The document outlines the steps involved in developing and administering a test: 1) Determining the objectives and purpose of the test, 2) Developing a test blueprint to guide item sampling, 3) Creating items and determining scoring methods, and 4) Administering and analyzing the test results. It also discusses different types of learning objectives, domains of learning, and considerations for test design like open vs. closed book and testing frequency.

3. Determining the reason for testing
Determining and writing the objectives to be met
by the test
Determining the best type of item that will meet
the objectives of the test
Developing a test a blueprint or table of
specifications

4. Determining the answer key, scoring criteria and
directions for administration of the test
Determining the best way to present items
Administering the test
Evaluating students progress in relation to the
objectives of testing
Modifying test behavior and instructional strategies

5. Scoring the test according to the answer key and
scoring criteria
Analyzing the items to determine ambiguity,
miskeying and difficulty level
Developing and maintaining a test item file
Analyzing the test as a whole

6. Process and Product Objectives
Behavioral and Implicit Objectives
Immediate and Ultimate Objectives
Restricted and Inclusive Objectives

7. Example:
Restricted:
Orally identifies the following colors:
red, yellow, blue, green, orange, and violet.
Inclusive:
Orally identifies primary and secondary
colors.

8. TheCognitive,Affectiveand Psychomotor
Domains

9. Emphasizes the attainment, retention and
development of knowledge and intellect.
Six Categories of Cognitive Domain:
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

10. Encompasses those behaviors
characterized by feelings, emotions or
value.
Five Levels of affective Domain:
Receiving or Attending
Responding
Valuing
Organization
Characterization by aValue orValues Complex

11. Refers to muscular or
motors behaviors

12. ITEM SAMPLING AND
SELECTION
T H E T E S T B L U E P R I N T

13. A two-way grid and the most
effective way to ensure adequate
representation of items.

14. 1.The relative importance or weight assigned
content areas.
2.The relative emphasis given to the levels of
complexity in Bloom’sTaxonomy.
3.The amount of class time devoted to each topic.

15. One of the most important
RESPONSIBILITIES of
teachers is to determine
which students outcomes
are to be GIVEN HIGH
PRIORITY.

16. Open-Book and Closed-Book Examination
The Frequency ofTesting
The Effect of UnannouncedTest
Modes of Item Presentation