Topic: Assembling The Test Student Name: Latif Qureshi Class: M.Ed Project Name: “Young Teachers' Professional Development (TPD)" "Project Founder: Prof. Dr. Amjad Ali Arain Faculty of Education, University of Sindh, Pakistan

1. Chapter 14Chapter 14
Assembling, Administering, andAssembling, Administering, and
Appraising classroom tests andAppraising classroom tests and
assessmentsassessments

2. Recording the test itemsRecording the test items
Each individual test item should be recordedEach individual test item should be recorded
separately and contain informationseparately and contain information
regarding the instructional objective,regarding the instructional objective,
specific learning outcome, and the contentspecific learning outcome, and the content
measured by each item.measured by each item.

3. Reviewing Test Items andReviewing Test Items and
Assessment TasksAssessment Tasks
1.1. Is the format appropriate for the learningIs the format appropriate for the learning
outcome being measured?outcome being measured?
2.2. Does the knowledge, understanding, orDoes the knowledge, understanding, or
thinking skill called forth by the item or taskthinking skill called forth by the item or task
match the specific learning outcome andmatch the specific learning outcome and
subject-matter content being measured?subject-matter content being measured?
3.3. Is the point of the item or task clear?Is the point of the item or task clear?
4.4. Is the item or task free from excess verbiage?Is the item or task free from excess verbiage?

4. Reviewing Test Items andReviewing Test Items and
Assessment TasksAssessment Tasks
5. Does the item have an answer that would5. Does the item have an answer that would
be agreed on by experts? How well wouldbe agreed on by experts? How well would
experts agree about the degree ofexperts agree about the degree of
excellence of task performance?excellence of task performance?
6. Is the item or task free from technical6. Is the item or task free from technical
errors and irrelevant cues?errors and irrelevant cues?
7. Is the item or task free from racial, ethnic,7. Is the item or task free from racial, ethnic,
and sexual bias?and sexual bias?

5. Arranging Items in the TestArranging Items in the Test
1.1. True-false or alternative-response itemsTrue-false or alternative-response items
2.2. Matching itemsMatching items
3.3. Short-answer itemsShort-answer items
4.4. Multiple- choice itemsMultiple- choice items
5.5. Interpretive exercisesInterpretive exercises

6. Preparing Directions for the Test orPreparing Directions for the Test or
AssessmentAssessment
1.1. Purpose of the test or assessmentPurpose of the test or assessment
2.2. Time allowed for completing the test orTime allowed for completing the test or
performing the taskperforming the task
3.3. Directions for respondingDirections for responding
4.4. How to record the answersHow to record the answers
5.5. What to do about guessing for selection-What to do about guessing for selection-
type test itemstype test items
6.6. The basis for scoring open-ended orThe basis for scoring open-ended or
extended responsesextended responses

7. Item AnalysisItem Analysis
After the test has been scored, you shouldAfter the test has been scored, you should
appraise the effectiveness of each item byappraise the effectiveness of each item by
means of item analysis.means of item analysis.
 Did the item function as intended?Did the item function as intended?
 Were the test items of appropriate difficulty?Were the test items of appropriate difficulty?
 Were the test items free of irrelevant clues andWere the test items free of irrelevant clues and
other defects?other defects?
 Was each of the distracters effective (in multipleWas each of the distracters effective (in multiple
choice items)?choice items)?