stages of designing a test

7/28/2019 Stages of designing a test

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Stages of designing a testStages of designing a test

♦♦ DeterminDetermining the type of testing the type of test

♦♦ Ensuring the technicalEnsuring the technicalcharacteritics of the test.characteritics of the test.

♦♦ ProPro j jectecting theing the specificspecification matrixation matrix..

♦♦ DefiniDefining assessment objectivesng assessment objectives..♦♦ Constr Constr ucting the itemsucting the items..

♦♦ Designing the marking schemeDesigning the marking scheme..



The above mentioned stages are inThe above mentioned stages are in

fact the answers to the following fact the answers to the following

questions:questions: ♦♦Who am I designing the test for and with what aimWho am I designing the test for and with what aim?? ♦♦What objectives and contents will the test cover What objectives and contents will the test cover ?? ♦♦What type of items must I design so that the testWhat type of items must I design so that the test

will be a valid evaluation of the students’ knowledge,will be a valid evaluation of the students’ knowledge,competencies and capacitiescompetencies and capacities??

♦♦How many items of each type do I have to designHow many items of each type do I have to design?? ♦♦How long will the test be ( time and number of How long will the test be ( time and number of

items)items)?? ♦♦How difficult will the test be? What level in CEF?How difficult will the test be? What level in CEF? ♦♦ How will the items of the test be markedHow will the items of the test be marked??



The SpecificationThe Specification MatriMatrixx

Once we have decided on the type of Once we have decided on the type of test- eg.a normative one- we need a proceduretest- eg.a normative one- we need a procedurewhich will ensure that the test measures thewhich will ensure that the test measures the

educational objectives defined in theeducational objectives defined in thecurriculum and that it has a good contentcurriculum and that it has a good contentvalidity.validity.

One of the most utilized procedures toOne of the most utilized procedures toserve this purpose is elaborating aserve this purpose is elaborating aspecification matrix for the test.specification matrix for the test.



According to the aim and type of the test weAccording to the aim and type of the test we

can design general or detailed specificationcan design general or detailed specification

matrixes.matrixes. A general matrix underlies a summative testA general matrix underlies a summative test

which assesses vast elements of content andwhich assesses vast elements of content and

domains and has a general degree of domains and has a general degree of

specificity.specificity.

A detailed matrix is built as follows:dividingA detailed matrix is built as follows:dividing

the contents into subcontents and the domainsthe contents into subcontents and the domains

into subdomains.into subdomains.



The columns of the matrix contain theThe columns of the matrix contain the

cognitive/taxonomic levels while the rows listcognitive/taxonomic levels while the rows list

the elements of content which will be assessedthe elements of content which will be assessed.. First we identify the types of behaviour/ domainsFirst we identify the types of behaviour/ domains

that will be assessed (understanding andthat will be assessed (understanding andacquisition, application, problem solving etc)acquisition, application, problem solving etc)..

Next the contents to be tested is defined Next the contents to be tested is defined.. Then the percentage of each domain is establishedThen the percentage of each domain is established

(20 %, 30 %, 50 %(20 %, 30 %, 50 % on the last row of the matrixon the last row of the matrix))and that of each element of contentand that of each element of content (34 %, 24 %, 42(34 %, 24 %, 42%% on the last column of the matrixon the last column of the matrix).).

The matrix cells are then filled in by multiplyingThe matrix cells are then filled in by multiplyingthe data from the rows with those from the columnsthe data from the rows with those from the columnsor by indicating the number of items in each cell.or by indicating the number of items in each cell.



Advice for designing good testsAdvice for designing good tests

1.1. In order to assess a vaster range of In order to assess a vaster range of

competence, capacities and knowledgecompetence, capacities and knowledge,, it isit is

recommendable that a test should consist of recommendable that a test should consist of

two parts: the first one will contain items of two parts: the first one will contain items of

objective or semi- objective types while theobjective or semi- objective types while the

second will contain open-ended/ subjectivesecond will contain open-ended/ subjective

items.items. Obviously, the percentage/ weight of Obviously, the percentage/ weight of each part will be indicated.each part will be indicated.



2.2. When organizing the items in a test they will beWhen organizing the items in a test they will begrouped as follows:grouped as follows:

-- objective items first, then semi-objective ones andobjective items first, then semi-objective ones and

open items at the end;open items at the end;

3.3. Each part of the test must have clear instructionsEach part of the test must have clear instructions

on how to do the tests ( what to do, where to write theon how to do the tests ( what to do, where to write the

answer, how to answer);answer, how to answer); Older students will be told the number of Older students will be told the number of

points/marks they score for each correct answer/item. points/marks they score for each correct answer/item.



4.4. Each student must have a copy of the testEach student must have a copy of the test..

5.5. An appropriate environment must beAn appropriate environment must becreated- students must feel comfortable,created- students must feel comfortable,

interruptions must be avoided.interruptions must be avoided.

6.6. An appropriate psychological environmentAn appropriate psychological environmentmust also be created which is best ensured bymust also be created which is best ensured by

announcing the test in advance, by repeating/announcing the test in advance, by repeating/

stressing its main objectives and by encoragingstressing its main objectives and by encoragingthe stidents to do their best without pressuringthe stidents to do their best without pressuring

them too much.them too much.



7. Cop7. Copying from each other is unethical andying from each other is unethical andinacceptableinacceptable.. It is the teacher’s responsibilityIt is the teacher’s responsibility

to ensure conditions that will prevent/ reduceto ensure conditions that will prevent/ reduce

copying by seating the students in certaincopying by seating the students in certainwaysways,, by walking among the students, by by walking among the students, by

establising before the test a set of rules andestablising before the test a set of rules and

penalties. penalties.

stages of designing a test

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