This document discusses guidelines for developing effective test items and methods for assessing different domains of learning. It provides details on: 1. Characteristics test items should have like measuring instructional objectives and emphasizing important concepts. 2. Different levels of learning that can be tested according to Bloom's taxonomy from knowledge to evaluation. 3. Common test item formats like multiple choice, matching, true/false and essay and directions for developing each type of item effectively. 4. Advantages and disadvantages of different item formats and methods for assessing knowledge, attitudes, skills and different intellectual abilities.

1. Mr. GAVI SALIMATH
Associate Professor, Department of Peadiatric Nursing
K.L.E.S’ Institute of Nursing Sciences, Belgaum, Karnataka

2. In General, Test Items Should…….
• Assess achievement of instructional objectives.
• Measure important aspects of the subject
(concepts & conceptual relations).
• Accurately reflect the emphasis placed on important
aspects of instruction.
• Measure an appropriate level of student knowledge.
• Vary in levels of difficulty

3. Levels of Learning That Can Be
Tested:
Based on Bloom's taxonomy
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

4. Knowledge
• Remembering
• Memorizing
• Recognizing
• Recalling identification
• Recalling information
Who, what, when, where, how...?
Describe.

5. Knowledge (memorization)
Nature:
•Students recall
•Remember or
•Recognize information
•Name
•List
•Recall
•Define
•Tell
•Match
•Who
•What
•When
•Where
Key Words:

6. Comprehension
• Interpreting
• Translating from one medium to another
• Describing in one's own words
• Organization and selection of facts and ideas
retell...

7. Comprehension (understanding)
Nature:
Students, at a fundamental level, translate
information into different forms, relate discrete facts,
or generalize
Key Words:
Extrapolate, interpret, translate, describe,
diagram, illustrate, state, explain, summarize, give an
example, how many?

8. Application
• Problem solving
• Applying information to produce some result
• Use of facts, rules and principles.
How is ... an example of ...?
How is ... related to ...?
Why is ... Significant?

9. Application (problem-solving)
Nature:
Students apply learned material to a new and
concrete situation
Key Words:
Solve, predict, apply, use, extend, expand,
if.....then, what if.....

10. Analysis
• Subdividing something to show how it is put together.
• Finding the underlying structure of a communication.
• Identifying motives
• Separation of a whole into component parts.
 What are the parts or features of ...?
 Classify ... according to ...
 Outline/diagram ...
 How does ... compare/contrast with ...?
 What evidence can you list for ...?

11. Analysis (dissection)
Nature:
Students identify the component parts of a
whole (e.g., problem or phenomena) and the
relationships among the parts
Key Words:
Diagram, distinguish, analyze, identify, compare,
contrast, why

12. Synthesis
• Creating a unique, original product that may be in
verbal form or may be a physical object
• Combination of ideas to form a new whole.
What would you predict/infer from ...?
What ideas can you add to ...?
How would you create/design a new ...?
What might happen if you combined ...?
What solutions would you suggest for ...?

13. Synthesis (creation)
Nature:
Students combine two or more elements into a
new (for them) combination or set of relationships
Key Words:
Plan, create, devise, prove, relate, reorganize,
combine, pull-together

14. Evaluation
• Making value decisions about issues
• Resolving controversies or differences of opinion
• Development of opinions, judgments or decisions
Do you agree that ...?
What do you think about ...?
What is the most important ...?
Place the following in order of priority ...
How would you decide about ...?
What criteria would you use to assess ...?

15. Evaluation (judgment)
Nature:
Students critically assess the quality or judge the
value of a piece of work based on internal evidence
(e.g., logical consistency) or external criteria (e.g.,
efficiency)
Key Words:
Criticize, evaluate, grade, interpret, judge,
justify, rank, rate

16. Test methodology according to domains to be evaluated
Intellectual skills Communication skills Practical skills
Domain
Indirect Methods Direct Observation
Written Tests Carrying out projects
Practical Tests
Oral Tests
Observation at rating scales, Questionnaires
Objective Type
Essays
Simulation In real
situations
In simulated
conditions

17. Test Methods used for assessment of Knowledge
1. Subjective type
• Essay type
• Descriptive – Narrative type, comparison,
amplification, precise writing, short notes.
1. Objective type
• Multiple choice type
• Matching type
• True-False type
• Fill in the blanks
• Sentence completion’s etc.
1. Problem Solving type, situational

18. Test Methods used for assessment of Attitude
• Interview
• Assignments
• Communicative records
• Anecdotal records
• Observation during performance
• Critical incident technique
• Discussion

19. Test Methods used for assessment of Skills
• Performance appraisal
• Rating scales
• Observation checklist
• Anecdotal records
• Cumulative record
• Critical incident technique

20. Basic test item formats:
• Multiple-choice
• Matching
• True-False
• Completion/Short-answer
• Essay
• Demonstration

21. Multiple Choice
Directions for preparation:
• Have enough content in the stem with less distracter but
avoid lengthy stem.
• Use positive statement in the stem.
• If negative statement to be used underline it or write in
capital letters, so that it will not be overlooked.
• Stem consists of complete statement, not just a single word
• Place all common elements in the stem to add up simplicity
and compactness to the item.
• The stem of one should not suggest the answer to another.
• Eliminate all unrelated details from an item.
• Use plausible or logical distracters.
• Avoid the use of clues that may suggest correct answer.
• Be sure that the distracters & the correct response possess
homogeneity.

22. Multiple-choice
Advantages Disadvantages
•Can measure all levels of
student ability.
•Enables wide sampling of
subject content.
• Quick and easy to score.
• Enables objective scoring.
•Can be analyzed for
effectiveness.
•Difficult to construct good
items.
•Tendency to measure
simple recall.
•Tendency of a chance.

23. Matching
Directions for preparation:
• The matching type items should be of some kind in nature.
• The number of choices should be more than the required
answers
• Number of items should be short
• Keep the stimuli and response columns on the same page.
• Give some heading to both the column like ‘A’ or ‘B’.
• Items in one of the two columns may be listed in some
logical order, random sequence, should not give a clue to
that which it matches.
• Clear cut directions should be given regarding columns to be
matched, how the response is to be written.
• An answer choice may be used more than once.

24. Matching
Advantages Disadvantages
•Relatively easy to
construct.
•Conserves examinees’
reading time .
•Enables efficient and
objective scoring.
•Generally unsuitable for
testing higher-order
abilities.
•Tendency to measure
simple recall.

25. True / False
Directions for preparation:
• Give single idea clear and direct in the statement.
• Avoid ambiguous statements.
• Avoid using clues like: usually; No; Sometimes; Should;
None; Always; Nothing; May, etc.
• Avoid ‘trick’ and ‘catch’ items.
• Have equal number of ‘true’ and ‘false’ items.
• Determine the order of ‘true’ ‘false’ by chance.

26. True/False
Advantages Disadvantages
•Efficient for testing large
sample of information.
•Enables efficient and
objective scoring.
• Permits high guess factor.
•Difficult to construct
effective items.

27. Completion/Short Answer
Directions for preparation:
• Use action oriented precise verbs.
• Each item should deal with important content area.
• Question can be as long as possible, but answer should be
short.
• Use precise, simple and accurate language in relation to the
subject matter area.
• Provide the necessary space for answers below each question
asked.

28. Completion/Short Answer
Advantages Disadvantages
•Minimizes guessing
•Enables coverage of fairly
wide content.
•Relatively easy to
construct.
• Measures limited range of
abilities.
• Cannot be machine-
scored.
• Scoring is highly
dependent on judgement.

29. Essay
Directions for preparation:
• Do not give too many lengthy questions.
• Avoid phrases, e.g. Discuss briefly.
• Questions should be well –structured with specific purpose
or topic at a time.
• Words should be simple, clear, unambiguous & carefully
selected.
• Do not allow too many choices.
• According to the level of students’ difficulty & complexity
items has to be selected.

30. Essay
Advantages Disadvantages
•Can be quickly and easily
constructed.
• Eliminates guessing .
•Can test higher order of
thinking .
• Limits amount of content
sampled.
• Time-consuming to score.
• Results in low scoring
reliability.

31. Conclusion
The test items can be standardized tests
or teacher - made tests.
The choice of the appropriate test items
depends on the methods of evaluation and the
entity of evaluation.