Developing Stage

Many test formats can be used to assess learning. The common ones include true/false, multiple-choice, matching, short answer, and essay. Which format to use depends on the level of cognitive process specified in objectives, personal preferences, testing time, and/or scoring time (Worthen et al., 1999) and available technologies (e.g., learning management system and other tools).

Good tests have good questions. The following are general guidelines to create good test questions (Worthen et al., 1999).

  • Assess only important information. Include items that provide good indicators that students master the content. Determine what knowledge and skills are worth assessing. Not all higher level learning (e.g., analyze, apply, evaluate, or create) are worth including in a test. They may not address your objectives. Instead, assess memorization first if it is essential to higher learning.
  • Write simple and clear questions. Include only relevant information, correct spelling and grammar, simple vocabulary, and unbiased statements. Make sure that objectively scored questions should have one correct answer or best answer.
  • Include questions appropriate for age, ability, individual limitations, culture, and background. Use familiar vocabulary, appropriate tasks, available equipment, etc.
  • Do not use interrelated questions. It is acceptable to use the same stimulus materials to write test questions, but students should not be required to know the answers to the previous questions in order to answer the next questions.
  • Avoid irrelevant cues and give-away questions. Avoid using common elements in the questions and correct answers, certain response positions more or less frequently, and inconsistent subject-verb agreement between the questions and answer options.
  • Do not use a direct quotation from text. Using a direct quotation tends to take the information out of context, which makes it unclear and confusing.
  • Avoid trick questions. Trick questions use trivial details (e.g., different middle names) that are insignificantly embedded in a major concept and irrelevant information.
  • Ask someone to review the test questions. Your colleagues, assessment experts, instructional designers, and/or students can offer feedback on your tests.

In addition to the general guidelines, each test format below has its own specific guidelines. Select the following options to learn what is relevant to you.

Reflection

  • Do your test questions follow these general and specific guidelines? If not, how would you revise them?

Reference

  • 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 the implementation stage.