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Unit 8 : Test Construction

pencil-and-paper test items (which may be posed as questions) are examples of these specially Notes
selected tasks. However other tasks may be necessary as well to give a comprehensive, valid and
meaningful picture of the learning. For example, in the learning of science subjects practical skills
are generally considered to be important so the assessment of science subjects should therefore
include some practical tasks. Similarly, the student learning music may be required to give a
musical performance to demonstrate what has been learned. Test items or tasks are samples of
intended achievement, and a test is a collection of such assessment tasks or items.
Single, discrete items may not be reliable (or consistent) indicators of achievement. However,
when a number of similar items or tasks are combined as a test, we can look at patterns of success
on the test. Such patterns tend to be more dependable indicators because they are based on
multiple sources of evidence (the various separate assessment tasks).
8.1.1 Definition of Test

Test is a set of questions or exercises evaluating skills or knowledge of student individually.
8.1.2 Factors affect the Test
The factors which affect the construction of a test are called predisposing factors. Some of the
predisposing factors of test are as follows :
(i) Number of Papers
The paper setter has first to decide whether only one or two question papers in a subject are
to be set. If two, automatically the examination syllabus is halved and the sampling of
content would be more adequate. More number of questions can be set; more possibility of
testing different types of abilities will be there. Therefore decision about papers has to be
taken in advance.
(ii) Total Time
Time to different papers in different subjects is usually stipulated. It may vary from 2 to 3 hr
in various subjects in different boards at secondary or senior secondary stage. For class tests
it may vary from 15 min. to 1 hr. A term test could be of 1 hr to 3 hr, whereas an annual test
may be of 3 hr. Whatever may be the total time it must be decided in advance for planning
the question paper. It is stipulated by examining agency for external examinations and by
teachers for school examinations. Giving more time than required for a fixed set of questions
may lead to collateral effects like guessing, copying, redundant and irrelevant answers
besides affecting the measurement of speed in speeded tests.
(iii) Total Marks
A question paper carrying 100 or 50 marks has different implications. In the former it is
possible to include more open-ended essay-type questions (time remaining the same) by
increasing the number of short-answer and objective type questions. With less marks, as in
the latter, possibility of including long-answer questions decreases and less number of
questions would be included, thereby lowering the reliability of the test. Inclusion of more
short-answer and objective-type questions would become necessary for better coverage of
syllabus. Total marks therefore have its impact on the quality of question papers.
(iv) Scheme of Sections
Depending upon the types of questions to be included in a question paper, we can have one
or two sections, which could be content-wise such as Botany and Zoology or question-wise
like objective and open-ended questions. For external examinations separate time limit of
30 min. or more can be imposed for objective questions. Whatever be the decision it must be
taken beforehand by the board for external examinations and by teachers for their school
examinations.

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