Test Construction and Administering classroom examinations

2.  Decide why you are giving the test.

3.  deciding how much emphasis to place on
each objective

4.  how many questions are needed to
adequately sample the content representing
an objective or topic

5.  The number of questions and the type(s) of
questions used both affect the amount of
time needed for completion of the test. Nitko
(2001, p. 117), provides some estimates of
time to complete various types of questions
for junior and senior high school students.
Oosterhof (2001, p. 161), gives similar
estimates but indicates that elementary
students and poor readers might need more
time.

6.  True-False questions 15-30 seconds
 Multiple choice 30-60 seconds
(recall questions that are brief)
 More complex multiple choice 60-90 seconds
questions
 Multiple choice problems 2-5 minutes
with calculations
 Short answer (one word) 30-60 seconds

7.  Short answer 1-4 minutes
(longer than one word)
 Matching 2-4 minutes
(5 premises, 6 responses)
 Short essays 15-20 minutes
 Data analyses/graphing 15-25 minutes
 Drawing models/labelling 20-30 minutes
 Extended essays 35-50 minutes

8.  These estimates provide information needed to
decide what type(s) of questions and how many
of them to use. More true-false questions can be
answered during a given period of time than
multiple choice or short answer questions.
However, our choice of question types must be
based on the level of learning at which we are
assessing our students. We can decide to use
true-false and short-answer questions for the
knowledge component, and multiple choice for
the comprehension.

9.  We will award the lowest number of points
per question (1 per question) for the easiest
questions (in this case the true-false and
short answer). This helps us determine the
number of true-false or short answer
questions to include.

10.  Before beginning to construct your own test,
you may want to compare your table of
specifications with test items provided by the
publisher or other sources to see what, if
anything, from those sources can be
incorporated into your assessment.

11. 1. Begin with simpler item types, then proceed
to more complex, from easy to difficult, from
concrete to abstract.
For the test we were planning we would
begin with true-false, followed in order by
short answer, multiple choice, and the
performance tasks.
2. Group items of the same type (true-false,
multiple choice, etc.) together so that you
only write directions for that item type once.

12. 3. Check to see that directions for
marking/scoring (point values, etc.) are
included with each type of item.
4. Provide directions for recording responses,
and have students circle or underline correct
responses when possible rather than writing
them to avoid problems arising from poor
handwriting

13. 5. If a group of items of the same type
(multiple choice, etc.) carry over from one
page to another, repeat the directions at the
top of the second page.
6. All parts of an item should be on the same
page.
7. If graphs, tables, charts, or illustrations are
used, put them near the questions based on
them (on the same page, if at all possible).

14. 8. Check to see that items are independent
(one item does not supply the answer or a
clue to the answer of another question).
9. Make sure the reading level is appropriate
for your students.
10. Space the items for easy reading.
11. Leave appropriate space for writing
answers if completion/short answer, listing,
or essay questions are used.

15. 12. When possible, have answers recorded in a
column down either the left or right side of
the paper to facilitate scoring.
13. Decide if students are to mark answers on
the test, use a separate answer sheet, or use
a blank sheet of paper.
14. Include on the answer sheet (or on the test
if students put answers on the test itself) a
place for the student's name and the date.

16. 15. Make an answer key.
16. Check the answer key for a response
pattern.
17. Set the test aside for awhile.
18. Re-read the questions; proofread the test
one last time before duplication.
19. Prepare a copy of the test for each student
(plus 2 or 3 extra copies).
20. Plan accommodations for individual
students when appropriate.

17. A teacher's test administration procedures can
have great impact on student test
performance.
As you will see in the guidelines below, test
administration involves more than simply
handling out and collecting the test.

18. Before the test:
 Avoid instilling anxiety
 Give as many of the necessary oral directions
as possible before distributing the tests, but
keep them to a minimum.
 Tell students purpose of the test.
 Give test-taking hints about guessing,
skipping and coming back, etc.

19. Before the test:
 Tell students the amount of time allowed for
the test.
 Tell the students how to signal you if they
have a question.
 Tell the students what to do with their papers
when they are finished
 Tell the students what they are to do when
they are finished, particularly if they are to go
on to another activity

20. Before the test:
 Rotate the method of distributing papers so
you don't always start from the left or the
front row.
 Make sure the room is well lighted and has a
comfortable temperature.
 If a student is absent, write his/her name on
a blank copy of the test as a reminder that it
needs to be made up.

21. After Distributing Test Papers
 Remind students to put their names on their
papers
 If the test has more than one page, have each
student check to see that all pages are there.

22. During the Test
 Minimize interruptions and distractions.
 Avoid giving hints.
 Monitor to check student progress and
discourage cheating.
 Give time warnings if students are not pacing
their work appropriately.
 Make a note of any questions students ask
during the test so that items can be revised
for future use.

23. After the Test
 Grade the papers ; do test analysis after
scoring and before returning papers to
students if at all possible
 If you are recording grades, record them in
pencil in your gradebook before returning
papers.
 Return papers in a timely manner.
 Discuss test items with the students.

24. DIRECTIONS: FOR EACH QUESTION BELOW,
WRITE THE LETTER CORRESPONDING TO
YOUR ANSWER ON A SHEET OF PAPER.
1. When is it appropriate to construct a table of
specifications?
A. Before you write the test questions
B. After you write the test questions
C. After the students have taken the test
D. ONLY when you have to create the test

25. 2. Are tests from book publishers better than
those you develop?
A. Yes, because they wrote the textbook
B. Yes, because they have professionals who
write the questions
C. No, because they don't know what you
have taught and what has been emphasized

26. 3. When should tests from the publisher be
used?
A. When you don't have time to construct one
B. Any time
C. None of the time
D. When they correspond to your table of
specifications

27. 4. What is the first information entered into the
table of specifications?
A. Number of questions per cell
B. Objectives or topics
C. Percentage of test per topic
D. Total number of questions on the test

28. 5. What is the primary consideration when
selecting types of questions to use?
A. How many questions can the students
complete in a given amount of time?
B. Are the students average, above or below
average?
C. How can the accomplishment of objectives
best be measured?
D. How old are the students?

29. 6. What test information should be supplied to
students when they take a test?
A. How much time they have for the test
B. How much each question is worth (points)
C. What happens to students who fail the test
D. Both A and B above

30. Which of the following is/are recommended as they are
stated when constructing a test? Record an answer
for each item as either Recommended (R) or Not
Recommended (NR).
R NR 7. Put all true-false questions together
R NR 8. Use the test from last year
R NR 9. Make an answer key before the test is
administered
R NR 10. Estimate how long it will take students
to complete the test

31. 1. A
2. C
3. D
4. B
5. C
6. D
7. R
8. NR
9. R
10. R