Assemble Test

There are four steps in assembling a good test.

Collect test questions

A good approach of collecting test questions is to create a question card or file, on which test questions are written or recorded each time you prepare a lesson plan or at the end of each teaching session (Worthen et al., 1999). This would make it easier and more effective to create questions to assess the important aspects of the instruction. A question card or file may include the question(s), answer(s), distractors, course name, unit title, and other information.

Review test questions

The question cards or files also help you review and refine the questions. Worthen et al. recommend use the following questions to review the questions.
  • Is the test format appropriate for what you want to test?
  • Is the intent of the question unambiguous?
  • Is the question straightforward?
  • Is the difficulty level of the question appropriate?
  • Does the question have one "best" answer?
  • Is the question free from bias?
  • Is the question free from any irrelevant clue?
The above questions focus on creating individual questions. When those questions are combined together into a test, other problems may arise. Worthen et al. further suggest considering the following issues.
  • Is the group of questions representative of the course content?
  • Do questions sufficiently cover the material taught?
  • Is the group of questions free from unnecessary overlap and duplication?
  • Are all questions independent?
  • Is the time required to answer the items appropriate?

Format test

The following are general guidelines for formatting the test (Kubiszyn & Borich, 2003; Worthen et al., 1999).
  • Questions with similar formats should be grouped together.
  • Arrange questions from the easiest to the most difficult.
  • Make the test as readable as possible (e.g., spacing, clear illustrations, font size and type, keep the question stem and options on the same page, etc.).
  • Avoid predictable response patterns (e.g., TFTFTFTF, TTFFTTFF, etc.).

Prepare directions for test

Clear directions are essential (Worthen et al., 1999). Make sure all students understand the test directions, especially those who have limited reading ability or who are not a native speaker. Good test directions should explain what students need to do, how to do it, where to write down the correct answer, how the given information is used, etc. Consider the following guidelines in writing directions.
  • Provide a specific set of directions for each different type of question format.
  • Explain the basis for scoring (e.g., partial credit, point deduction due to grammar errors, spelling mistakes, etc.).
  • Specify the amount of time allowed on the test.
If testing is done outside class or outside the learning management system, inform students where, when, and how to take the test. If a testing center is used, provide necessary information to help students plan (e.g., open hours, locations, contact information, fees, etc.).

Reflection

  • How often do you review your test questions?
  • How do you format your test questions?
  • Are the directions for all your tests clear and concise?

Reference

  • Kubiszyn, T., & Borich, G. (2003). Educational testing and measurement: Classroom application and practice (7th ed.). New York, NY: John Wiley & Sons.
  • Worthen, B. R., White, K. R., Fan, X., & Sudweeks, R. R. (1999). Measurement and assessment in schools (2nd ed.). New York, NY: Addison Wesley Longman.

What's Next

We will discuss test administration.