Test Construction

12/2/16
Wollega University
WU-Community Services
ASSESSMENTS: PROS AND CONS
April, 2013
1
BRAIN STORMING
What major forms of assessment do you know?

For what purposes do we use them?
Are all the forms of assessment constructed in
the same way?
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FORMATIVE ASSESSMENT
(CONTINUOUS ASSESSMENT)
How can educators raise Students achievement to high
level ?
How can educators close the gap between

students achievement?
Who is to be assessed through CA?
What is to be assessed ?
Why CA ?
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CONTINUOUS ASSESSMENT-BASIC
CONCEPTS
12/2/16
Continuous assessment is an assessment approach which should

depict the full range of sources and methods teachers use to gather,
interpret and synthesize information about learners: information
that is used to help teachers understand their learners, plan and
monitor instruction and establish a viable classroom culture.
Continuous assessment is a mechanism whereby` the final grading
of learners in the cognitive, affective and psychomotor domains of
learning systematically takes account of all their performances
during a given period of schooling (Falayalo, 1986)
Assessment as the cognitive domain is associated with the process
of knowledge and understanding.
The affective domain applies to characteristics such as attitudes
motives, interests and other personality traits.
Assessment in the psychomotor domain involves assessing the
learners ability to use his/her hands (in hand witting,
construction, projects, drawings etc.)
12/2/16
students are evaluated from one stage to the other through

tests or assignments. At the end of the term or year, these
tests are used for determining the performance of
achievement of the students.
End of year assessment does not take into consideration the
class progressive performance of students. This is very
dangerous because many factors are bound to dictate the
performance of the students.
From the definitions, one could infer that CA is an
assessment approach which involves the use of variety of
assessment instruments, assessing various components of
learning, not only the thinking processes but including
behaviors, personality traits, and manual dexterity.
Therefore one time /terminal or final test does not bring a
complete or true picture of students performance.
CHARACTERISTICS OF
CONTINUOUS ASSESSMENT
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CA is guidance-Oriented :- the information

obtained from CA provides timely feedback on:
Students learning problems
Areas of learning weaknesses
Teachers teaching problems etc
2) Comprehensive :- the use of variety of
assessment techniques
Point out some assessment techniques that you
think are familiar to your subject/
course/program.
CHARACTERISTICS.....CONTD
to collect enough evidence to get representative

sample of what their students have learned and
can do.
4) Systematic:- teachers are expected to
systematically observe, measure, evaluate and
record learning out comes in planned and
periodic manner.
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Cumulative in nature :- Teachers have
PURPOSES OF CONTINUOUS
ASSESSMENT
regular information
Increase students confidence

Enables teachers and students get immediate feed
back
Reduce stress
Teacher improve their teaching
Teachers decision making is updated
To monitor learning progress and diagnose learning
difficulties
To identity which students need more assistance
To facilitate teaching-learning
To investigate students entry behavior.
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Provide
CONTINUOUS ASSESSMENT TOOLS
Clinical procedures
Assignments ( individual, group)
Report writing
Term papers
Presentations
Projects
Class participation and etc
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Observation( to facilitate
teaching-learning)
Quizzes
Tests
Exams
Home work
Course work
Laboratory work/report
PRINCIPLES OF CONTINUOUS
ASSESSMENT
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Should be explicit, valid, reliable

Regularly and thoroughly monitored and evaluated in
the interest of validity, equity and transparency
Variety of assessment techniques should be employed
to minimize the limitations of any particular method.
Load of teachers need to be reasonable , teachers
should not be over loaded by administrative and
committee task.
Students should be assessed on the basis of their
learning experience, and the marking system should
reflect the competences achieved by students .
Class size should be reduced to a reasonable number
Academic units should encourage the use of CA
10
....................................
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Generally, there are a variety of issues that

must be taken into consideration when planning
an assessment strategies within schools. It is
important to start with the understanding that
assessment is a form of communication. This
communication can be to a variety of sources : To students(feedback on their learning)
To the teachers, (feedback on their Teaching)
To the administrator( feedback on the use of
resources)
To Curriculum designers (feedback on the
Curriculum )
11
TIPS ON CONTINUOUS
ASSESSMENT
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It is not about giving the assessment; it is about

doing something about the results (Doug Reeves ,
2005)
Like successful athletic coaches, the best teachers
recognize the importance of ongoing assessment
and continuous adjustments on the part of both
teachers and students as the means to achieve
maximum performance (Doug Reeves ,2005)
12
CHALLENGES TO CONTINUOUS
ASSESSMENT
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Teachers attitude towards CA

Teachers skills in test construction, and
administration
Limited knowledge of administrators,
supervision/monitoring team
Resources
Class-size
Teachers work-Load
Teachers record keeping
13
QUESTIONS TO PONDER
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What is your view?

Does it work?
What do you think are the practical challenges in
your real life?
Are they difficult to control?
What strategies do you use to control them?
14
TIPS ON QUESTIONING IN
CLASSROOMS
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In order to use questioning effectively, teachers

should:
be clear about the purpose of questioning and the type of
answer sought;
ask open-ended questions that invite elaborated answers;
state the name of the desired respondent immediately
after the question;
invite responses from small groups as well as individuals;
acknowledge occasionally what pupils say; without further
questioning;
acknowledge what pupils say, and repeat or write their
words as validation;
encourage and reward pupils who answer by providing
feedback on answers;
15
WHAT IF THE ANSWERS ARE

INCORRECT?
(Bruning et al. 2004: 23346) cited in (Jordan, Carlille, Stake,

2008)
12/2/16
With incorrect answers, teachers should:

not simply say that answers are wrong;
seek other responses to avoid loss of the pupils self-esteem;
ask pupils to explain their reasoning;
offer clues to re-focus thinking;
In general, teachers should avoid:
leading questions that contain the answer;
question that require guessing what teacher wants to hear;
asking so many questions that learners disengage.
16
TEST CONSTRUCTION
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Objectives:
At the end of this training the trainees will be
able to
Discuss general principles for test construction
Differentiate types of test items
Identify the advantage and disadvantage of each
type of test item
Construct different type of test.
17
PLANNING THE CLASSROOM TEST

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Definition
Testing is the process of finding out how much
someone knows, or how well they can do
something by giving them a set of questions to
answer or an activity to perform.
18
WHY DO WE TEST?
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to measure progress
to measure the effectiveness of teaching
to motivate learners
to plan future teaching
to determine which course or class students
should attend (i.e. for promotion to next level)
to give a clear level of attainment for reports &
certificates
19
GENERAL CATEGORIES OF TESTS
3)
2)
Placement (entry): To determine which

level/course/class would be most suitable for
new students.
Diagnostic: To focus specifically on areas
of difficulty, and reveal exactly what are the
problems that need attention in future
teaching.
Progress: To measure progress at an
intermediate stage of a course and give
feedback to students, teachers and
administration authorities.
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1)
20
CONTD
12/2/16
4) Achievement / attainment: To arrive at a final

measure (grade) of what has been achieved at the
end of a course.
5) Proficiency: To measure overall proficiency in
the subject/program.
21
QUALITIES OF A GOOD TEST
Motivation: a test can have a positive effect on students

when presented as a clear goal/aim. Similarly, the results
can be motivating in terms of showing students their
progress over the course.
Administrable: a test should be able to be administered without
complications and be marked quickly.
Reliability: consistency of a test results if administered a second time for a

group of students (providing no teaching or learning has taken place in
between). Similarly, the test should be objective so that different examiners
will award the same marks.
Discrimination: there should be a range of performance levels within the
students in order to focus clearly on their individual strengths and weaknesses.
Thus a test where all the class score 100% serves little purpose.
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Validity: ability of a test to measure what it intends to

measure. For example, a listening test (language) should
not include marks for the grammatical accuracy of the
answers.
22
PLANNING THE CLASSROOM TEST
1. The objectives have to include important out come of the course

List of objective for specific course must take into account
The philosophy of the school
The ability &needs of the students, and societal demands
The available facilities in the school and community
The teaching method used
2. The objectives have to be in harmony with the general goals of the school
3. The objective should be in harmony with sound principle of learning
Should appropriate to age level & readiness
Related to needs & interest of the student
Include applicable learning outcomes
4. The objectives should be realistic in terms of students time
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A) Formulating Educational Objectives

Criteria for selecting appropriate
objectives
23
PLANNING. CONTD
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B) Preparing Table of specifications/ test blue print

A test blue print is a two way chart that integrates the
content & the instructional objectives. It ensures that your
test will include a variety of items that tap different levels
of cognitive complexity. It serves as a basis for setting the
number of assessment tasks and for ensuring that the
assessment will have the desired emphasis and balance.
Therefore, the elements of a complete test plan include:
a) Content topics to assess
b) Types of thinking skills to assess
c) Specific learning target to assess
d) Emphasize number of tasks or points) for each learning
target to be assessed
24
PLANNING. CONTD
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Purpose of table of specification

Identify clearly the scope emphasized by the test
Relate the objectives to the content
Use to balance construction of the test
Prevent testing from content areas and
taxonomical level where it is easy to develops test
items.
25
Sample of a table of specification of 3nd year Measurement and Evaluation

Students Mid-term examination, 2009
Definition of terms
Characteristics of quality test
Domains
of
educational
objectives
Table of specification
2
2
-
2
2
1
1
1
-
2
1
Total
Contents
Synt
hesis
/
Eval
uatio
n
1
1
Tota
l
5%
8%
3%
4%
Objectives
A
Anal
pp ysis
lic
ati
on
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Instructional
Knowl
Un
edge
der
sta
ndi
ng
20%
26
PLANNING. CONTD
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C) Determine appropriate types of test item ( T/F,

Match, Multi-choice ..)
D) Determine number of test items/questions
E) Prepare relevant test item
27
GENERAL PRINCIPLE OF TEST

CONSTRUCTION
Each item should be independent of all others-the answer of an item should not require
answer to the other.
Item should have one correct or best answer on which agreement is made.
Do not quote directly from the text-it makes students memorize rather than requiring high
level of thinking.
Avoid tricky questions
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A test should measure clearly defined learning outcome.

A test should measure representative sample of learning task
included in the instruction
A test should include most appropriate items that measure
desired learning outcome
A test should be reliable for accurate interpretation
A test should fit to particular uses that will be made of the test
A test should appropriate to the ability level and it should
improve learning
A test should be free from extraneous factors ( reading difficulty,
ambiguity, long and complex sentences, difficult vocabularies, etc.)
28
CONSTRUCTING TRUE/FALSE TEST ITEMS
Relatively easy to construct

It allow extensive (wide) content sampling
Scored with high degree of objectivity and easy to
score
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True/ False test item consists declarative statement

that the learner is asked to mark true, or false, right or
wrong correct, or incorrect, yes, or No, fact or opinion,
agree or disagree, and the like. In each case there are
only two alternative possible answers.
It is used to measure facts, definition of terms, and
statement of principles which is relatively simple
learning outcome.
Advantage of True / False item
29
CONTD
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Disadvantage of True / False items

It is limited to measure mastery of facts,
knowledge, on isolated ( simple learning outcome
in knowledge area) trivial facts
Difficult to test complex (higher) learning
outcome
Same times weaker students do well as even
better than the high fast learners
Ease of guessing- since it has only two options
there is 50% chance to get the correct answer
Susceptible to cheating peer over a shoulder can
get a whole raw of answer at once
30
CONTD
Avoid placing items in systematic order

Make sure the statement is clearly true or false.
Make number of false statement proportional to number of
true statement. T=F=2
Do not use absolutes such as all, every, never, none, only,
completely, always since they are mostly false. Similarly avoid
specific determiners such as usually, often, sometimes,
generally are mostly true and give clue
Keep items short. Long items are harder to read and
more difficult to judge true or false.
Avoid negative particularly double negative, if used under line
or bold them to minimize confusion.
Length of true statement and false statement should
approximately be the same.
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Guide line for preparing True /False test item
31
CONSTRUCTING MATCHING TEST ITEM

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The standard matching format consists of two

columns: One column contains the questions or
problems to be answered or the premises and the
other column consists of the answers/option or
response. They contain related words, phrases, or
symbols. Students must match elements on one
list with associated elements on the other
list based on specific instructions.Students pair
the elements in each
list and record the answer.
Matching test items are ideally suited for
testing
terminologies, knowledge of facts, charts, diagrams,
etc.
32
CONTD
12/2/16
Advantage
Easy to construct and easy to score
Enables to measure wide areas in short
paired of time.
Disadvantage
Restricted to factual items based on rote
memorization
Elimination problem if number of premises
and number of response are equal.
Difficult to get homogenous materials.
33
CONTD
Clearly specify in the stem (directions) how the students

are to match the question and the answer.
Always place the questions in the left-hand column
and it should be larger phrase or statement than the answers
which has to be placed in the right-hand column.
Premises and responses should be fairly short and homogenous.
Specify in the directions how often students may use
the answers.(whether it used more than once)
Place both the problem and options on the same page. Students
should not have to turn back and forth for the answer.
Arrange items numerically or alphabetically
Have more option than premises to avoid elimination
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Suggestion to construct Matching testItem
34
CONSTRUCTING MULTIPLE- CHIOCE TEST

ITEMS
Stem: This is the part of the item in which the problem is

stated for the examinee. It can be a question, a set of
directions or a statement with an embedded blank.
Terminologies
12/2/16
Multiple choice test item is the most widely applicable type of

test that contains two part These are: The stem which
contains the problem that may be stated as a direct question
or an incomplete statement and the alternative or lists of
suggested answers which include words, numbers, symbols,
and phrases.
Options/Alternatives: These are the choices given for the

item.
Key: This is the correct choice for the item.
Distracters: These are the incorrect choices for the item. 2

Guidelines for Developing Test Item
35
CONTD
12/2/16
Advantage
It is used to measure all levels of learning from rote
memorization to higher order learning.
Scored quickly and accurately
Compared to true/false items it minimizes guessing
It offers several content sampling.
Disadvantage
It takes time and needs skill to construct effectively
because; it is difficult to get plausible and attractive
distracters.
It restrict demonstration of knowledge to the range of
provided options
It provide clue that are un available in practice
36
CONTD
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Guide line for preparing Multiple choice test

items
1. Be sure that the stem asks a clear question and it not
contain a lot of irrelevant information.
2. Avoid grammatical or verbal clues to the correct
answer
3. All destructors should be plausible and attractive that
students should be forced to read all options.
4. Avoid making the correct answer longer than the
incorrect once because long sentences are selected more
5. Avoid using all of the above, because it is usually the
correct answer and make the item too easy for the
students with partial information.
37
CONTD
reduce the chance of guessing.

7. Avoid interdependent items where the answer to
one item is necessary to work the next item
8. List options on separate lines arranged in
vertical column to clearly distinguish each option
from the other.
9. Use three to five options
10. Use negative questions or statements if the
knowledge being tests requires it.
11. To increase the difficulty the item increases the
similarity of the content among the options.
12/2/16
6. Use options None of the above some times to
38
CONSTRUCTING SUPPLY TEST ITEMS

12/2/16
The supply test item is a free response type

of item in which the student give their
response in words, phrase, symbols, or numbers.
It is categorizes in to Completion items and short
answer items. However, they are essentially the
same differing only in the method presenting the
problem. In the case of short answer item direct
question is used where as the completion item
consists of incomplete statements.
39
CONTD
Stress on rote recall and encourage student to

spend their time on rote memorizing of trivial
details rather than seeking important
understanding
In other words it is not suitable to measure
higher order of learning outcomes.
Disadvantage
12/2/16
Advantage
Easy to construct
Accurately and efficiently scored
Reduce guessing.
40
CONTD
Omit key words or phrases and substitute by blank space so that the required
answer will be definite and clear
Avoid indefinite statement that may be logically answered by several item
Avoid excessive blanks in a single item when too many blanks are left an
incomplete statement has no meaning or it becomes ambiguous
Do not take statements directly from the text as basis for short answer item
because it promotes memorization.
Be sure that the question or statement poses problem to the examine. A direct
question is often more desirable than an incomplete statement.
Eg poor item- The first Ethiopian prime minster is?
Better item- who is the first Ethiopian prime minster?
Word the statement in such a way that the blank is near end of the sentence
than nearer the beginning.
The length of the blank space should be equal in length unless it gives clue to
the students. However, be certain to include sufficient space for the longest
response.
If the problem requires a numerical answer indicate the units in which it is to
be expressed.eg kg, m, km etc.
12/2/16
Guideline to construct supply test item.
41
CONSTRUCTING SUBJECTIVE TEST ITEMS

(ESSAY)
12/2/16
Essay tests involve relatively subjective

scoring process and the item requires the
student to answer a question with an
original written response. It is classified in to
restricted and extended responses. Extended
response essay provide a wide range of altitude
and gives freedom to pupil to write his/her idea
in a broad way. While, restricted response essay
limits the response of the pupil.
42
CONTD
12/2/16
Essay test uses for:

A comparison or contrast of items and
procedures.
A decision for or against system or equipment
operation.
Relationships such as causes andeffects.
Illustration (sketch) of principles learned.
Statement of purpose in the selection of a
method or technique.
Criticism of the adequacy or correctness of a
diagram or procedure.
43
CONTD
12/2/16
Advantage
Easy to construct
Used as a device for improving writing skills
Help to assess complex learning outcomes, which
can not be measured by other means.
disadvantage
It is time-consuming and difficult to score. The
essay item must be scored by an individual
knowledgeable in the subject area, unless
only one basic response is possible to a
given question or requirement,
Measure only limited sample
44
CONTD
State clearly and precisely what type of response is

required.
Place limits on the response by identifying the
major points the students should address, the
length of the response required, and time
students may spend on the response.
Avoid the use of optional questions because there
is no common ground to evaluate their
achievements. Moreover it may has undesirable
influence on students study habit and encourage
students to prepare relatively in few areas.
12/2/16
Guidelines for formatting the essay test

item:
45
SCORING AND ANALYZING CLASS ROOM

TEST ITEM.
Preparing test early and constructing surplus

test item is important because, it makes
easier to review, select and arrange the item
for final use. Extra items make it easy to
eliminate those items found to be defective. It
also provides some latitude in fitting the final
draft of the test to the test plan. In
assembling test the following point should be
considered. These are: Recording, Reviewing
test item, Arranging, writing direction, and
reproducing
12/2/16
Assembling
46
CONTD
As test items are being constructed, it is desirable to write

each item on a separate index card or using computer to
address and retrieve individual items. In addition to the test
item, the card should contain information concerning:
The instructional objectives,
The specific learning outcome, and
The content measured by the item.
A space should also be reserved on the card for item analysis
information. This is usually placed on the back of the card to
allow room to record the data each time the item is used.
Placing each item on a separate card provides change if
needed such as to: review and edit, eliminate, add, or revise
with very little difficulty (by sorting the card).
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Recording of Test Items
47
CONTD
In this section it is necessary to focus on some aspects of

item construction that are overlooked by asking fellow
teachers to review and criticize the item. The review should
focus on the following points:
Whether the format is appropriate for learning outcome
being measured, such as True/false, matching, multiplechoice,
Whether the thinking skill match the specific learning outcome and subject matter content being measured
Whether the point of the item is clear
Whether the item has one correct answer upon experts
agreed
Whether it is free from irrelevant clues, racial (color),
ethnical and gender bias.
12/2/16
Reviewing test item,
48
CONTD
12/2/16
Arranging the test item,

Items should be arranged before they are administered. Arrangement
of items can be made by systematic consideration of: types of items,
learning outcomes measured,
difficulty of items, and
the subject matter measured.
The format of arrangement should be from simple to complex item
that measure simple recall should precede those that measure
understanding and application. According to Grunlund (1985) item
format can be arranged as:
True/False or alternative response test item,
Matching test item,
Short answer test item,
Multiple-chase test item,
interpretive test item and
Essay test item.
49
CONTD
12/2/16
Writing test direction

The given direction should transmit clear information concerning
what to do, how to do, and where to record the answer. Similarly, as
Gronlud cited in Linn and Miller, 2005 whether written, oral or both
the direction should include the following points:
Purpose of the test or assignment
Time allowed to complete the test
Value of the test item
Direction for responding,
How to record the answer
Whether or not students should guess at any answer they may be
unsure of
The amount of detail devoted to each of these point depend mainly
on the age level of learners, comprehensiveness of test, complexity of
test item and the experience of the learners with the testing
procedures used.
50
ADMINISTERING THE TEST

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Administering the test

The most important thing in administering any classroom test
or assessment is that all students must be given a fair chance
to demonstrate their achievement. This means the physical
and psychological environment should be suitable to their best
efforts in order not to interfere with students performance
Physical Conditions:
Physical Conditions are the physical setting of the
environment such as :
Adequate place and seat in the room,
Appropriate light,
Ventilation, (comfortable temperature),
Free from noise (launch period, noise of band practice and
others) and the like.
51
CONTD
12/2/16
Psychological conditions
Psychological conditions are concerned with the learners
psychological conditions such as:
The examines should be relaxed as much as possible,
Student should be informed as there is a test earlier
Adequate time should be provided to complete the test
Do not give test during pleasant activities of the examinees
such as lunch time, sport season and the like.
Do not give test immediately before or after long vacation.
Try to establish positive mental attitude because test do
induce anxiety and test anxiety affect optimum performance.
Do not communicate at all ones examination is started and
avoid unnecessary interruption
Do not compromise with cheating.
52
SCORING AND RECORDING TEST ITEM

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Scoring procedure will depend on the types of items used.

However in all case it involves comparing each students
response to the key. Moreover, spelling, grammar and the
like are need to considered and should be given separate
score. In the case of objective items all the item should
have equal width.
Scoring Essay type test item
In scoring essay:
Use appropriate method to minimize biases and pay
attention to the significant and relevant aspects of the
answer.
Apply uniform standard to all papers in order not to be
affected by unique individual response
Grade items one at a time.
53
REPORTING
12/2/16
Different groups of people need to know the test

result: Student, parent, administrators,
counselor, teachers, and college admission
officers. To use it for incentive, feedback,
guidance, and for different purposes such as
Parents detect weak areas of their children
Administrators, counselors and teachers to
make important decisions
54
12/2/16
55
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12/2/16

ASSESSMENTS: PROS AND CONS

What major forms of assessment do you know?

How can educators close the gap between

Continuous assessment is an assessment approach which should

students are evaluated from one stage to the other through

CA is guidance-Oriented :- the information

to collect enough evidence to get representative

Cumulative in nature :- Teachers have

Increase students confidence

CONTINUOUS ASSESSMENT TOOLS

Should be explicit, valid, reliable

Generally, there are a variety of issues that

It is not about giving the assessment; it is about

Teachers attitude towards CA

What is your view?

In order to use questioning effectively, teachers

WHAT IF THE ANSWERS ARE

(Bruning et al. 2004: 23346) cited in (Jordan, Carlille, Stake,

With incorrect answers, teachers should:

PLANNING THE CLASSROOM TEST

GENERAL CATEGORIES OF TESTS

Placement (entry): To determine which

4) Achievement / attainment: To arrive at a final

QUALITIES OF A GOOD TEST

Motivation: a test can have a positive effect on students

Reliability: consistency of a test results if administered a second time for a

Validity: ability of a test to measure what it intends to

PLANNING THE CLASSROOM TEST

1. The objectives have to include important out come of the course

A) Formulating Educational Objectives

B) Preparing Table of specifications/ test blue print

Purpose of table of specification

Sample of a table of specification of 3nd year Measurement and Evaluation

C) Determine appropriate types of test item ( T/F,

GENERAL PRINCIPLE OF TEST

A test should measure clearly defined learning outcome.

CONSTRUCTING TRUE/FALSE TEST ITEMS

Relatively easy to construct

True/ False test item consists declarative statement

Disadvantage of True / False items

Avoid placing items in systematic order

Guide line for preparing True /False test item

CONSTRUCTING MATCHING TEST ITEM

The standard matching format consists of two

Clearly specify in the stem (directions) how the students

Suggestion to construct Matching testItem

CONSTRUCTING MULTIPLE- CHIOCE TEST

Stem: This is the part of the item in which the problem is

Multiple choice test item is the most widely applicable type of

Options/Alternatives: These are the choices given for the

Distracters: These are the incorrect choices for the item. 2

Guide line for preparing Multiple choice test

reduce the chance of guessing.

6. Use options None of the above some times to

CONSTRUCTING SUPPLY TEST ITEMS

The supply test item is a free response type

Stress on rote recall and encourage student to

Guideline to construct supply test item.

CONSTRUCTING SUBJECTIVE TEST ITEMS

Essay tests involve relatively subjective

Essay test uses for:

State clearly and precisely what type of response is