Module 9 Flashcards
An umbrella term for all that goes into the process of creating a test.
TEST DEVELOPMENT
a stage in the process of test development that entails writing test items (or re-writing or revising existing items), as well as formatting items, setting scoring rules, and otherwise designing and building a test.
TEST CONSTRUCTION
Action taken to modify a test’s contentor format for the purpose of improving the test’s effectiveness as a tool of measurement.
TEST REVISION
What are the concepts about test development:
》TEST DEVELOPMENT
》TEST CONSTRUCTION
》TEST REVISION
Test Development Process (step by step)
• TEST CONSCEPTUALIZATION
• TEST CONSTRUCTION
• TEST TRUYOUT
• ITEM ANALYSIS
• TEST REVISION
Answers some preliminary questions like who will use the test? Who will take the test? etc.
TEST CONSCEPTUALIZATION
in general, to the preliminary research surrounding the creation of a prototype of the test.
Pilot work (pilot study, and pilot research)
May be defined as the process of setting rules for assigning numbers in measurement.
SCALING ⚖️
Which can be defined as a GROUPING OF WORDS, STATEMENTS, or SYMBOLS on which-judgments of the strength of a particular trait, attitude, or emotion are indicated by the testtaker.
RATING SCALE✨️
final test score is obtained by SUMMING the ratings across all the items.
SUMMATIVE SCALE✨️
Is used extensively in psychology, usually to scale attitudes
LIKERT SCALE✨️
Entails JUDGEMENT of a stimulus in COMPARISON with every other stimulus on the scale.
COMPARATIVE SCALING✨️
Is yet another scaling method that yields ORDINAL-LEVEL MEASURES.
GUTTMAN SCALE✨️
An item-analysis procedure and approach to test development that involves a GRAPHIC MAPPING of a testtaker’s responses.
SCALOGRAM ANALYSIS✨️
The RESERVOIR or well from which items will or will not be drawn for the final version of the test.
ITEM POOL✨️
VARIABLES such as the FORM, PLAN, STRUCTURE, ARRANGEMENT AND LAYOUT of individual test items collectively.
ITEM FORMAT✨️
Require testtakers to SELECT A RESPONSE from a set of alternatives response.
SELECTED-RESPONSE FORMAT ✨️
Require testtakers to SUPPLY OR TO CREATE THE CORRECT ANSWER, NOT MERELY TO SELECT IT.
CONSTRUCTED-RESPONSE FORMAT ✨️
a MULTIPLE CHOICE ITEM that contains only TWO POSSIBLE RESPONSES.
BINARY-CHOICE ITEM ✨️
requires the examinee to PROVIDE A WORD OR PHRASE that COMPLETES A SENTENCE.
COMPLETION ITEM (SHORT ANSWER ITEM) ✨️
a test item that requires the testtaker to respond to a question by WRITING A COMPOSITION, typically one that demonstrates recall of facts anderstanding, analysis, and/or interpretation.
ESSAY ITEM ✨️
a relatively LARGE AND EASILY ACCESSIBLE COLLECTION OF TESTS QUESTIONS.
ITEM BLANK✨️
refers to an interactive, COMPUTER ADMINISTERED TEST-TAKING PROCESS wherein items presented to the testtaker are based in part on the testtaker’s performance on previous items.
Computerized-Adaptive Testing (CAT) ✨️
refers to the DIMINISHED UTILITY of an assessment tool for distinguishing testtakers at the “LOW END OF THE ABILITY, TRAIT or other attribute being measured.
FLOOR EFFECT ✨️
refers to the DIMINISHED UTILITY of an assessment tool for distinguishing testtakers at the “LOW END OF THE ABILITY, TRAIT or other attribute being measured.
FLOOR EFFECT ✨️
refers to the DIMINISHED UTILITY of an assessment tool for distinguishing testtakers at the “HIGH END” of the ability, trait, or other attribute being measured.
CEILING EFFECT ✨️
referred to as the ABILITY OF THE COMPUTER TO TAILOR THE CONTENT and order of presentation of test items on the basis of responses to prevtous items.
ITEM BRANCHING ✨️
The TEST SHOULD BE TRIED OUT on people who are similar in critical respects to the people for whom the test was designed.
TEST TRYOUT ✨️
comparing a TEST TAKER’S SCORE on ONE SCALE within a test TO ANOTHER SCALE within that same test.
IPSATIVE SCORING ✨️
test taker responses earn credit toward placement in a PARTICULAR CLASS OR CATEGORY with other test takers whose pattern of responses is presumably similar in some way.
CLASS SCORING (CATEGORY SCORING) ✨️
Guidelines for item Writing:
✔️Define clearly what you want to measure.
✔️Generate an item pool.
✔️Avoid exceptionally long items.
✔️Keep the level of reading difficulty appropriate.
✔️Avoid double-barreled items.
✔️Consider mixing positively and negatively worded statements.
