steps in test development

1. Steps in Test
Development

2. WHY
DEVELOP A
TEST
01
To meet the needs of a special group
of test takers
02
03
To sample behaviors from a newly
defined test domain

3. Steps in test
development 01
Defining the testing universe,
audience, and purpose
02 Developing a test plan
03 Composing the test items
04 Writing the administration
instructions
05 Conducting the pilot test

4. 01
A. The testing universe is the body of knowledge or behaviors that the
test represents,
B. The target audience is the group of individuals who will take the test
C. The purpose of the test is the information that the test will provide to
the test user.

5. To define the testing
universe, the developer
p r e p a r e s a wo r k i n g
definition of the construct
that the test will measure
1A
Defining the Testing Universe

6. When defining the target
audience, the developer
m ak es a lis t of t he
characteristics of the
persons who will take the
test.
1B
Defining the Target Audience

7. The purpose includes not
only what the test will
measure but also how the
test users will use the test
scores.
1C
Defining the Test Purpose

8. a definition
includes
operationalizing
the construct in
terms of
observable and
measurable
behaviors.
The test format
refers to the
type of
questions that
the test will
contain.
• objective
• subjective
• projective
•
cumulative
model of scoring
categorical
model of scoring
ipsative model of
scoring
After
completing the
test plan, the
test developer
writes the test
questions and
instructions and
later conducts a
pilot test.
02 DEVELOPING A TEST PLAN
Defining the Construct
and the Content to Be
Measured
Choosing the Test
Format
Administering
and Scoring the
Test
Developing the
Test Itself

9. 01
OBJECTIVE ITEMS
• Multiple choice
• True or False
• Forced Choice.
02
SUBJECTIVE
ITEMS.
03
COMPLEX ITEM
FORMATS
0
.
03 COMPOSING THE TEST ITEMS
• Essay
questions
• Interview
questions
• Projective
techniques
• Performance Assessments
• Simulations
• Portfolios

10. [1]Identify item topics by consulting the test plan
[2]Be sure that each item is based on an important learning
objective or topic
[3] Write items that assess information or skills drawn only
from the testing universe
[4] Write each item in a clear and direct manner
[5] Use vocabulary and language appropriate for the target
audience
[6] Avoid using slang or colloquial language
[7]Make all items independent
[8] Ask someone else—preferably a subject matter expert—to
review items in order to reduce unintended ambiguity and
inaccuracies
03
WRITING EFFECTIVE ITEMS

11. • Whether the test should be administered in a group and/or individually
• Specific requirements for the test administration location, such as privacy; quiet;
and comfortable chairs, tables, or desks
• Required equipment such as pencils, a computer with a removable storage
device such as an SD card or flash drive and/or Internet access
• Time limitations or the approximate time for completing the test when there are no
time limits
• A script for the administrator to read to test takers, including answers to questions
that test takers are likely to ask
• Credentials or training required for the test administratorords here,according to
your need to draw the text box size.
Administrator Instructions
Instructions for the Test Taker
Scoring Instructions
04 WRITING THE
ADMINISTRATION
INSTRUCTIONS

12. Setting Up the
Pilot Test
Analyzing the
Results
Conducting the
Pilot Study
05 CONDUCTING THE PILOT
TEST

13. ITEM WRITING
 Items are specific questions or
problems that make up a test
(Kaplan, 2009)
 An item is a specific stimulus to
which a person responds overtly or
can be scored.

14. Steps in item writing
 Define clearly what you want to measure – items must be
specific
 Generate an item pool – 3 to 4 times more than the number in
the final scale
 Avoid exceptionally long items
 Keep the level of reading difficulty appropriate for those who will
complete the scale
 Avoid double barrelled items – items that convey two or more
ideas at the same time.
 Consider mixing positively and negatively worded items - to
avoid ‘acquiescence response set’
 Be sensitive to the cultural and ethnic differences
 all answer options should be credible

15. • Order of answer options should be logical
• Items should cover important concepts and
objectives
• Negative wording should not be used
• Items should be independent of each other
• Avoid jargons and slangs

16. Item formats
• Dichotomous format
 Advantage - Easy to construct, administer or score
Forced choice
 Disadvantage - forced choice
• Likert scale
 Advantage- easy to construct, highly reliable, easy
to read and complete by the test takers
 Disadvantage- central tendency bias,
acquiescence bias, social desirability.