Test construction

Students sometimes randomly miss a question they really knew the answer to or sometimes get an answer correct just by guessing; teachers can sometimes make an error or score inconsistently with subjectively scored tests. On the other hand, multiple choice exams provide less opportunity than essay or short-answer exams for you to determine how well the students can think about the course content or use the language of the discipline in responding to questions.

Most classroom assessment involves tests that teachers have constructed themselves. For this reason, some faculty prefer short-answer items to essay tests. Demonstrate your comprehension of the following words Test construction using them together in a written paragraph: Do the Test construction on a test fairly represent the items that could be on the test?

While inductive methods select items based upon factor loadings, empirical items are selected based upon validity coefficients and their ability to accurately predict group membership.

For instance, avoid making the correct alternative the longest or most qualified one, or the only one that is grammatically appropriate to the stem. There are, of course, other language skills that Test construction these four skills, such as vocabulary.

In Alois Angleitner, Jerry Wiggins. The following ideas may be helpful as you begin to plan for a multiple choice exam: Test familiarity may be the overriding factor affecting performance.

Another aspect of test validity of particular importance for classroom teachers is content-related validity. Further, teachers place more weight on their own tests in determining grades and student progress than they do on assessments designed by others or on other data sources Boothroyd, et al.

Empirical[ edit ] Also known as External or Criterion Group method. Reasonable sources for "items that should be on the test" are class objectives, key concepts covered in lectures, main ideas, and so on.

Empirical test construction attempts to create a measure that differentiates between different established groups. There are some guidelines supported by experimental or quasi-experimental designs, but the foundation of best practices in this area remains, essentially, only recommendations of experts.

Constructing tests

Items are traditionally constructed without expectation for how they will be answered by each group. Likewise, they could be assessed for fluency, for example, without concern for grammatical correctness.

Multiple choice exams Multiple choice questions can be difficult to write, especially if you want students to go beyond recall of information, but Test construction exams are easier to grade than essay or short-answer exams. Questions can be of two types: The current empirical research literature for item-writing rules-of-thumb focuses on studies which look at the relationship between a given item format and either test performance Test construction psychometric properties of the test related to the format choice.

Traditional paper-and-pencil classroom tests e. For example, if you wanted students to use analytical skills such as the ability to recognize patterns or draw inferences, but only used true-false questions requiring non-inferential recall, you might try writing more complex true-false or multiple-choice questions.

It also may allow for the development of subtle items that prevent test takers from knowing what is being measured and may represent the actual structure of a construct better than a pre-developed theory.

Bachman and Palmer Use consistent language in stating goals, in talking in class, and in writing test questions to describe expected outcomes. This may include the use of a previously established theory.

It would be possible to avoid introducing this reading element by having the multiple-choice alternatives presented orally as well. Advantages of this method include clearly defined and face valid questions for each measure.

However, the empirical method shares many of the strengths and weaknesses of atheoretical item creation with inductive methods, while also having an initial item pool more likely to relate to the topic of interest. These methods allow researchers to analyze natural relationships among the questions and then label components of the scale based on how the questions group together.

The following levels of intellectual operation have been identified: Those item responses calling for an open-ended format include composition — both written for example, creative fiction, expository essays and oral such as a speech — as well as other activities, such as free oral response in role-playing situations.

It has been popularly held that these levels demand increasingly greater cognitive control as one moves from knowledge to evaluation — that, for example, effective operation at more advanced levels, such as synthesis and evaluation, would call for more advanced control of the second language.

Were the questions worded clearly? Performance-based tests are discussed in a separate area on this website. A good classroom test is valid and reliable.

TEST CONSTRUCTION

Tests can also be given while learning is occurring, and these are called formative tests. Journal of Clinical Psychology. Even after half a century of psychometric theory and research, Cronbach bemoaned the almost complete lack of scholarly attention paid to achievement test items.

Subjective — A free composition may be more subjective in nature if the scorer is not looking for any one right answer, but rather for a series of factors creativity, style, cohesion and coherence, grammar, and mechanics.

Special Connections

The goal of item creation is to find items that will be answered differently by the groups of interest. Reliability is the quality of a test which produces scores that are not affected much by chance.Center for Teaching Innovation Test Construction Manual Construction of Objective Tests Professors Marjorie Devine & Nevart Yaghlian List of Steps.

Test Construction. Writing items requires a decision about the nature of the item or question to which we ask students to respond, that is, whether discreet or integrative, how we will score the item; for example, objectively or subjectively, the skill we purport to test, and so on.

Test construction strategies

Quality Test Construction [Teacher Tools] [Case Studies]A good classroom test is valid and reliable. Validity is the quality of a test which measures what it is supposed to measure. Psychology Definition of TEST CONSTRUCTION: the cultivation of a test, generally with a concise or obvious goal to meet the typical standards of validity, dependability, norms, and other aspects of t.

Design test items that allow students to show a range of learning. That is, students who have not fully mastered everything in the course should still be able to demonstrate how much they have learned.

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Test construction
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