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Assessment: Test construction basics

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Test construction basics

The following information provides some general guidelines to assist with test development and is meant to be
applicable across disciplines.

Make sure you are familiar with Bloom’s Taxonomy, as it is referenced frequently.
General Tips Characteristics of test questions, and how to choose Bloom's Taxonomy
which to use
Start with your
Including a variety of question types in an exam
learning outcomes.
enables the test designer to better leverage the
Choose objective and
strengths and overcome the weaknesses of any
subjective
Bloom’s Taxonomy by Vanderbilt University
individual question type. Multiple choice questions are
assessments that
popular for their versatility and efficiency, but many Center for Teaching, licensed under CC-BY
match your learning
2.0.
other question types can add value to a test. Some
outcomes and the
points to consider when deciding which, when, and
level of complexity of
how often to use a particular question type include:
the learning outcome. Common question
Workload: Some questions require more front- types
Use a test blueprint.
end workload (i.e., time-consuming to write), Multiple choice
A test blueprint is a
while others require more back-end workload True/false
rubric, document, or
(i.e., time-consuming to mark). Matching
table that lists the
Depth of knowledge: Some question types are Completion/fill-
learning outcomes to
better at tapping higher-order thinking skills, in-the-blank
be tested, the level of
such as analyzing or synthesizing, while others Short answer
complexity, and the
are better for surface level recall.
weight for the learning
Processing speed: Some question types are
outcome (see sample).
more easily processed and can be more quickly
A blueprint will make
answered. This can impact the timing of the test
writing the test easier
and the distribution of students’ effort across
and contribute
different knowledge domains.
immensely to test
validity. Note that All test items should:
Bloom’s taxonomy can
Assess achievement of learning outcomes for
be very useful with this
the unit and/or course
activity. Share this
Measure important concepts and their
information with your
relationship to that unit and/or course
students, to help them
Align with your teaching and learning activities
to prepare for the test.
and the emphasis placed on concepts and
Let your students tasks
know what to expect Measure the appropriate level of knowledge
on the test. Be Vary in levels of difficulty (some factual recall
explicit; otherwise and demonstration of knowledge, some
students may make application and analysis, and some evaluation
incorrect assumptions and creation)
about the test.
Two important characteristics of tests are:
Word questions
1. Reliability – to be reliable, the test needs to be
clearly and simply.
consistent and free from errors.
Avoid complex
2. Validity – to be valid, the test needs to
questions, double
measure what it is supposed to measure.
negatives, and
idiomatic language There are two general categories for test items:

that may be difficult for 1. Objective items – students select the correct
students,
Tips especially
to reduce cheating response from several alternatives or supply a word or
multilingual students, short phrase answer. These types of items are easier
Use randomized
to understand. to create for lower order Bloom’s (recall and
questions
Have aUsecolleague or comprehension) while still possible to design for

instructional higher order thinking test items (apply and analyze).

question pools
assistant
Useread
calculated Objective test items include:
through (or even
formula
Multiple choice
take) your exam.
questions
True-false
This will
Use help ensure
a range of
Matching
your questions and
different types
Completion/Fill-in-the-blank
exam are clear and
of questions
unambiguous. This
Avoid publisher Objective test items are best used when:
also contributes
test banksto the The group tested is large; objective tests are
reliability
Do and validity
not re-use fast and easy to score.
of the test
old tests The test will be reused (must be stored
Minimize
Assess use of
the length of securely).
multiple
the exam. choice
Unless your Highly reliable scores on a broad range of
questions
goal is to assess learning goals must be obtained as efficiently as
Have
students’ students
ability to possible.
“showtime
work within their Fairness and freedom from possible test
work” design
constraints, (for online scoring influences are essential.
courses
your exam they
so that
2. Subjective or essay items – students present an
cancan
students scan/upload
original answer. These types of items are easier to
their work)
comfortably complete
use for higher order Bloom’s (apply, analyze,
it in theRemind
allocated time.
synthesize, create, evaluate).
A goodstudents
guidelineofis to
academic
take the exam yourself Subjective test items include:
integrity
and time it, then triple
Short answer essay
guidelines,
the amount of time it Extended response essay
policies and
took you to complete
Problem solving
consequences
the exam, or adjust
Performance test items (these can be graded
Have students
accordingly. as complete/incomplete, performed/not
sign an
Write your exam key performed)
academic
prior to students
honesty form at Subjective test items are best used when:
taking the exam. The
the beginning of
The group to be tested is small or there is a
point value you assign
the assessment method in place to minimize marking load.
to each question
The test in not going to be reused (but could be
should align with the
built upon).
level of difficulty and
The development of students’ writing skills is a
the importance of the
learning outcome for the course.
skill being assessed.
Student attitudes, critical thinking, and
Writing the exam key
perceptions are as, or more, important than
enables you to see
measuring achievement.
how the questions
 Objective and subjective test items are both suitable
Additional
activities. You should for measuring most learning outcomes and are often
considerations for
be able to easily
constructing effective used in combination. Both types can be used to test
tests
answer all the comprehension, application of concepts, problem
questions.
Prepare Decide
new or if solving, and ability to think critically. However, certain
you will give
revised testspartial
each types of test items are better suited than others to
credit to multi-step
time you teach a measure learning outcomes. For example, learning
questionsA and
course. past test will outcomes that require a student to ‘demonstrate’ may
determine the changes
not reflect the number be better measured by a performance test item,
of how
in stepsyou
thatpresented
will be whereas an outcome requiring the student to
assigned credit.
the material and Doing
the ‘evaluate’ may be better measured by an essay or
this in advance
topics you short answer test item.
assures the test
emphasized. is
Writing
reliable
questionsand
at valid.
the end of
each unit is one way to
Design your exam so
make sure yourintest
that students your
reflects the learning
class have an equal
outcomes
opportunity andto fully
teaching activities
demonstrate theirfor
the unit. Use different
learning.
types of questions,
Be cautious about
reduceitem
using or eliminate
banks
time
frompressure,
textbookallow
memory aidsThe
publishers. when
items
appropriate,
may be poorlyand make
written,
your questions
may focus fair. An
on trivial
exam that
topics, andismay
too not
easy
or too demanding
reflect the learningwill
not accurately
outcomes for your
measure
course. your
students’
Make your tests
understanding of the
cumulative.
material.
Cumulative tests
require students to
review material they
have already studied
and provide additional
opportunity to include
higher-order thinking
questions, thus
improving retention
and learning.