This document discusses key criteria for developing a valid test, including ensuring test items match instructional objectives and emphasis, including enough items to adequately measure objectives, achieving scorer agreement, having an appropriate difficulty level to differentiate performance, reliability in scoring, fairness for all test takers, providing sufficient time, and an absence of bias.

2. 
The items on the test match the objectives
targeted during instruction (Validity)

3. 
The spread of items on the test matches
the level of emphasis for the different
topics/areas during teaching

4. 
– number of items enough to adequately measure
the objectives

5. 
All markers have agreed to the same
response and scoring.

6. 
The test should not be too easy that all
score full marks or too hard that all score
zero. Need a spread of items to give an
appropriate spread of scores

7. 
Discrimination –should discriminate
between the strongest and weakest
students

8. 
Reliability – speaks to consistency in
scores attained

9. 
Fairness
◦ equal opportunity for all, matching test items to
objectives/lesson taught, conditions under
which test is done etc.

10. 
Speed
◦ enough time should be given for test takers to
adequately respond to the items/carry out tasks
required.

11. 
Absence of bias
◦ There should be nothing in or about the test
that discriminates against candidates from a
personal perspective