TEST CONSTRUCTION

CHARACTERISTICS OF A GOOD TEST :

1. Reliability: Uniformity in measurement

2. Utility : Cost and time effective
3. Consistency : Free from extraneous source of errors
4. Validity : How well a test measure, what it suppose to measure

PRINCIPLES OF TEST CONSTRUCTION :

1. Measure all instructional objectives

a. Objectives that are communicated and imparted to the students.
b. Designed as an operational control to guide the learning sequences and experiences.
c. Harmonious to the teachers instructional objectives.
2. Cover all learning tasks.
a. Measure the representative part of the learning task.
3. Appropriate testing strategies or items.
a. Items which appraise the specific learning outcome.
b. Measurements and tests based on the domains of learning.
4. Make test valid and reliable.
a. Reliable when it produce dependant, consistent and accurate scores.
b. Valid when it measures what it purposes to measure.
c. Test which are written clearly and unambiguously are reliable.
d. Tests with fairly more items are reliable then tests with less items.
e. Tests which are well planned, covers wide objectives and are well executed are more valid.
5. Use test to improve learning
a. Tests are not only an assessment but also it is a learning, experience.
b. Going over the test items may help teachers to reattach missed items.
c. Discussion and clarification over the right choice gives further learning.
6. Norm referenced and Criterion referenced test
a. Norm referenced is higher and abstract level of cognitive domains.
b. Criterion referenced is lower and concrete levels of learning.

TYPES OF TEST

 Diagnostic test : It help teachers and learners to identify strengths and weaknesses.
 Achievement test : It is intended to measure the skills and knowledge learned after some
kind of instructions.
 Proficiency test : It measure a learner’s level of language.
 Placements test : Help educators to place a student into a particular level or section of a
language curriculum or school.

STEPS OF TEST CONSTRUCTION

1. Planning the test

2. Preparing the test
3. Try out the test
4. Evaluating the test
 #1. PLANNING THE TEST

Planning of the test is the first important step in the test construction. The main goal of evaluation
process is to collect valid, reliable, and useful data about the student.

Therefore before going to prepare any test we must keep in mind that; (a) what is to be measured ?
(b) what content areas should be included? (c) what types of test items are to be included?

Therefore the planning of test includes 3 major considerations

1. Determining the objectives of testing

2. Preparing test specifications/BLUEPRINT
3. Preparation of item types to be included

#1 Determining the objectives of testing :

A test can be used for different purposes in a teaching learning process. It can be used to measure
the entry performance and the progress during the teaching learning process and to decide the
mastery level achieved by the students.

It answers to the questions whether the students have requisite skill to enter into the course or not,
what previous knowledge does the pupil possess.

#2 Preparing test specifications/ Blue prints :

In order to be sure that the test will measure a representative sample of the instructional objectives
and content areas we must prepare test specifications/Blue prints.

Preparation of table of specifications/Blue prints.

Preparation of table of specification is the most important task in the planning stage.

It acts as a guide for the test construction.

Table of specification/Blue print is a three dimensional chart showing list of instructional objectives,
content areas and types of items in its dimensions.

It includes 4 major steps

Determining the weightage to different instructional objectives.

Determining the weightage to different content areas.

Determining the item types to be included.

Preparation of the table of specifications.

 (i.) Determining the weightage to different instructional objectives :
For example if we have to prepare a test in general science for class x we may give the
weightage to different instructional objectives as following :
Table showing weightage to different instructional objectives in a test of 100 marks.

Objectives Weightage in % No. of questions

(marks)
Knowledge 15% 15
Understanding 45% 45
Application 30% 30
Skill 10% 10
Total 100% 100

(ii.) Determining the weightage to different content areas :

For example if a test of 100 is to be prepared then the weightage of different topics will
be given as following
❑
Weightage of a topic = (no . of pages∈the topic Total no of pages ∈the book ¿ ×
❑
Total no of marks

If a book contain 150 pages and 100 items(marks) are to be constructed then the weightage will be
given as following :

Topic no Topic page no No. of items/mars % of items/marks

1 1 to 25 17 16.7%
2 26 to 75 33 33.3%
3 76 to 110 23 23.3%
4 111 to 150 27 26.7%
Total 100 100%

(iii.) Preparation of items type to be included :

 Items used in the test construction can broadly be divided into two types Objective type
items and Essay type items.
 For some instructional purposes, the Objective type items are most efficient where as for
others the essay questions prove satisfactory.
 Appropriate item types should be selected according to the learning outcomes to be
measured.
 For example : when the outcome is writing, naming the supply type items are useful. If the
outcome is identifying a correct answer selection type or recognition type items are useful.
So that the teacher must decide and select appropriate item types as per the learning
outcomes.
 (iv.) Preparation of the table of specification :

#2 Preparing the test items :

Concept of test items:

 Test items are the individual questions, prompts or tasks that make up a test or assessment.
 They are designed to measure a specific knowledge, skill, or ability outlined in the test
blueprint.

Principles for preparing the test items :

 Preparing the test item is the second step in the test construction process.
 The test items must be appropriate for the learning outcome to be measured.
 Test items should measure all types of objectives and the whole content are.
 The test items should be free from ambiguity.
 The test items should be appropriate difficulty level.
 Test items should be free from racial, ethnic and sexual biasness.
 The test items must have clarity and fairness.

TYPES OF TEST ITEMS

______________________________________________________________________________

Objective type test Essay type test

______________________________________________

Supply type test or Selection type or

completion type test Recognition type test.

1) Answer in one 1) Multiple choice
items Extended type
word/sentence/short
answer. 2) Matching items Restricted type
2) Fill in the 3) True false items.
blanks/completion.

 Objective type test : An objective type test item is a tool which is free from all subjective
elements. There can only be one right or objective answer to an objective question.
 Wide content coverage
 Focus on measuring factual knowledge
 Objective type test can be standardized
 It requires less time in administering and scoring

Types of Objective type test :

 1. Supply or completion types : There are two types of the supply type items thet are
as follows
a. Short answer : In this form students are required to supply an answer which is
very brief generally a word or two in the form of a word, phrase, number or
symbol.
Example : what is the capital city of India ?
b. Completion : In this form, students are required to fill a blank by supplying the
answer.
Example : First battle of Panipat was fought in __________ ?
2. Recognition type or Selection type test :
A. True false ( alternative response type ) : In this type a statement is provided to
the students and they are required to indicate their choice as to whether the
given statement is true or false, correct or in-correct, right or wrong according
to given instructions.
i. Measure the logical analysis.
ii. Understanding of cause effect relationship.
iii. Ability to distinguish.

Example : Odisha is a state of India. T/F

B. Matching type : The matching type item consists of two lists and students are
required to corelate correctly one or more entries from one list with one or
more entries from the other.
Example : match column a with column b
C. Multiple choice type items : Multiple type test was first developed by E.L
Throndike but Frederick J. Kelly was the first to use multiple choice items for
assessment in 1915. Items are highly structured. Scores are more reliable than
essay type items and short answer type items. The statement in a multiple
choice type item is known as stem of the item. The suggested solutions are
called as ‘Alternatives’ or ‘Choices’ or ‘Options’. The correct alternative is called
as the ‘answer’ and the other alternatives are known as ‘Distractors’.
Example : The temple city of India is a) Jaipur b) Delhi c) Bhubaneswar d)
goa.

Essay type test : Essay type test are those tests in which the examinee is asked to discus, enumerate,
compare, state, evaluate, analyze, summarize or criticize.

 In essay type tests pupils are free to select, relate and present ideas in their own words.
 Demands subjective judgement.
 Chances of biasness of the teacher during scoring.

Types of Essay type test :

1. Restricted response type test : Limit both the content and response. Less freedom to
answer.
Example : Discuss Indian freedom struggle in about 250 words.
2. Extended response type : Allows pupils to select any factual information that they think
is pertinent, to organize the answer in accordance with their judgement. Free to answer.
Example : “ To day India needs ana idealistic education system.” Do you agree with this
statement ? Justify your view point.
 Standardized and Teacher made Test :