10 Flashcards
10 Steps of Test Development (first 5 in chapter 10)
1) defining the testing universe, audience, and purpose
2) Developing a test plan
3) composing the test items
4) writing the administration instructions
5) conducting the pilot test
1) defining the testing universe, audience, and purpose
prepares a working definition of the construct that the test will measure
2) Developing a test plan
specifies the characteristics of the test, including an operational definition of the construct and the content to be measured (the testing universe), the format for the questions, and the administration and scoring of the test.
objective test format
one response that is designated as “correct”
one response that is designated as “correct”
objective test format
subjective test formats
do not have a single response that is designated as “correct”
do not have a single response that is designated as “correct”
subjective test formats
projective tests
subjective test formats because the stimuli for these tests are ambitious pictures
subjective test formats because the stimuli for these tests are ambitious pictures
projective tests
cumulative model of scoring
most common method
more the test taker responds in a particular fashion (with either “correct” answers or ones that are consistent with a particular attribute), the more the test taker exhibits the attribute being measured.
more the test taker responds in a particular fashion (with either “correct” answers or ones that are consistent with a particular attribute), the more the test taker exhibits the attribute being measured.
cumulative model of scoring
categorical model of scoring
used to place test takers in a particular group or class
used to place test takers in a particular group or class
categorical model of scoring
ipsative model of scoring
presented with two to four statements in a forced choice format.
cannot simply add up all the points
presented with two to four statements in a forced choice format.
ipsative model of scoring
pilot test
a scientific evaluation of the test’s performance
a scientific evaluation of the test’s performance
pilot test
3) composing the test items
some standard item formats, including strengths or weaknesses that may cause test developers to choose or reject them as appropriate formats in various situations.
objective items
multiple choice
true/false
forced choice
multiple choice
most often used
includes a question (stem) followed by number of responses one of which is correct, the wrong ones are called distractors
most often used
includes a question (stem) followed by number of responses one of which is correct, the wrong ones are called distractors
multiple choice
true/false
steam and direct the test takers to mark each statement one of two answers
guessing can have a large impact on the score
steam and direct the test takers to mark each statement one of two answers
true/false
forced choice
choose two or more words or phrases that appear unrelated but are equally acceptable
choose two or more words or phrases that appear unrelated but are equally acceptable
forced choice
Subjective Items
essay questions
interview questions
projective techniques
sentence completion
essay questions
questions are general and require lengthy written responses by test takers
questions are general and require lengthy written responses by test takers
essay questions
interview questions
general in scope, the person decides what is good or bad
general in scope, the person decides what is good or bad
interview quesitons
projective techniques
highly ambiguous stimulus elicit an unstructured response from the test taker
highly ambiguous stimulus elicit an unstructured response from the test taker
projective techniques
sentence completion
finish a sentence
finish a sentence
sentence completion
complex item formats
performance assessments simulations portfolios response bias social desirability acquiesence random responding and faking
writing effective items
identify item topics by consulting the test plan
be sure that each item is based on can important learning objective or topic
write items that assess information or skills drawn only from the testing universe
write each item in a clear and direct manner
use vocabulary and language appropriate for the target audience
avoid using slang or colloquial alnaguage
make all items independent
ask someone else to review items
