LESSON 1: Principles of Test Development
Principles of Test Development
1. VALIDITY - refers to the evidence base that can be provided about appropriateness of the inferences, uses, and consequences that come from assessment (McMillan, 2001a).
2. RELIABILITY - means the degree to which an assessment tool produces stable and consistent results.
Factors that affect the reliability of a test:
A) Test Factor
B)Teacher and Student Factor
C) Environment Factor
D) Test Administration Factor
E) Marking Factor
3. OBJECTIVITY - refers to the degree to which equally competent scorers obtain the same results.
4. DISCRIMINATION - does the test
discriminate the skills of the students?
5. COMPREHENSIVENESS - does the test measure all of the content studied in class?
6. EASE OF ADMINISTRATION - are there any difficulties in administrating the test?
7. PRACTICALITY AND SCORING - is the test easy to mark? Does the marking take a lot of time?
8. USABILITY - does the test provide clear instructions? Is it unambiguous?
Table of Specifications
-It is chart or table that details the content and level of cognitive domain assessed on a test as well as the types and emphases of test items. (Gareis and Grant, 2008)
Construction of TOS
• Selecting the learning outcomes
to be measured.
• Make an outline of the subject matter to be covered in the test.
• Decide on the number of items per subtopic.
• Make the TOS.
• Construct the test items.
LESSON 2: Fundamental types, Purpose and Qualities of good Tests and Related Tools
Teacher-made test is one of the most valuable instruments in the hands of the teacher to solve his purpose. It is designed to solve the problem or requirements of the class.
Guidelines for Construction of Test Items
1. Begin writing items far enough in advance
2. Match items to the intended outcomes
3. Be sure each item deals
4. Be sure the problem posed
5. Be sure that the item is independent
6. Be sure the item has one or best answer
7. Prevent unintended clues
8. Avoid replication of the textbook
9. Avoid trick or catch questions
10. Try to write items
Guidelines for Construction of Multiple-choice
1. Make a test that is practical
2. Use diagram or drawing when asking question
3. When ask to interpret or evaluate about quotations
4. Use tables, figures or charts when asking to interpret
5. List the choices/options vertically NOT horizontally
6. Avoid trivial questions
7. Use only one correct answer or best answer format
8. Use three to five options to discourage guessing.
9. Be sure that distracters are plausible and effective.
10. Increase similarity of the options.
11. Do not use “none of the above” when asking for the best answer
12. Avoid using “all of the above” options
Advantages of Multiple-Choice Test
• Measures learning outcomes from remembering to creating.
• Scoring is highly objective, easy and reliable.
Disadvantages of Multiple-Choice Test
• Time consuming to construct a good item
• Difficult to find effective and plausible distracters.
Essay
It consists of few number of questions wherein the examinee is expected to demonstrate ability to recall factual knowledge, organize knowledge and present knowledge in logical and integrated answer.
Advantages of Essay Test
• It is easier to prepare and less time consuming.
• It allows students’ freedom to express individuality in answering the question.
Disadvantages of Essay Test
• It cannot provide an objective measure of the achievement of the students
Suggestions for Grading Essay Test
• Decide on the policy for dealing with incorrect.
• Keep the scores of previously
read items out of sight.
• The student’s identity should remain anonymous.
LESSON 3: Considerations in Test Item Development
The item difficulty index is a common and very useful analytical tool for statistical analysis, in especially when it comes to determining the validity of test questions in an educational setting. The item difficulty index is often called the p-value because it is a measure of proportion – for example, the proportion of students who answer a particular question correctly on a test.
How does it work?
• a greater portion of students in
the upper group should have
selected the correct answer.
• a greater portion of students in the lower group should have
selected each of the distracter (incorrect) answers.
What is a good value?
• For exams with a normal distribution, a discrimination and above is good; 0.6 and above is very good.
•Values is close to 0 mean that most students perform same on an item. of 0.3.
• The index should never be negative.
Lesson 4: Using Technology in Test Development
Using Technology nowadays can really help teachers to grab their learner's attention. Using technology can enhance the participation and collaboration of learners inside the classroom. It makes the class more lively, active and dynamic at the same time. It is also easy for both teachers and learners to use technology to access valid and reliable information with just one click. Technology can also be beneficial when it comes to giving quizzes for our learners. We can insert questions using different apps, and we can add some images that can capture students attention.