Page 66 - DEDU504_EDUCATIONAL_MEASUREMENT_AND_EVALUATION_ENGLISH

Educational Measurement and Evaluation

Notes (i) Preparing the Test Specifications

The writing of test items should be guided by a carefully prepared set of test specifications.
The function of the specifications is to describe the achievement domain being measured
and to provide guidelines for obtaining a representative sample of test tasks.
(i) Selecting the learning competencies to be tested. The learning outcomes for a particular
course will depend on the specific nature of the course, the objectives attained in previous
courses, the philosophy of the school, the special needs of the students, and a host of
other local factors that have a bearing of the instructional program.
(ii) Outlining the subject matter. The content of a course may be outlined in detail for teaching
purposes, but for test planning only the major categories need be listed.

(iii) Making a two-way chart. The two-way chart describes the sample of items to be included
in the test.
• Preparing a table of specifications includes the following steps :
• Identify the learning outcomes and content areas to be measured by the test.
• Weigh the learning outcomes and content areas in terms of their relative importance.
(i) Thus, whether a table of specifications is useful in preparing a formative test depends greatly
on the nature of the achievement domain being measured.
(ii) The construction of a set of relevant test items is greatly simplified if the intended learning
competences have been clearly defined and the test specifications carefully prepared. The
quality of the test will then depend on how closely the test maker can match the specifications.
• Selecting the Types of Test Items to Use
• The items used in achievements tests can be classified as either selection-type items or supply-
type items. The selection-type item presents students with a set of possible responses from
which they are to select the most appropriate answer. The supply-type item requires students
to create and supply their own answers. These two major categories can be used to classify the
most widely used item types as follows.
• Selection-Type Items
(i) Multiple choice
(ii) True-false
(iii) Matching
(iv) Interpretive exercise
• Supply-Type Items
(i) Short answer
(ii) Essay (restricted response)
(iii) Essay (extended resporise)
• 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.
(i) Select the type of test item that measures the intended learning competence most directly.
(ii) Write the test item so that the performance it elicits matches the performance in the learning
task.
(iii) Writing the test item so that the test task is clear and definite.
(iv) Write the test item so that it is free from nonfunctional material.

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