Assembling, Administering, and Appraising classroom tests and assessments

1
Chapter 14

• Assembling, Administering, and Appraising
  classroom tests and assessments

2
Recording the test items

• Each individual test item should be recorded
  separately and contain information regarding the
  instructional objective, specific learning
  outcome, and the content measured by each item.

3
Reviewing Test Items and Assessment Tasks

• Is the format appropriate for the learning
  outcome being measured?
• Does the knowledge, understanding, or thinking
  skill called forth by the item or task match the
  specific learning outcome and subject-matter
  content being measured?
• Is the point of the item or task clear?
• Is the item or task free from excess verbiage?

4
Reviewing Test Items and Assessment Tasks

• 5. Does the item have an answer that would be
  agreed on by experts? How well would experts
  agree about the degree of excellence of task
  performance?
• 6. Is the item or task free from technical errors
  and irrelevant cues?
• 7. Is the item or task free from racial, ethnic,
  and sexual bias?

5
Arranging Items in the Test

• True-false or alternative-response items
• Matching items
• Short-answer items
• Multiple- choice items
• Interpretive exercises

6
Preparing Directions for the Test or Assessment

• Purpose of the test or assessment
• Time allowed for completing the test or
  performing the task
• Directions for responding
• How to record the answers
• What to do about guessing for selection-type test
  items
• The basis for scoring open-ended or extended
  responses

7
Item Analysis

• After the test has been scored, you should
  appraise the effectiveness of each item by means
  of item analysis.
• Did the item function as intended?
• Were the test items of appropriate difficulty?
• Were the test items free of irrelevant clues and
  other defects?
• Was each of the distracters effective (in
  multiple choice items)?