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Unit 8 : Test Construction

(f) allocating part-wise or credit-wise marks; Notes
(g) mode of deduction of marks for some omissions; and
(h) any other direction that facilitates scoring or enhances scoring objectivity.

Importance of developing a marking scheme along with each question can be appreciated further
if as a paper setter you write a complete answer and ask 3-5 good students to write the answer
and get it examined by 2-3 examiners of good standing. Quality of a question is judged
independently by its own attributes and the extent to which it yields the intended responses
when used in a given context. However, it is also true that development of a functional marking
scheme for a given question that ensures the needed uniformity and objectivity in scoring is the
proof of a quality question.

What is practice marking ?

8.4 Formating, Question-wise analysis and review

Consolidation of Questions
Questions are to be grouped in a manner to give a particular format that facilitates administration,
scoring, analysing and interpreting the scores. It may include the following :

(i) Consolidation of questions into different groups like MCQ, VSQ, SAQ and ETQ, and
sequencing of questions within each group.
(ii) Arranging questions objective-wise and content-wise within each form of questions,
depending upon the intended mode of analysis of results.
(iii) Preparing general instructions for examinees, indicating the number of questions to be
attempted, mode of attempting MCQ and other relevant instructions. All instructions must
be relevant, adequate, unambiguous and precisely worded.
(iv) Preparing specific directions for different groups of questions along with mode of attempting,
and indicating answers and options, if any.
(v) Coding of paper, subject, year, marks, time, papers I or II etc. For grouping of questions, and
providing for in-built mechanism to improve readability of the paper.
(vi) Ensure that within time limit the examinees are able to attempt maximum number of
questions to score maximum marks.
(vii) Persuade examinees to attempt at a stretch one particular group of questions requiring the
same or similar mental set.
(viii) Form-wise grouping of questions helps in administration and mechanics of writing. Content-
wise grouping helps the examinees attempt and concentrate at one time on the same type of
content, but the problem of administration of OTQ and openended questions remains.
Objective-wise grouping is good for analysis of objective-wise performance, but the
disadvantage of administration of objective and open-ended question still remain.
(ix) When 20% or more OTQ are included which are speeded tests, separate administration of
OTQ and non-OTQ becomes almost a necessity and can be accepted as a more usable
classification.
(x) Within a particular question form follow most familiar to less familiar forms, lower-level
content elements to higher-order content elements and lower-level objective (knowledge)
to higher-order assessment objective. (Application)

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