Identifying and Developing Appropriate Assessment Items

How do I know which item type to use when constructing my tests? Item type selection is necessarily determined by the learning outcome that is expected at the end of instruction. For example, if students were expected to Identify dates and facts then an objective item type like, multiple choice would be appropriate. A multiple- choice format requires that a student identify among the item options the correct response.

If, on the other hand, the learning outcome states that a student will synthesize various grammatical rules then a short answer or essay type format would be most appropriate. Again, the most effective way of determining the types of test questions to use when developing tests is to look at the learning outcomes that students will be held accountable to.

Constructing good test items Short answer or fill-in-the-blank 1. Word the item so that the required answer is both brief and specific. 2. Do not take statements directly from test books as a basis for short answer items. 3. A direct question is generally more desirable than an incomplete statement. 4. When completion items are used, do not include more than one blank.

True-False 1. Avoid broad general statements if they are to be judged true or false. 2. Avoid trivial statements. 3. Avoid long, complex sentences. 4. Avoid including more than one idea in the statement. 5. Attribute opinions to a specific source. 6. The number of true and false statements should be approximately equal.

Multiple-Choice 1. The stem of the item should be meaningful by itself and should present a definite problem. 2. The stem should include as much of the item as possible and be free of irrelevant material. 3. Try not to use negatively worded stems. 4. All of the alternative responses should be grammatically consistent with the item stem. 5. An item should contain only one correct or clearly best answer. 6. All distracters should be plausible. 7. Verbal cues in the stem should be avoided. 8. The length of the alternatives should not give a clue to the answer. 9. The correct answer should appear in each of the alternative positions approximately an equal number of times. 10. Use sparingly, “none of the above” or “all of the above”

of 2 Interpretive Exercises 1. Select introductory material that is relevant to the objectives of the course. 2. Select introductory material that is appropriate to the students’ curricular experience and reading level. 3. Select introductory material that is new to students. 4. Select introductory material that is brief but meaningful. 5. Create questions that require analysis and interpretation of the introductory material.

Essay 1. Phrase the question so that the student’s task is clearly indicated. 2. Indicate the approximate time limit for each question. 3. Avoid the use of optional questions.

Performance tasks 1. Select or develop tasks that represent both the content and the skills that are central to important learning outcomes. 2. Minimize the dependence of task performance on skills that are irrelevant to the intended purpose of the task. 3. Provide the necessary scaffolding for students to be able to understand what is expected. 4. Construct task directions so that the student’s task is clearly indicated. 5. Clearly communicate performance expectations in terms of the criteria by which the performances will be judged.

Test administration 1. Students should be informed well in advance of the purpose of the assessment. 2. Students should be informed of time constraints and restrictions. Generally, classroom tests have liberal time allowances. 3. Students should be informed of exactly where and how they should respond to the test items. 4. Do not talk unnecessarily before starting the assessment. 5. Keep interruptions to a minimum. 6. Avoid giving hints to students who ask about individual items. 7. Always discourage cheating by stating upfront actual consequences when caught.

Adapted from “Measurement and Assessment in Teaching” (Linn, Gronlund)