I__. - International Military Testing Association

(4) Length of the material tested. If an objective can
be taught in three periods, it should require fewer test items
than the objective that is taught in three days.
(5) Difficultv of the material. When the material is very
difficult it may require fewer items written to a much m o r e
difficult level.
Step Three. Determine the level of learning of the test
items. Depending on the status of the curriculum, test items may
or may not already be available. While several levels of learning
exist, the following five levels are suggested for use: . _
(1) Knowledcte. Test items that measures a student's
ability to identify or recall specific terms, facts, rules, etc.
as they are taught. Knowledge represents the lowest level of
learning for a test item.
(2) Comprehension. Test items that measure a student's
ability to grasp the meaning of material. This may be done by
interpreting, explaining, or translating information. This is a
higher level of learning than knowledge, but the lowest level of
understanding.
(3) Amlication. Tests items that measure the student's
ability to use learned material in new and concrete situations.
This type of test item requires a higher level of understanding
than comprehension.
(4) Analysis. Test items that measure the student's
ability to break down material into components so that an
organizational structure may be understood. This may require the
identifcation of parts, analysis of relationships between parts,
and recognition of the organizational principles involved. These
types of test items represents a higher level of learning than
comprehension and application because they require an
understanding of both the content and the structural form of the
material.
(5) Evaluation. Test items that measure the student's
ability to judge the value of material for a given purpose. The
judgements are based on definite criteria. This type of test
item represents the highest learning level because it contains
all the other categories.
When determining the learning level that the test item
should be written to, the objective must be reflected. The
following factors should be considered:
(1) Test items must be written that support the objective.
This means that if the objective calls for a basic knowledge of
the material, the test items should be written to the knowledge
learning level.
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