Test

Development
Lesson 4
Stages in Test Construction

I. Planning the Test

A. Determining the Objectives

B. Preparing the table of Specification
C. Selecting the Appropriate Item Format
D. Writing the Test Item
E. Editing the Test Item
Stages in Test Construction

II. Trying Out the Test

A. Administering the First Tryout – Item

Analysis
B. Administering the Second Tryout - Item
Analysis
C. Preparing the Final Form of the Test
Stages in Test Construction

III. Establishing Test Validity

IV. Establishing Test Reliability

V. Interpreting the Test Scores

 I. Planning the Test

Good test don’t just happen. They

require adequate and extensive
planning so that goals of instruction,
the teaching strategy to be employed,
the textual materials, and the
evaluative procedure are all related in
some meaningful fashion.
 I. Planning the Test

It would be therefore seem unrealistic

to expect ordinary classroom teacher
to be able to prepare a 50-item test if
he begin writing his test only few days
before it is scheduled.

The solution to the problem lies in

adequate planning and spreading out
the item writing phase over a long
period of time.
A. Determining the Objectives
Classroom achievement test serve
variety of purposes, such as:

 Judging the pupil mastery of certain

essential skills
 Measuring growth over time
 Ranking pupils in terms of their
achievement of particular instructional
objectives
 Diagnosing pupil difficulties
A. Determining the Objectives
Classroom achievement test serve
variety of purposes, such as:

 Evaluating the teacher’s instructional

method.
 Ascertaining the effectiveness of the
curriculum
 Motivating students
B. Preparing the Table of
Specification

 Should a teacher test for factual

knowledge or should test the extent to
which students are able to apply factual
knowledge?
 The answer to this depends upon the
teacher’s instructional objectives and
what has been addressed in the class.
 If the teacher emphasized the recall
names, places and dates, he should test
for this.
B. Preparing the Table of
Specification

 Generally, tables of specification have

some commonalities.

 Among them are course content,

behavior, number of test items,
placement and percentage
C. Selecting Appropriate Item
Format

 The teacher must decide on the best way

of measuring his instructional objectives.

Example:
If the objective to be measured is stated as
student will be able to organize his ideas,
and write them in logical and coherent
fashion, it would be inappropriate to have
him select answer from the series of
possible answers.
C. Selecting Appropriate Item
Format

Example:

And if the objective to obtain evidence of

the pupils factual recall of names, places
dates, and events, it would not be efficient
to use a lengthy essay question.
End of Part 1
Lesson 4