and knowledge of a foreign
language.
5. It is used to measure the retention of specifies point.
6. These items have high discriminative value.
7. These form a reliable valid and objective test.
8. It eliminates the element of guessing.
Limitations:
1. They are less objective.
2. It is limited to answer within a word or phrase.
3. Scoring can be tedious.
4. It is difficult to measure complete understanding with these types
of items.
5. Students may fail to recall the exact word which is needed to fill
the blank.
6. These tend to the memorization of facts.
AN ALTERNATE RESPONSE
ITEMS:
Some of the most common variations of alternate-response items are;-
(i)True-False; (ii) Yes-No;
(iii) Right-Wrong; (iv) Cluster variety and (v) Correction variety
Cluster Variety: In the cluster variety, there is one
incomplete stem or statement with several suggested answers to be judged as
true or false.
Example;
A parallelogram has ____________
(i)
Opposites sides congruent; T/F
(ii)
All the angles are
congruent T/F
(iii)
Diagonals that bisect each
other as right angles. T/F
Correction Variety:- It contains false statement. The student is required to make every
false statement true by crossing out the incorrect portion, which is usually
underlined, and replacing it with the correct word or phrase.
Example:
The square root of 144 is 14.
To make the statement is true, 1q4
is to be replaced by 12.
Or to make the statement true 144 is to be
replaced by 196.
TRUE OR FALSE QUESTIONS (Selection type or Recognition type test)
The true-false item
consists of a declarative statement or situation that is either true or false.
The student decides which
of the two possible choices the correct one is and places his answer
accordingly.
E.g.,: 1) Only Buddhist kings preach the doctrine of non-violence.
2) Akbar tried to
find a new religion.
3) Water is an Element.
4) 3/2 is a proper
fraction.
Advantages:
1. They are good for children who have poor reading habits.
2. They can cover a large portion of the subject.
3. They can be scored quickly.
4. They can be more easily constructed.
5. They can measure the higher mental processes of understanding, application
and interpretation.
6. They provide high reliability.
Limitations:
1. The statements can be formulated which are either totally true or
totally false.
2. They are suspectable and misinterpretation and so low reliability.
3. They lend themselves most easily to cheating.
4. There is a chance of guessing.
5. It hardly measures true achievement of a student.
6. It tends to possess less discriminating power for each item than the
multiple choice items.
ANALOGY TYPE OF TEST ITEM
Introduction:
Analogy means similarity. In this type of
questions, two objects related in some way are given and third object is also
given with four or five alternatives. You have to find out which one of the
alternatives bears the same relation with the third objects as first and second
objects are related.
Example 1:
Curd: Milk: Shoe:?
(A) Leather (B) Cloth
(C) Jute
(D) Silver
Answer: Option A
As curd is made from milk similarly shoe is made from leather.
Example 2:
Calf: Piglet: Shed:?
(A) Prison (B) Nest
(C) Pigsty (D) Den
Answer: Option C
Calf is young one of the cow and piglet is the young of Pig. Shed
is the dwelling place of cow. Similarly Pigsty is the dwelling place of pig.
Example 3:
Malaria: Mosquito:?
(A) Poison: Death (B) Cholera: Water
(C) Rat: Plague
(D) Medicine: Disease
Answer: Option B
As malaria is caused due to mosquito similarly cholera is cause
due to water.
Example 4:
ABC: ZYX: CBA:?
(A) XYZ (B) BCA
(C) YZX (D) ZXY
Answer: Option A
CBA is the reverse of ABC similarly XYZ is the reverse of ZYX.
Example 5:
4: 18:: 6:?
(A) 32 (B) 38
(C) 11 (D) 37
Answer: Option B
As, (4)2 + 2 =18
Similarly, (6)2 + 2 = 38.
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