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Test Construction 1

Test construction is a multi-stage process that includes: 1) planning the test by outlining content, learning outcomes, and specifications, 2) preparing test items and selecting those that conform to specifications, and 3) validating the reliability and validity of the test. Key stages include writing directions, analyzing item performance, revising the test, administration, and scoring to ensure the test consistently and accurately measures the intended outcomes.

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Eypril Kwin
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510 views15 pages

Test Construction 1

Test construction is a multi-stage process that includes: 1) planning the test by outlining content, learning outcomes, and specifications, 2) preparing test items and selecting those that conform to specifications, and 3) validating the reliability and validity of the test. Key stages include writing directions, analyzing item performance, revising the test, administration, and scoring to ensure the test consistently and accurately measures the intended outcomes.

Uploaded by

Eypril Kwin
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as ODP, PDF, TXT or read online on Scribd
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Test

construction

April Queen C. Pusta


Test construction

Pertains to preparation of item, item


analysis and selection of reliable and valid
item for final test and finally testing the
reliability and validity of the developed test.
Whereas the test standardization deals with
developments of norms
Stages
of
Test Construction
Stage 1: Planning for the Test

Outline subject-matter content to be considered as


the basis for the test.
Identify learning outcomes to be measured by the

test.
Prepare table of specifications.

Choose appropriate type(s) of test items for

evaluation of learning outcomes as summarized in the


table of specifications.
Stage 2: Preparing the Test
Write test items according to rules of
construction for the type(s) chosen.
Select the items to be included in the test

according to table of specifications.


Review and edit items according to guidelines.
Arrange items: decide on a) grouping of items, b)

sequence of items within groups.


Prepare directions for the test; if necessary,

prepare directions for individual items (e.g.,


matching type) or for sections.
 Decide on method of scoring.
Stage 3:Validity of the Test

Validtests measure what they actually were


designed to measure.
Stage 4: Reliability of the Test

Reliable tests measure what they were designed to


measure consistently. Methods of determining
reliability:
objectivity

It means that if the test is marked by different people,


the scores will be the same.
Comprehensiveness

A good test should include items from different areas of


material assigned for the test: e.g. ( Dialogue, composition,
comprehension, grammar, vocabulary, dictation ).
Simplicity

Simplicity means that the test should be written in a clear


, correct and simple language, it is important to keep the
method of testing as simple as possible while still testing
the skill you intend to test ( avoid ambiguous questions and
ambiguous instructions.)
Stage 5: Arranging Items

The items should be arranged so that all items of the


same type are grouped together.
The items should be arranged in order of increasing

difficulty.
For some purposes, it may be desirable to group

together items which measure the same learning


outcomes or the same subject-matter content.
Stage 6: Writing Directions

The directions for test should be simple and concise


and yet contain information concerning each of the
following:
1. Purpose of the test.
2. Time allowed to complete the test.
3. How to record the answers.
4. Whether to guess when in doubt about the answer.
Stage 7: Analyzing and Revising the
Test
Retain, edit as necessary, or discard items on basis
of analysis outcomes.
Revise the test as a whole if necessary.

The difficulty of the item.

The discriminating power of the item.

The effectiveness of each alternative.


Stage 8: Reproducing the Test

Decisions need to be made regarding page size, type


size, page layout (length of line, placing of items on
page, provision for response, page numbers,
arrangement of alternatives in multiple choice items),
preparation of copy, proofreading.
Stage 9: Administering and Scoring
the Test
Decisions need to be made regarding setting of time
limits, observation of time limits, physical set-up,
proctors (Someone who supervises an examination )
distribution of test, scoring sheets, scoring method
(by hand/machine).
Decisions need to be made regarding weighting of

items according to table of specifications


Periodically write the time remaining on the board;

Be alert for cheating but do not hover over the

students and cause a distraction.


Administering Tests

When it is time to have students take the test, there are


several things you should keep in mind to make the
experience run as smoothly as possible:
Have extra copies of the test on hand, in case you have

miscounted or in the event of some other problem;


Minimize interruptions during the exam by reading the

directions briefly at the start and refraining from


commenting during the exam unless you discover a
problem;
Periodically write the time remaining on the board;

Be alert for cheating but do not hover over the students

and cause a distraction.


Thank you 

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