This document discusses standardized tests and test construction. It defines standardized tests as tests where all students answer the same questions in the same way, allowing performance to be compared. The main types of standardized tests are norm-referenced tests, which compare performance to others, and criterion-referenced tests, which compare performance to objectives. Good test construction involves planning test objectives, writing clear and valid questions, and revising the test based on analysis to ensure it reliably measures the desired content.

1. SAKSHI RANA
MSC. NURSING

2. INTRODUCTION
 Education aims at the all-round development
of a student not merely imparting knowledge
to him.
 Evaluation is the process of judging the value
or worth of an individual’s achievements or
characteristics.
 It is the judging of the goals attained by the
educational system. In order to evaluate the
student knowledge teacher uses different types
of tests.

4. STANDARDISED TEST
MEANING
A standardized test is any form of test
that requires all test takers to answer the
same questions, or a selection of
questions from common bank of
questions, in the same way, and that is
scored in a “standard” or consistent
manner, which makes it possible to
compare the relative performance of
individual students or groups of students.

5. TYPES OF STANDARDIZED
TESTS
1. Norm reference test
 Compare an individual performance with the
performance of others.
2. Criterion reference test
 Compare a person performance to a set of objectives
, anyone who meets the criterion can get a high
score.

6. FORMS OF STANDARDIZED TEST
 Achievement test
 Diagnostic test
 Aptitude test
 Intelligence test
 College-admission test
 Psychological test

7. INTERPRETTING TEST SCORES
 RAW SCORE
 PERCENTILE SCORE
 STANILE CCORE
 GRADE EQUIVALENT SCORE
 STANDARD SCORE

8. Raw Score
 Number of items a students answer correctly
 A Raw Score is simply the number of questions a
student answers correctly for a test.
 A raw score provides an indication of the variability in
performance among students in a classroom.

9. Percentile rank
 Percentage of students in the same age or grade level
 A percentile is a measure that tells us what percent of
the total frequency scored at or below that measure.
 A percentile rank is the percentage of scores that fall at
or below a given score.

10. STANINE (standard nine)
 Range from a low of 1 to a high of 9
 Stanine scores express test results in equal steps that
range from 1 (lowest) to 9 (highest).
 The average is a score of 5.

11. STANDARD SCORE
standard scores indicate a student’s relative
position in a group.

12. GRADE EQUIVALENT
 Grading refers to the process of using symbols, such as
letter to indicate various types of students progress
Example –
Letter – A , B , C
Number – 3 , 5
Percentage Grade - (90% 80% )

13. CHARACTERSTICS
 Content is standardized- item-selection done by
competent judges
 Administration is standardized- direction, time
limits.
 Scoring has been standardized - rules of rules,
scoring key are prepared
 Interpretation has been standardized- norms are
provided

14. OBJECTIVES
1.. To hold schools and educators accountable for
educational results and student performance
2. To evaluate whether students have learned what
they are expected to learn.
3. To identify gaps in student learning and academic
progress
4. To identify achievement gaps among different
student group
5. To determine whether educational policies are
working as intended

15. NON STANDADRISED TEST
OR
TEACHER MADE TEST
A non-standardized test is one that allows for
an assessment of an individual's abilities or
performances, but doesn't allow for a fair
comparison of one student to another. This type
of test contrasts standardized tests, such as
state educational development tests and college
entrance exams like the SAT and ACT

16. TYPES OF NON STANDARDIZED
TESTS

17. WRITTEN TEST
EXTENTED
RESPONSE
TYPE
RESTRICTED
RESPONSE TYPE
SELECTION TYPE SUPPLY TYPE
 Long essay  Short essay
 Short answer
 Very short
Answer
 True-False item
 Multiple-choice
 Matching type
 Extended matching
type
 Multiple response
type
 Assertion-response
type
 Interpretive item
 Short type
 Short answer
 Completion
type

18. CHARACTERSTICS OF
NON-STANDARDISED TESTS
 Evaluate the progress of the students
 Focus upon an examinees' attainment
 Allows for an assessment of an individual's
abilities or performance
 Very simple to use
 Assess strength and weaknesses of the
student
 Seldom analyzed and edited

19. CHARACTERSTICS OF GOOD
TEST
1. VALIDITY
2. RELIABILITY
3. USABILITY
4. SCORABILITY
5. ECONOMICAL
6. TIME
7. SPECIFICITY
8. OBJECTIVITY
9. EQUILIBRIUM

20. VALIDITY

21. VALIDITY
The accuracy with which the test
measures whatever it is supposed
to measure.

22. FACTORS AFFECTING VALIDITY
 Time limitations.
 Influence of extraneous factors
 Medium of expression
 Use of inappropriate items
 Vocabulary

23. TYPES
 Content validity: all major aspects of the
content area should be covered by the test
items.
 Predictive validity: extent to which a test
can predict the future performance of the
students.
 Concurrent validity: to diagnose the
existing status of the individual rather than
predicting about the future outcomes.

24. CONT……
Constructive validity: extent to which
a test reflects to measure a
hypothesized trait.
Face validity: When one looks at the
test he thinks of the extent to which
the test seems logically related to being
tested.

25. RELIABILITY
The degree to which the result of a
measurement, calculation, or specification
can be depended on to be accurate.
Appropriate
Meaningful
Useful

26. CHARACTERSTICS
Accuracy
 Consistency
Well-developed scientific toolreliable
Dependable
Responsible
Trustworthy
Reliable

27. TYPES OF RELIABILITY
Inter-Rater or Inter-Observer
Reliability
Used to assess the degree to which
different raters/observers give consistent
estimates of the same phenomenon.
Test-Retest Reliability
Used to assess the consistency of a
measure from one time to another.

28. CONT……
 Parallel-Forms Reliability
Used to assess the consistency of the results
of two tests constructed in the same way
from the same content domain.
 Internal Consistency Reliability
Used to assess the consistency of results
across items within a test.

29. CONSTRUCTION OF TEST

30. DEFINITION
The cultivation of a test, generally with a
concise or obvious goal to meet the typical
standards of validity, dependability, norms,
and other aspects of test standardization

31. PURPOSES
To provide records of assigning grades.
To provide learning experience for
students
To motivate students to learn.
To serve as a guide for further study.

32. CONT……
To assess how well students are
achieving the stated goals of the lesson.
To provide the instructor with an
opportunity to reinforce the stated
objectives and highlight

33. “ To be able to prepare a good test, one has
to have a mastery of the subject matter,
knowledge of the pupils to be tested, skill in
verbal expression and the use of the
different test format ”

34. CHARACTERSTICS OF A GOOD TEST
 Validity – the extent to which the test
measures what it intends to measure
 Reliability –the consistency with which a
test measures what it is supposed to
measure
 Usability – the test can be administered
with ease, clarity and uniformity

35. CONT……
 Scorability – easy to score
 Interpretability – test results can be
properly interpreted and is a major basis in
making sound educational decisions
 Economical – the test can be reused
without compromising the validity and
reliability

36. CONT…….
 Time - Therefore a test should neither be
very long nor very short
 Specificity- The items in a test should be
specific to the objectives.
 Objectivity- The extent to which
independent researchers would arrive at
similar judgements or conclusions i.e,
judgements not biased by personal values or
beliefs.

37. CONT……
 Equilibrium- Achievement of the correct
proportion among questions allotted to each
of the objectives & teaching content.
 Precise & clear- Items should be precise,
clear so that the students can answer well
and score marks

38. Barriers in test construction
Confusing statements
Difficult vocabulary
Excessive wordiness
Complex sentence structure

39. CONT…..
Unclear instructions
Unclear illustrative material
Linguistically bound words
Culturally bound words

40. STEPS OF TEST CONSTRUCTION
1.Planning for the Test:
 Outline subject-matter content to be considered as
the basis for the test.
 Identify learning outcomes to be measured by the
test.
 Prepare table of specifications.

41. CONT……
2.Preparing the Test
 Write test items according to rules of construction for
the type(s) chosen.
 Select the items to be included in the test according to
table of specifications
 Review and edit items according to guidelines.
 Arrange items.
 Decide on method of scoring.

42. CONT……
3. Validity of the Test
 Valid tests measure what they actually were
designed to measure.
 Tests of validity:
 Content
 Criterion - related
 Construct

43. CONT……
4.Reliability of the Test
 Reliable tests measure what they were designed to
measure consistently. Methods of determining
reliability:
 Test - retest method.
 Equivalent – forms method.
 Test - retest with equivalent forms.
 Internal consistency method.

44. CONT…..
4.Arranging Items
 The items should be arranged so that all items of the
same type are grouped together.
 The items should be arranged in order of increasing
difficulty.
 For some purposes, it may be desirable to group
together items which measure the same learning
outcomes or the same subject-matter content

45. CONT……
5. Writing Directions
 The directions for test should be simple and concise
and yet contain information concerning each of the
following:
 Purpose of the test.
 Time allowed to complete the test.
 How to record the answers.
 Whether to guess when in doubt about the answer.

46. CONT……
6. Analyzing and Revising
 The Test Retain, edit as necessary, or discard items on
basis of analysis outcomes.
 Revise the test as a whole if necessary.
 The difficulty of the item.
 The discriminating power of the item.
 The effectiveness of each alternative.

47. CONT…..
7.Reproducing the Test
 Decisions need to be made regarding page size,
type size, page layout (length of line, placing of
items on page, provision for response, page
numbers, arrangement of alternatives in multiple
choice items), preparation of copy, proofreading

48. CONT…..
8.Administering and Scoring
 The Test Decisions need to be made regarding setting
of time limits, observation of time limits, physical set-
up, proctors (Someone who supervises an examination
) distribution of test, scoring sheets, scoring method
(by hand/machine). Decisions need to be made
regarding weighting of items according to table of
specifications.

49. Some basic tips for designing Test
 Create new tests each time you teach a
course.
 Leave yourself time to write the test.
 Create a bank of questions during the term
 Pay attention to the layout of the exam.

50. Consider the following rules of thumb for how
long students typically need to answer different
forms of questions ( Mckaechie , 1999)
 One minute per objective-type question.
 Two minutes for a short answer requiring one
sentence.
 Five to ten minutes for a longer short answer.
 Ten minutes for a problem that would take you two
minutes to answer.
 Fifteen minutes for a short, focused essay.
 Thirty minutes for an essay of more than one to two
pages.

51. NORMS

52. NORMS Standard of comparison for
test results developed by giving the
test to large well defined groups of
people.

53. 1.CONTENT
The test as a whole will be constructed in
such a way that it provides a
representative sampling of a range of
syllabus outcomes and questions that
allow demonstration of performance
across all levels in the performance
scale.

54. 2.LEVEL OF DIFFICULTY
The test paper as a whole will provide
the range of candidates with the
opportunity to demonstrate what they
know, understand and are able to do
and will allow for appropriate
differentiation of student performance

55. 3.PAPER FORMAT , LENGTH AND LAYOUT
Range and balance of question types,
multiple-choice questions, short-
answer free response questions,
open-ended questions and extended
responses including essays.

56. CONT…..
 The demands of the test in terms of the number and
length of student responses required, the amount of
reading time provided and the complexity of the
questions will be appropriate for the time allocated for
the examination.
 Test layout will assist students in working through the
paper and instructions will be clear and concise.

57. QUESTION STRUCTURE AND LANGUAGE
The language used in questions will be
accessible to candidates. It is preferable
to use the simplest and clearest
language in the wording of questions so
that it is clear to all students what they
are expected to do.

58. Comparability and moderation
 To assist in achieving comparability,
optional questions within a section of the
paper must be marked using similar
marking criteria. Choices within questions
should have a comparable degree of
difficulty.