This chapter begins by briefly laying down a set of general procedures for test construction. These are then illustrated by two examples: an achievement test and a placement test. Finally there is a short section on validation. 5.1 STATEMENT OF THE PROBLEM It cannot be said too many times that the essential first step in…
4.1 TEST THE ABILITIES WHOSE DEVELOPMENT YOU WANT TO ENCOURAGE For example, if you want to encourage oral ability, then test oral ability. This is very obvious, a straightforward matter of content validity, yet it is surprising how often it is not done. There is a tendency to test what it is easiest to…
3.1 VALIDITY A test is said to be valid if it measures accurately what it is intended to measure. This seems simple enough. When closely examined, however, the concept of validity reveals a number of aspects, each of which deserves our attention. 3.1.1 Content validity A test is said to have content validity …
Subjective and objective are terms used to refer to the scoring tests. All test items, no matter how they are devised , require candidates to exercise a subjective judgment. In an essay test, for example, candidates must think of what to say and then express their ideas as well as possible; in a multiple…
Whether we realize it or not, we test every day in virtually every cognitive effort we make. When we read a book, listen to the news on TV, or prepare a meal, we are testing hypotheses and making judgments. Anytime we “try” something – a new recipe, a different tennis racquet, a new pair of…
Whether we realize it or not, we test every day in virtually every cognitive effort we make. When we read a book, listen to the news on TV, or prepare a meal, we are testing hypotheses and making judgments. Anytime we “try” something – a new recipe, a different tennis racquet, a new pair of…