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Unit 5 : Planning for Different Types of Test

Inference Reasoning inductively or Hypothesize, Application Notes
deductively. synthesize, use
evidence, apply Synthesis
a rule, generalize,
create what if,
infer, predict,
conclude, apply,
solve

Evaluation Expressing and defending an Judge, evaluate, Synthesis Evaluation
opinion. Evaluation tasks best solution,
require students to judge justify, defend,
quality, credibility, worth or critique
practicality using established defend
criteria and explain how the
criteria are met or not met
The learning competencies to be measured by a test are most useful in test construction when they
are stated as a terminal performance that is observable, include only objectives that can be tested
and they are stated as general competencies.

This list of general competencies could, of course, be expanded by making the statements more
specific, and in some cases it may be desirable to do so. The number of general learning outcomes
to use is somewhat arbitrary. Typically, a shorter list is satisfactory for a unit of study, while a more
comprehensive list is needed for summative testing at the end of a course.
When a satisfactory list of general learning competencies has been identified an clearly stated, the
next step is to list the specific types of student performance that are to be accepted as evidence that
the competencies have been achieved. The terms used to describe the specific learning competencies
indicate student performance that can be demonstrated to an outside observer.
Action verbs should indicate precisely what the student is able to do to demonstrate achievement.
Such vague and indefinite terms as “learns,” “sees,” “realizes,” and “is familiar with” should be
avoided, since they do not clearly indicate the terminal performance to be measured.
In defining the general learning competencies in specific performance terms, it is typically impossible
to list all of the relevant types of performance. The proportion that need be listed depends to a large
extent on the nature of the test.

5.4 Guidelines for Item Writing
There are a number of general suggestions that apply to the writing of all item types. These provide
a general framework for writing items that function as intended and that contribute to more valid
and reliable results.
1. Select the type of test item that measures the intended learning competence most directly. Use a supply-
type item if supplying the answer is an important element of the task (e.g., writing). Use a
selection-type item if appropriate, (e.g., identification) or if both types are equally appropriate.
2. Write the test item so that the performance it elicits matches the performance in the learning task. The
intended learning competence specifies the learning task in performance terms and the test
task should call forth the same performance.
3. Writing the test item so that the test task is clear and definite. Keep the reading level low, use
simple and direct language, and follow the rules for correct punctuation and grammar.

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