This document outlines objectives and procedures for developing, administering, scoring, and evaluating classroom tests. It discusses assembling tests by aligning items to specifications, arranging items by difficulty, and creating multiple test versions. Guidelines are provided for administering tests and the roles of invigilators. Scoring methods for objective and subjective items are described. The document also covers appraising tests through item analysis, reviewing psychometric properties like validity and reliability, and understanding test theories. The overall aim is to demonstrate how to create well-designed classroom assessments.

1. TEST DEVELOPMENT AND
EVALUATION (6462)
ASSEMBLING, ADMINISTERING AND APPRAISING TEST
Department of Secondary Teacher Education
ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD

2. OBJECTIVES OF THE UNIT
After studying this unit, the students will have ability to demonstrate.
 1. assemble the classroom test by using different formats and arrangements.
 2. develop guidelines to administer the test and administer it accordingly.
 3. perform the role of invigilators.
 4. score the objective type test and subjective type test.
 5. review the test items qualitatively as well as quantitatively.
 6. develop and conduct the standardized test.
 7. describe critically “Item Response Theory (IRT)” & “Classical Test Theory
(CTT)”.

3. 8.1 ASSEMBLING THE CLASSROOM TEST
Assembling of test has been required three more steps in process of during or post writing test items;
1. • Alignment of test items with Table of specification (TOS)
2. • Different arrangements and placement of the items
3. • Assembling different versions of the tests by replacing the items and their position

4. 8.1.1. Alignment of the Items with Table of Specification:
Webb (1997) has presented three approaches to align the test items with TOS, which are still
considered recommendable by researchers.
Sequential Development
 The alignment of test items with TOS can be considered as sequential process.
 Individual differences
 Equity and fairness
 Pedagogical implications
 Realistic and adaptive system
Expert Review
Content area specialists are necessary to review any assessment procedure specially to confirm the alignment
between learning objectives and test items.
Document Analysis
 These are assumed as expression of educational policy and curriculum plan of a state.

5. 8.1.2 Different Arrangements and Placement of the Items
Difficulty level of all arrangement should be similar to make trustable and worthable classroom test. Test Items
should be of appropriate difficulty and commonly three types of arrangements are used according to difficulty
level;
• Easy to hard
• Hard to easy
• Random distribution
 Gronlund (2003) describes about the arrangements of test that in assessment of student’s academic
achievement , the arrangement of test items may influence the performance of student, so some precautions
should be taken such as;
 To group items together that measure same learning ability.
 All items of same type should be grouped together.
 The items should be arranged in terms of increasing difficulty easy to hard

6. 8.1.3. Assembling Different Versions of the Tests by Replacing the Items and
their Position
 Assessment process is increased its accountability and objectivity in nature through assembling
different versions of the tests by replacing the items and their position. Fair assessment process may be
conducted to limit the students’ interaction or any external illegal support. Arranging test items in
different versions is a complex task and required expert level knowledge of standardized testing.
Computer Adaptive testing should be used to assemble different versions of test. Standardized testing
organizations in all over the world have been becoming active users of computer Adaptive testing. But
Reliability and validity of test should not be compromised during assembling different versions of test.
Appropriate difficulty level should be maintained in all versions of test.

7. 8.2 ADMINISTERING AND SCORING
8.2.1 Development of Instruction for the Administration of Test
8.2.2 Role of Invigilators
 Personal Attributes (communicational skills, coordination, rules of administration, self controlled,
patience, self motivation, and visionary)
 Professional Attributes (qualified, organizational skills, maintain record, time management, rules and
regulation, and instructional rules)
 Responsibilities of Head Invigilator and Invigilators (arrangements, maintain and secure the
stationery, material, guide, distribute, solve the issues, maintain record, and pack the answer sheets)
8.2.3 Scoring of Objective Type Test (through Key)
8.2.4 Scoring of Subjective Type Tests (through rubric)

8. 8.3 APPRAISING CLASSROOM TEST
• Reviewing the test items
• Understand students’ level of learning.
• Know about the learning objectives of unit or content.
• Aware about the curriculum standards about particular course.
• Learn about testing techniques.
• Know about test development process.
• Use of technology.
• Item analysis
• item difficulty and item discrimination
• Standardized Testing
Validity (content, criterion & construct), Reliability (test retest, split half & alternative forms), and
Utility
• Test theory ( classical test theory & item response theory)
Split-Half Reliability, Test-Retest Reliability, Parallel Forms Reliability, Inter-Rater Reliability
Measurement of latent traits, probabilistic distribution, estimate the individual item difficulties and abilities

9. Department of Secondary Teacher Education
ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD
Dr. Hina Jalal
hinansari23@gmail.com