Main
Requirements
of an Efficient
Test
How do you know if a test is a "good" test or not?
 Is it administrable within given constraints?
 Is it dependable?
 Does it accurately measure what you want it
to measu...
It is within the means of financial
limitations, time constraints, ease of
administration, and scoring and
interpretation....
 A test that is prohibitively
expensive is impractical.
 A test of language proficiency that
take a student ten hours to...
 A test that requires individual one-to-
one proctoring is impractical for a
group of 500 people and only a handful
of ex...
 A test that takes a few minutes for
a student to take and several
hours for a examiner to evaluate
is impractical for mo...
A test that can be scored only by
computer is impractical if the test
takes place a thousand miles away
from the nearest ...
The value and quality
of a test are dependent
upon such nitty-gitty,
practical
considerations.
Each test-taker's score is interpreted in relation to
mean, median, standard deviation, and/or percentile
rank. The purpos...
Typical of norm-referenced test are standardized tests
intended to be administered to large audiences, with
results quickl...
Designed to give test-takers feedback
on specific course or lesson objectives,
that is, the “criteria.”
Criterion-referenc...
Classroom tests involving smaller
numbers, and connected to a
curriculum, are typical of criterion-
referenced testing. Te...
Testing and teaching
are interrelated.
A reliable test is consistent and
dependable.
RELIABILITY
If you give the same test to the same
subject or matched subjects on two
different occasions, the test itself
should yield...
Sometimes a test yields
unreliable results
because of factors
beyond the control of the
test writer.
The test actually measures what it is
intended to measure.
VALIDITY
• How can teachers be
somewhat assured that a
test is indeed valid?
If a test actually samples the subject
matter about which conclusions are to
be drawn, if it requires the test-taker
perfo...
Face Validity
To achieve “peak” performance on a
test, a learner needs to be convinced
that the test is indeed testing wha...
Construct Validity
One way to look at construct validity is
to ask the question “Does this test
actually tap into the theo...
“Proficiency” is a construct
 “Communicative
competence” is a
construct
“Self-esteem” is a
construct
FAIRNESS
Fairness is one that provides all students an equal
opportunity to demonstrate the skills and knowledge
being ass...
KEY COMPONENTS OF
FAIRNESS•Student knowledge of learning targets and
assessments
•Opportunity to learn
•Prerequisite knowl...
Main Requirements of an Efficient Test
Main Requirements of an Efficient Test
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Main Requirements of an Efficient Test

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Main Requirements of an Efficient Test

  1. 1. Main Requirements of an Efficient Test How do you know if a test is a "good" test or not?
  2. 2.  Is it administrable within given constraints?  Is it dependable?  Does it accurately measure what you want it to measure?
  3. 3. It is within the means of financial limitations, time constraints, ease of administration, and scoring and interpretation. PRACTICALITY
  4. 4.  A test that is prohibitively expensive is impractical.  A test of language proficiency that take a student ten hours to complete is impractical.
  5. 5.  A test that requires individual one-to- one proctoring is impractical for a group of 500 people and only a handful of examiners.
  6. 6.  A test that takes a few minutes for a student to take and several hours for a examiner to evaluate is impractical for most classroom situations.
  7. 7. A test that can be scored only by computer is impractical if the test takes place a thousand miles away from the nearest computer.
  8. 8. The value and quality of a test are dependent upon such nitty-gitty, practical considerations.
  9. 9. Each test-taker's score is interpreted in relation to mean, median, standard deviation, and/or percentile rank. The purpose in such tests is to place test-takers along a mathematical continuum in rank order. Norm-referenced
  10. 10. Typical of norm-referenced test are standardized tests intended to be administered to large audiences, with results quickly disseminated to test-takes. Such tests must have fixed, predetermined responses in a format that can be electronically scanned. Practicality is a primary issue.
  11. 11. Designed to give test-takers feedback on specific course or lesson objectives, that is, the “criteria.” Criterion-referenced
  12. 12. Classroom tests involving smaller numbers, and connected to a curriculum, are typical of criterion- referenced testing. Teachers may devote time and effort in order to offer students appropriate and useful feedback.
  13. 13. Testing and teaching are interrelated.
  14. 14. A reliable test is consistent and dependable. RELIABILITY
  15. 15. If you give the same test to the same subject or matched subjects on two different occasions, the test itself should yield similar results; it should have test reliability.
  16. 16. Sometimes a test yields unreliable results because of factors beyond the control of the test writer.
  17. 17. The test actually measures what it is intended to measure. VALIDITY
  18. 18. • How can teachers be somewhat assured that a test is indeed valid?
  19. 19. If a test actually samples the subject matter about which conclusions are to be drawn, if it requires the test-taker perform the behavior that is being measured. Content Validity
  20. 20. Face Validity To achieve “peak” performance on a test, a learner needs to be convinced that the test is indeed testing what it claims to test.
  21. 21. Construct Validity One way to look at construct validity is to ask the question “Does this test actually tap into the theoretical construct as it has been defined?”
  22. 22. “Proficiency” is a construct  “Communicative competence” is a construct “Self-esteem” is a construct
  23. 23. FAIRNESS Fairness is one that provides all students an equal opportunity to demonstrate the skills and knowledge being assessed. It should all students to show what they have learned from instruction. An assessment should not discriminate between students except on grounds of the ability being assessed.
  24. 24. KEY COMPONENTS OF FAIRNESS•Student knowledge of learning targets and assessments •Opportunity to learn •Prerequisite knowledge and skills •Avoiding stereotypes •Avoiding bias in assessment tasks and procedures

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