Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

Step-by-Step
Guidelines for
Creating Tests
• Determine which types of items are best for the testing
situation, and then write them.
• Write explicit directions for the test sections indicating credit on
each section.
• Organize the layout (group like items together; start with easy
items; number the items).
• Make the answer key.
• Review patterns of responses (avoid sequences such as
ABABCABABC).
• Use alphabetic, chronological, or numerical sequences to
determine how response choices are organized, all of which
will help you avoid getting into a pattern of responses.
• Consider scoring.
• Weight test points according to types of item, learning
assessed, and student effort involved.
• Score test papers anonymously.
• Observe student confidentiality.
• Review the final product. Are the items concise
• Have inadvertent clues been avoided
• Do the number of items written for each objective, or topic
area, represent the emphasis placed on them during
instruction
• Do the difficulty levels of the items seem appropriate
• Is the length of the test appropriate
• Are the test items readable (understandable)
• Have spelling errors and typos been corrected
• Ask an “outside reviewer” available to critique the test for
content, difficulty level, and timing.
• Make final changes and then duplicate the test.
Constructing
Performance
Tests
Advantages -- The truest measure of whether a learner is able to
do something is to watch the learner do it. Performance tests
provide an opportunity to make this kind of measurement. As long
as you are able to observe the student’s performance of some
prescribed task, your confidence in the student’s ability is affirmed.
Section: Student Assessment 166 Chapter 12: Testing Issues