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Unit 4: Characteristics of a Good Test

Therefore a question must reflect the coverage of the content elements like facts (F), concepts Notes
(C) and principles (P) that constitute the content or the subject matter. Idea is that the question
must be based on pre-decided content elements covering one or more content elements. Of
course, for this the content analysis is necessary. Since the content elements like terms, facts,
concepts, principles, processes and generalisations are hierarchical in nature, care has to be
taken that the higher-level content elements are more amenable to higher-order objectives. The
more the content coverage of a unit of testing, the more valid the question is.
Example
Q1. List one chemical property of carbon dioxide. (Limited coverage)
Q 2. List one chemical property of carbon dioxide that differs from that of oxygen. (More coverage)

Thus a question is indeed the heart and soul of teaching learning and testing on which
the teachers and evaluators should pay more attention for effective instruction and
evaluation of students. Attempt is made here to highlight these different aspects related
to attributes of a question and its conceptual framework

(iv) It Should Evoke Intended Response
This refers to the hidden face of the question, which indicates the objective, content and form
dimension. Question should correspond exactly to these three attributes represented in the
hidden or constitutional face. When the question is framed to reflect these three dimensions
appropriately, it is sure to evoke the intended responses in terms of relevant competencies,
content elements and the form of questions. It is likely to yield quite valid evidence.
(v) It Should Generate Responses at Acceptable Level of Performance
Every question must yield responses that can be accepled in terms of its criterion. If one is
interested in judging the students’ ability to differentiate, interpret, analyse or predict, the
question should be based on that particular ability so that the responses given by the students
relate to that very ability. Suppose we are interested in judging the ability to interpret which
of the two questions given below reflect the acceptable level :
(i) Convert the given population data (of 10 years) in the form of a graph. (No)
(ii) Observe the given graph showing population growth over the years. What does this graph
indicate ? (Yes)
The first is at lower level of performance-testing ability to translate, whereas the second is set
at the desired level to assess the students’ ability to interpret. Likewise it also relates to the
hierarchical level of content elements, which are analysed from simple (terms and facts) to
more and more complex (concepts, principles, themes etc.) forms; for example, if one is testing
the concept of osmosis and puts the following questions :
(i) Define osmosis. (Fact) — lowest level
(ii) Give one example of osmosis from daily life. (Concept) — higher level than (i)
(iii) Why do potato chips wilt when kept in salt water ? (Principle) —still higher level
Idea is that what is the acceptable level in a given context. In mastery learning approach,
question like the following indicates more clearly the acceptable level.
Q. Pupil should be able to solve 8 out of 10 additional sums correctly in 30 minutes.
(vi) A Question Should Ensure Congruence between Process and Product Responses
When a question is put to students it is expected that the intended response is generated. This
is called the product response. In objective questions the key is the product response. In the

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