An Introduction to An Introduction to Test ConstructionTest Construction

By the end of this session, you will:By the end of this session, you will:

Know what should be the basis of all Know what should be the basis of all test/exam questions.test/exam questions.

Be able to connect assessment methods Be able to connect assessment methods with your goals for students’ learning.with your goals for students’ learning.

Know how to write effective multiple Know how to write effective multiple choice questions.choice questions.

Know how to write and grade essays.Know how to write and grade essays.

Basis of Exam QuestionsBasis of Exam Questions

The basis of all exam questions should be The basis of all exam questions should be learning outcomeslearning outcomes..

Using Using Bloom’s TaxonomyBloom’s Taxonomy can help you clarify can help you clarify what you want students to learn.what you want students to learn.

By setting learning outcomes at different levels By setting learning outcomes at different levels of Bloom’s Taxonomy, you will target exactly of Bloom’s Taxonomy, you will target exactly what you want students to know, be able to do, what you want students to know, be able to do, or have experienced as a result of learning or have experienced as a result of learning activities in class.activities in class.

Bloom’s TaxonomyBloom’s Taxonomy

A system created to improve testing A system created to improve testing precision by categorizing cognitive precision by categorizing cognitive functioning into distinct levels. functioning into distinct levels. Appropriate questions could then be Appropriate questions could then be developed to assess the desired level.developed to assess the desired level.

System was developed by psychologist System was developed by psychologist Benjamin Bloom at the University of Benjamin Bloom at the University of Chicago in the late 1940s.Chicago in the late 1940s.

Bloom’s TaxonomyBloom’s Taxonomy

KnowledgeKnowledge ComprehensionComprehension ApplicationApplication AnalysisAnalysis SynthesisSynthesis EvaluationEvaluation High

Low

Bloom’s TaxonomyBloom’s Taxonomy

Taxonomy is simply a system of categorizing and Taxonomy is simply a system of categorizing and organizing.organizing.

It is useful in illustrating how certain question types are It is useful in illustrating how certain question types are better choices for assessing different levels of student better choices for assessing different levels of student mastery.mastery.

An awareness of these levels can help to determine An awareness of these levels can help to determine how well the students really know the subject.how well the students really know the subject.

The taxonomy is hierarchical; each level is subsumed The taxonomy is hierarchical; each level is subsumed by the higher levels.by the higher levels.

So, a students functioning at the ‘application’ level has So, a students functioning at the ‘application’ level has also mastered the material at the ‘knowledge’ and also mastered the material at the ‘knowledge’ and ‘comprehension’ levels.‘comprehension’ levels.

Designing and Constructing Designing and Constructing a Class Testa Class Test

1.1. Determine the aim(s) of the Determine the aim(s) of the testtest

2.2. Decide what weightage you Decide what weightage you should giveshould give

3.3. Decide on testing formats Decide on testing formats for each skillfor each skill

4.4. Make decisions on specific Make decisions on specific issuesissues

5.5. Draw up a table of Draw up a table of specificationsspecifications

6.6. Establish administration Establish administration proceduresprocedures

7.7. Vet items writtenVet items written8.8. Pre-test the testPre-test the test9.9. Do item analysis and build a Do item analysis and build a

test banktest bank

Test ProceduresTest Procedures

1.1. Identifying the purpose of Identifying the purpose of testingtesting

2.2. Construction of the testsConstruction of the tests3.3. Scoring and reporting Scoring and reporting

proceduresprocedures4.4. Interpretation of test scoresInterpretation of test scores5.5. Record keeping proceduresRecord keeping procedures6.6. Analysis of the test itemsAnalysis of the test items

Identifying the purpose Identifying the purpose of testingof testing

What kind of test is it to be?What kind of test is it to be? What do I want to be able to say or do What do I want to be able to say or do

with the results I obtain?with the results I obtain? What skills do I want to test and what What skills do I want to test and what

sub-skills will be focused on?sub-skills will be focused on? What are the practical constraints I have What are the practical constraints I have

to work with?to work with?

Test Blueprint / Table of Test Blueprint / Table of Test SpecificationsTest Specifications

A test blueprint is a detailed written plan A test blueprint is a detailed written plan for a test that typically includes for a test that typically includes descriptions of the test purpose and descriptions of the test purpose and target audience; the content or target audience; the content or performance areas it will cover, the types performance areas it will cover, the types of items and number to be written for of items and number to be written for each content or performance area, each content or performance area, difficulty level of item and the total difficulty level of item and the total number of items.number of items.

Writing Test SpecificationsWriting Test Specifications

Need to decide on how to testNeed to decide on how to test

- Tasks- Tasks

- Types of text- Types of text

- Topics/Themes- Topics/Themes

- Format- Format

- Weightage- Weightage

- Time allocation- Time allocation

Guidelines for Preparing a Guidelines for Preparing a Test BlueprintTest Blueprint

1.1. Range of topics to be selectedRange of topics to be selectedThe topics selected must reflect their importance in the syllabus The topics selected must reflect their importance in the syllabus and teaching in the classroom.and teaching in the classroom.

2.2. Range of skills to be testedRange of skills to be tested- Bloom’s Taxonomy is used for testing - Bloom’s Taxonomy is used for testing the cognitive domain.the cognitive domain.- HOTS are encouraged.- HOTS are encouraged.- Skills tested should reflect classroom teaching and - Skills tested should reflect classroom teaching and match the students cognitive development.match the students cognitive development.

3.3. Types of test itemsTypes of test itemsBoth objective and subjective items are preferred to capitalize the Both objective and subjective items are preferred to capitalize the strengths of these items.strengths of these items.

Guidelines for Preparing a Guidelines for Preparing a Test BlueprintTest Blueprint

4.4. Number of Items by Topic, Skill and TypeNumber of Items by Topic, Skill and Type- The number should reflect the importance - The number should reflect the importance placed on the topic and skillplaced on the topic and skill- A suitable number of items to enable - A suitable number of items to enable

interpretation of students’ behaviour.interpretation of students’ behaviour.5.5. Level of Difficulty of Test ItemsLevel of Difficulty of Test Items

- For NRT, simple, moderate, difficult items - For NRT, simple, moderate, difficult items follow a normal distribution of approximately follow a normal distribution of approximately 1 : 3 : 11 : 3 : 1- For CRT, basic or simple items are adequate.- For CRT, basic or simple items are adequate.

6.6. Allocation of MarksAllocation of MarksThe marks distribution must reflect the importance of the topics The marks distribution must reflect the importance of the topics and skills testedand skills tested

Guidelines for test constructionGuidelines for test construction

TeamworkTeamwork Vet each other’s workVet each other’s work Vet the stimulus/input materialVet the stimulus/input material

- appropriateness- appropriateness

- balance and bias- balance and bias Vet test items after they are writtenVet test items after they are written Look at the test as a whole - coherenceLook at the test as a whole - coherence

Test AdministrationTest Administration

When and where will the test be When and where will the test be administered?administered?

How will it be administered?How will it be administered? Who will administer the test?Who will administer the test? What facilities/apparatus would be What facilities/apparatus would be

necessary for the successful necessary for the successful administration of the test?administration of the test?

Scoring ProceduresScoring Procedures

Objective tests have a pre-determined Objective tests have a pre-determined correct answercorrect answer

- computers- computers

- templates- templates Subjective tests require one that is Subjective tests require one that is

suitable for skill testes or format usedsuitable for skill testes or format used

Reporting ProceduresReporting Procedures

Raw scores (marks)Raw scores (marks) GradesGrades Ranking (class position)Ranking (class position) Profile reportingProfile reporting