Objective items also include other types such as completing, sarong, interrogation, identification and short answer. All of these are explained in the following pages.

Complete: Consists of the presentation of an idea or a concept, which has been omitted part that complements and can be a word or words. An empty space is provided so that the student fills. This type of sub-menu item can be used if interested check the examining ability to recall information or memorize data, although it is possible to use it to measure understanding of certain concepts or events.

In the item complete, there are several versions of how structuring. Some are discussed below:

ITEM OF COIMPLETAR CONCEPTS THAT APPEAR IN BOOKS FOR THE EDUCATIONAL AREA OF MEASUREMENT	COMMENTS ON EXISTING CONCEPTS
Complete item consists of a phrase or sentence where missing one or more words that express important concept. The omission can be at the beginning, in the middle or end. To complete, the student must incorporate the word missing. (Fermín, 1971, p. 51)	Highlighted parts in this concept precisely so the teacher who reads make an interpretation right of these, so do not fall into the technical defects such as: -Maim or fractionated much the phrase or sentence. -Consider the item measured several concepts and not one single. -Leaving space at the beginning or at the Centre and cause confusion in the student response.
It consists of a sentence or phrase where certain words or important signs had been omitted, for the purpose that the tested complete them filling corresponding spaces. Leave blank spaces at the beginning, mode or at the end of the sentence (Lemus, 1971, p. 139)	In this concept, it draws attention to the use of spaces that leave them at the beginning or the Center; it causes confusion in the student response.
They respond by a Word, phrase or symbol. (Lafourcade, 1969, p. 90)	This concept indicates conditions or characteristics of the item complete.
The item's completion, the student is given an incomplete sentence and it fills the empty space (or the empty spaces) with the correct word that has been omitted. Responses must conform to the structure of the sentence. (Hernandez, 1994, p. 52)	This concept must be understood that the phrase is a problem or a comprehensive approach which provides for the student points name, feature or because according adjustment to the structure of the sentence. It differs from other concepts, which leaves the possibility of structuring the item complete with several empty spaces.
Completion item consists of two parts: one that is the approach of a specific problem and one that is the answer. (Hernández, 1994, p. 52)	This concept makes its contribution to parties that can compose an item complete. Approach to the author is calling to the part of complete item that contains the information of the phenomenon, principle, process, or concept, or any other so concerned. So called problem, because this part requires the student find a solution or answer to this approach, i.e., how called, called, known, says, it is classified. The second part, response, is referred to the production should be the student scored the name of the phenomenon, process or principle or concept or feature you are prompted. It must respond in accordance with the logic or the very structure of the item.