Creating a test is one of the most challenging tasks confronting an instructor. Unfortunately, many of us have had little, if any, preparation in writing tests. Well-constructed tests motivate students and reinforce learning. These tests enable teachers to assess the students mastery of the course objectives. These Tests also provide feedback on teaching, often showing what was or was not communicated clearly. While always demanding, test writing may be made easier by considering the following suggestions for general test construction.
GENERAL TIPS ABOUT TESTING: In theory, the more items a test has, the more reliable it is. On a short test a few wrong answers can have a great effect on the overall results. On a long test, a few wrong answers will long test does have drawbacks. If a test is too long, and particularly if students are doing the same kind of item over and over, they may get tired and not respond accurately or seriously. If a test needs to be lengthy, divide it into sections with different kinds of tasks, to maintain the student’s interest.
TIPS TO PREPARE EFFECTIVE TEST PAPERS
1.Clear Concise Instructions
It is necessary to give clear, concise instructions. It is useful to provide an example of a worked problem, which helps the students understand exactly what is necessary. What seems to be clear to the writer may be unclear to someone else
2.Test Frequently
Frequent testing helps students to avoid getting behind, provides instructors with multiple sources of information to use in computing the effect of “bad days”), and gives students regular feedback. It is important to test various topics in proportion to the emphasis given in class. Students will expect this practice and will study with this expectation.
3.Test Early
It is helpful for instructors to test early in the term and consider poor. Students often need a practice test to understand the format each instructor uses and anticipate the best way to prepare for and take particular tests.
4.Check for Accuracy
Instructors should be cautious about using tests written by others. Often, items developed by a previous instructor, a textbook publisher, etc., can save a lot of time, but they should be checked for accuracy and appropriateness in the given course.
5.Proofread Exams
On written exams, it is important to proofread exams carefully and, when possible, have another person proofread them. Tiny mistakes, such as Incorrect numbering the responses, can cause big problems later. Collation should also be checked carefully, since missing pages can cause a great deal of trouble.
6.One Wrong Answer
Generally, on either a written or performance test, it is wise to avoid having separate items or tasks depend upon answers or skills required in previous items or tasks. A student’s initial mistake will be perpetuated over the course of succeeding items or repeatedly for one error.
7.Special Considerations
It is important to anticipate special considerations that learning disabled students or non-native speakers may need. The instructor needs to anticipate special needs in advance and decide whether or not students will be allowed the use of dictionaries, extra time, separate testing sites, or other special conditions.
8.A Little Humor
Instructors have found that using items or tasks at the beginning of an exam can help students with test anxiety to reduce their preliminary tension and thus provide a more accurate demonstration of their progress.
WHEN TO USE ESSAY OR OBJECTIVE TESTS
Essay tests are appropriate when:
- The group to be tested is small & the test is not to be reused.
- You wish to encourage and reward the development of student skill in writing.
- You are more interested in exploring the student’s attitudes than in measuring his/her achievements.
Objective tests are appropriate when:
- The group to be tested is large and the test may be reused. Impartiality of evaluation, fairness, and freedom from possible test.
Use Both Simultaneously to Achieve Efficient Results
Either essay or objective tests can be used to:
- Measure almost any important educational achievement that a written test can measure.
- Test understanding & ability to apply principles.
- Test ability to think critically.
- Test ability to solve problems.
Conventional wisdom accurately portrays short answer and essay examinations as the easiest to write and the most.
CRITERIA FOR ESTABLISHING TECHNICAL QUALITY OF A TEST
1.Cognitive Complexity
It is preferable to determine cognitive skills of a candidate through the evaluation process. Cognitive complexity defines individual’s ability to observe things and respond accordingly. It encompasses problem-solving skills and other analytical skills.
2.Knowledge
Recognizing and recalling information, including dates, events persons, places, terms, definitions facts, principles, theories, methods and procedure.
3.Comprehension
Understanding the meaning of information, including restating (in own word): translating from one form to another or interpreting, explaining and summarizing.
4.Application
Applying general rules, methods or principles to a new situation, general principle of using a formula to solve a problem.
5.Analysis
Identifying the organization and patterns within a system by identifying its component parts and the relationships among the companions.
6.Synthesis
Discovering/creating new connections, generalization patterns or perspectives; combining ideas to form a new whole perspective.
7.Evaluation
Using evidence and reasoned argument to judge how well a proposal would accomplish a particular purpose; resolving controversies or differences of opinion.
8.Content Quality Standard
Several critical questions arise regarding the content quality of the test. What are the bets specifications? what skills do they indicate will be tested? How many questions and area will be covered? How many sections will be there? What formats will be used for testing? If an instructor has predominantly focused on the War of 1812 in class sessions and activities, this emphasis should be evident in the test. A test that encompasses a broader time frame might be considered unfair by students, even if the instructor has informed them that they are responsible for material not discussed in class. Students tend to align more with instructors’ implied values than their stated ones.
9.Meaningfulness
To Achieve Meaningfulness. In my opinion, students should not be compelled to speculate about test content or attempt to anticipate the teacher’s expectations. Research indicates that less capable students are disproportionately penalized when they fail to discern the test requirements. More adept students seem to have an intuition for the teacher’s intentions, but those who need assistance the most may struggle even more if they have to guess what to study. The straightforward solution to this study questions and then base the test on those questions. This as ‘teaching to the test,’ assuming that offering study questions However, this is true only if there are very few study questions. If a teacher furnishes questions concepts in an assignment, teaching the test becomes tantamount to teaching the course.
10.Language Appropriateness Standard
Test items should be formulated in clear, straightforward language, devoid of irrelevant content and extraneous hints. Furthermore, test items should be devoid of biases related to race, ethnicity, and gender. Beyond these criteria, students’ language backgrounds can influence their performance on tests. The vocabulary (uncommon usage; non-literal usage) and the syntax of the test (atypical parts of speech; complex structures) might pose linguistic barriers.
Modifications for students with limited English proficiency may encompass: assessments in their native language; alterations in vocabulary; adjustments to linguistic complexity; inclusion of visual aids; utilization of glossaries in the native language; use of English glossaries; linguistic simplification of test directions; and additional exemplar items/tasks.
11.Transfer & Conception
Presentations, scenarios, projects, and portfolios introduce dimensions to assessment that traditional testing cannot. Authentic and performance assessments enable teachers to draw valid conclusions about achievement more effectively. These conclusions may inform decisions about instructional placement, formative evaluation, and diagnostics. Well-constructed tests, whether objective or performance-based, empower teachers to discern the next steps in teaching. Teachers can also monitor a student’s learning while instruction is ongoing and adjust the instructional program as necessary.
12.Fairness
Here are several fundamental principles of fairness: test questions should align with unit objectives expectations should be clear to students; each test item should present a well-defined task no item should facilitate answering another sufficient time for test completion should be provided and points should be allocated before test administration. Constructive grading requires instructors to provide feedback (written and/or oral) that assists students in understanding them accomplishments and areas for improvement as indicated by the test. This feedback could encompass: affirming comments on a test or paper that convey respect for the student’s attempts; commendation for achieved tasks and suggestions for enhancing performance.
A SURVEY TO KNOW THE BETTER WAY OF GRADING
Five hundred secondary and postsecondary students were surveyed for suggestions on how an instructor can grade fairly and accurately. Here are the top eight responses:
- Consider grading based only on mastery of material and not on personalities or perceived effort.
- Do not over emphasize grades, Emphasize learning over grades.
- Keep students informed of their progress throughout the term.
- Clearly state grading policies and procedures in the syllabus and review them with the class during orientation. 4.
- Avoid modifying policies during the term. 6. Provide some choice in format or topic when assigning work.
- Provide some choice in format or topic when assigning work
- Keep accurate records of grades. Record numerical grades, rather than letter grades, when possible.
- Consider allowing rewrites on papers. If many students do poorly on an exam, schedule an exam for the following week to retest the class
Reliability
The fundamental purpose of testing is to promote learning. A well-designed test includes items that are not easily guessed without proper study. it is possible to devise various test questions that cannot be guessed readily. thereby necessitating students to comprehend essential factual material. Multiple-choice questions are often criticized as multiple guess queries. The remedy for this concern is to fashion multiple-choice items in a way that students with adequate knowledge of the subject are more likely to select the correct option. while those with lesser knowledge are more likely to choose on incorrect one. Suggestions are mentioned below:
- Advise students to review the entire test before starting. This helps them determine sections that are quick and easy, and those needing more time and thought.
- Encourage students to underline vital words in directions, like list, discuss, define, etc.
- Instruct students to tackle easy questions first when taking a test.
- Advise students to remain calm. Bing presumed and vanish everything from their brain.
- Recommend students to mark questions left blank with checkmark for later completion
- Prompt students to hold onto review is done. Ensure each task is completed, and answers match their intentions.
