• Submitted to:

Mam Asma
• Submitted by:
Saeeda Rimsha
• Roll no:
05
MPhil 2nd sems morning
Planning a Procedure of a Test

Definition
Types
Procedure
 Define test
• In the context of education, a "test" refers to a
structured and systematic assessment tool or
instrument used to evaluate a student's knowledge,
skills, understanding, or performance in a particular
subject, course, or area of study.
• Purpose:
1. measuring learning outcomes,
2. assessing progress,
3. providing feedback to students and teachers,
4. making educational decisions.
 Types
• Standardized Tests:
• These are assessments that are administered and scored
in a consistent and standardized manner. Examples include
the SAT, ACT, and GRE.
• Diagnostic Tests: These assessments are used to identify a
student's strengths and weaknesses in specific content
areas or skills. Teachers use diagnostic tests to tailor
instruction to individual student needs.
• Classroom tests: These are tests created by teachers to
assess students' understanding of course material. They
can include quizzes, exams, and homework assignments.
• Performance Assessments: These assessments require students to
demonstrate their skills, knowledge, or abilities through tasks or
projects. Examples include presentations, portfolios, and practical
exams.
• Norm-Referenced Tests: These tests compare a student's
performance to that of a norming group, which is a representative
sample of the population. The results provide information about
how a student's performance compares to peers.
• Criterion-Referenced Tests: These tests measure a student's
performance against specific predetermined criteria or standards,
indicating whether the student has achieved specific learning
objectives.
 Procedure of test development
• Developing a test, whether it's an educational assessment, a
psychological evaluation, or any other type of test, is a
systematic process that involves several stages.
• The main goal in classroom testing is to obtain a valid, reliable
and useful information concerning pupil achievement.
1. Define the Purpose and Goals:
• Clearly define the purpose of the test. What do you want to
measure or assess?
• Identify the specific objectives or constructs you intend to
measure (e.g., knowledge of a subject, personality traits,
cognitive abilities).
 2 Conduct a Needs Analysis:

• Identify the target audience or population for

the test.
• Understand the characteristics, skills, or traits
that are relevant to the purpose of the test.
• Consider any legal or ethical requirements
related to the test, such as fairness and non-
discrimination.
 3 Select the Test Format:

• Determine the type of test that is most appropriate for your

objectives (e.g., multiple-choice, essay, performance-based,
self-report).
• Classroom tests are generally divided into two main categories
• Objective tests- These are highly structured and require pupils
to supply a few words or select from given alternatives.
• Essay – In these Students are allowed organize and present
their answer in the form of composition.
• Which type to use depends on the purpose. Both have their
advantages and disadvantages
• Consider the advantages and disadvantages of different
formats.
Comparative advantages of objective and
essay type questions
 4 Developing test specification (test blue
print)
Develop a content blueprint or framework that outlines the
topics, domains, or skills to be assessed.
• Create a pool of potential test items, questions, or tasks
that align with the content blueprint.
• The purpose is to make sure that a test will measure a
representative sample of the tasks.
• A Table of Specifications provides the teacher with
evidence that a test has content validity, that it covers
what should be covered.
• Measures the content and thinking skills that the test
intends to measure.
• Outlining the instructional content.
• Preparing a two way chart that relates the
instructional objectives to the instructional
content. The numbers could be used to
indicate the number of items or relative
weight given to the objective and / or content
area
• For example, if a teacher is interested in
assessing the students’ understanding of lunar
phases, then it would be appropriate to have a
test item asking them to draw the phases of
the moon. However, a test item asking them
to identify the first person to walk on the
moon would not have the same content
validity to assess students’ knowledge of lunar
phases.
• 5 Item Writing and Review:
• Write or construct test items based on established guidelines and
principles of item development.
• Review items for clarity, accuracy, and alignment with the intended
constructs.
• Involve subject matter experts and peers in item review and validation.
• 6 Pretest or Pilot Testing:
• Administer the test to a small sample of individuals who represent the
target population.
• Analyze the data from the pilot test to identify any issues with item
difficulty, discrimination, or bias.
• Revise or eliminate problematic items based on pilot test results.
 7 Test Assembly:

• Select a final set of test items that represent the

content and objectives effectively.
• Arrange the items in a logical order, considering
factors like difficulty and content coverage.
• Create test forms or versions if needed.
• Write test items in such a way that they can be
easily modified.
• Review the test several times in order to detect
defects.
• Provide directions at the beginning of the tests. These include
time allowed, basis for answering, procedure of recording
answers etc.
• Where necessary specific directions for each question should be
provided.
• The directions should be clearly written to avoid need for
additional verbal explanation.
• The test should be written to permit anyone to supervise
without test writer to be around.
• The items should be arranged in such a way to avoid the need to
turn the page back and forth
• 8 Standardization (Optional):
• If creating a standardized test, collect data from a
representative sample of the target population to establish
norms and reference scores.
• 9 Test Documentation:
• Create a test manual or documentation that includes
information on test development, administration, scoring,
and interpretation.
• Ensure that all necessary materials, such as answer keys,
scoring guides, and administration scripts, are readily
available.
• 10 Test Security and Integrity:
• Implement measures to protect the test's security and
prevent cheating or unauthorized access.
• Consider legal and ethical considerations regarding
test security.
• 11 Finalize the Test:
• Review and finalize all aspects of the test, including
content, administration procedures, and scoring
methods..
• .
 12 Test Administration Procedures:

• Develop clear and detailed instructions for test

administrators and test-takers.
• Determine the logistics of test administration,
including timing, location, and any necessary
accommodations.
• All the pupils should be given a fair chance to
demonstrate their ability.
• Assure favorable conditions for test taking
• Physical conditions – space, light, ventilation etc.
• Psychological conditions – anxiety, worry, threatening, timing
(before a big event)
• Things to avoid: Unnecessary talking, interruptions, giving hints
to pupils,
• Discourage cheating
• Sitting arrangement should be in such a way that cheating is
minimized. Another way is to prepare two formats of the same
test but with different arrangement.
• Administer the test to the target population according to the
established procedures.
• Collect and record the data from the test administration.
 13 Scoring and Data Analysis:

• Establish a scoring key or rubric for scoring open-ended items

or performance assessments.
• Decide on a scoring method for each item (e.g.,
correct/incorrect, partial credit).
• Conduct data analysis to evaluate the reliability and validity
of the test.
• For objective tests stencil can be used. When you use stencil
check if only one answer is marked.
• Correction for guessing. This is done when pupils do not have
sufficient time to complete all the items and when they have
been instructed that there will be a penalty for guessing.
• 14 Evaluate and Revise:
• Continuously monitor and evaluate the test's
effectiveness and reliability.
• Make necessary revisions to the test based on
feedback and data analysis.
• 15 Report and Use Results:
• Share the test results with relevant
stakeholders and provide guidance on how to
interpret and use the results.
• Frey, B. B. (Ed.). (2018). The SAGE encyclopedia of
educational research, measurement, and evaluation.
Sage Publications.
• https://www.edglossary.org/criterion-referenced-tes
t
/
• https://en.wikipedia.org/wiki/Standardized_test
• https://
www.guru99.com/what-everybody-ought-to-know-a
bout-test-planing.html
• National Research Council. (2004). Redesigning the
US naturalization tests: Interim report.