Chapter 3 ppt eval & testing 4e formatted 01.10 kg edits + mo + kg additional edits

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Chapter 3Planning for Testing

Oermann & GabersonEvaluation and Testing in Nursing Education4th edition


Test Construction Steps• Define test purpose• Describe population to be

tested• Determine test length• Specify difficulty and

discrimination levels• Determine scoring procedure• Select item formats• Construct test blueprint• Write test items

• Have test items critiqued• Arrange items on the test• Write item-specific

directions• Write general directions• Print the test• Proofread• Reproduce the test• Prepare a scoring key• Prepare students

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Purpose and Population

♦ Purpose– Why are you giving a test? – What do you intend to measure?– How will the scores be used?

♦ Population– Reading level– English-language literacy– Previous testing experience

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Test Length

♦ Reliability of scores generally increases with assessment length (number of test items or tasks)

♦ Include as many items as possible to adequately sample the content– May be limited by item formats and available

testing time – Construct power test rather than speeded test

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Difficulty And Discrimination Level

♦ Difficulty– Depends on the task complexity, ability of the

students, and quality of teaching– Can only be estimated in advance of the test – Ideal difficulty level depends on how results will be

interpreted • Norm-referenced: majority of items should be

moderately difficult• Criterion-referenced: relatively easy for most test-takers

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Item Formats

♦ All item formats have advantages and limitations♦ Selection criteria– Learning outcomes to be assessed (taxonomy level)– Preparation time– Testing time– Scoring time– Learner characteristics

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Classification of Item Formats

♦ Selected-response (choice) items – Test-taker selects correct or best answer from

options provided by the teacher ♦ Constructed-response (supply) items– Require the learner to supply an answer– May require limited (short) or extended response

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Classification of Item Formats

Selected response•True-False•Matching•Multiple-choice•Multiple-response

Constructed response•Short-answer (fill-in-the-blank)•Essay

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Scoring Procedures

♦ Choice depends somewhat on the item formats– Responses to short-answer, numerical calculation,

and essay items usually hand-scored– Answers to selected-response items (e.g.,

multiple-choice, true-false, and matching) may be electronically scored on a scannable answer sheet

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Test Blueprint

♦ Purpose– Guides the selection or development of

test items– Assists in obtaining content-related evidence

of validity– Prepares learners to take the test

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Test Blueprint

♦ Elements– List of topics or objectives (or both)– Level of complexity of task to be assessed

(taxonomy)– Degree of emphasis for each topic or objective

(number or percentage of points)

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Writing the Test Items

♦ Each test item should relate to the test blueprint:– Content area or objective– Level of complexity of task (taxonomy)

♦ Select appropriate assessment tasks for the ability to be tested

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General Rules for Writing Test Items♦ Every item should measure something important.♦ Every item should have a correct answer.♦ Use simple, clear, concise, precise, grammatically correct

language.♦ Avoid jargon, slang, or unnecessary abbreviations.♦ Try to use positive terms.

(cont’d)

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General Rules for Writing Test Items (cont’d)

♦ Eliminate irrelevant clues to the correct answer.♦ Items should not depend on each other for meaning

or for the correct answer.♦ Eliminate extraneous information .♦ Critique the items.♦ Prepare more items than the test blueprint specifies.

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Preparing Students for the Test

♦ Teacher-made test typically measures students’ maximum performance rather than typical performance– Teachers should create conditions under which

students will be able to perform at their best • Requires adequate preparation of students to take

the test • Begin preparing students when the test is scheduled

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Information Needs

♦ Test date and time – No unannounced (“pop”) tests

♦ Testing conditions – How much time, access to resources such as textbooks,

number of items, item formats, need for specific tools or supplies (e.g., calculator, pencil)

♦ Content to be tested♦ Cognitive level expected ♦ How test results will be used

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Information Needs

♦ Use of “cheat sheets”– Similar to memory aids such as procedure checklists,

pocket guides, reminder sheets – Students anticipate potential test items and develop a

written cheat sheet that summarizes, prioritizes, condenses, and organizes content that they think is important

– Teacher may set limits on length– Students bring cheat sheets and may use them during the

test; collected with test materials

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Test-Taking Skills

♦ Testwiseness – Ability to use test-taking skills and experience, clues from

poorly written test items to achieve a higher test score than content mastery would predict

– All students need adequate test-taking skills so that they are not disadvantaged when their scores are compared with those of testwise individuals.

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Test-Taking Skills ♦ Follow directions accurately.♦ Read test items carefully.♦ Record answers to test items accurately.♦ Avoid physical and mental fatigue.♦ Use test time wisely.♦ Bypass difficult items and return to them later.♦ Make informed guesses rather than omitting answers.♦ Outline and organize responses to essay items before beginning

to write.♦ Check answers to test items for clerical errors and change answers if

a better response is indicated.

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Test Anxiety

♦ Anxiety is a common response to testing situations

♦ High levels of anxiety are likely to interfere with maximum performance

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Test Anxiety

♦ Emotional component– Negative mood and feelings associated with

testing situations • Nervousness• Uneasiness• Fear• Dread• Panic

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Test Anxiety

♦ Cognitive component– Concerns before or during a test related to

performance and its consequences– Worry about possible negative outcomes• Catastrophic fantasies• Competitive worry

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Cognitive Indications of Test Anxiety ♦ Impaired ability to concentrate and easy

distractibility during the test♦ Difficulty recalling information (“going blank”)♦ Misreading or misunderstanding directions or

test items♦ Feeling pressured to be perfect♦ History of poor performance in evaluative situations,

particularly high-stakes tests

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Text Anxiety

♦ Negative feelings + negative thoughts often → behaviors that interfere with students’ ability to prepare adequately for a test– Avoidance and procrastination

♦ Treatment to address:– emotional component of anxiety– negative thinking or worry aspect – training to improve general test-taking skills

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