Test Planning

A.
  Test planning-‐ Stages of Test Construction

B.  Bloom’s Taxonomy of Cognitive Domain
C.  Table of specifications (ToS/JPU)
D.  Using specifications for tests

Dr Lee 1
Dr Lee 2
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Test Planning: Stages of Test
Construc4on
► Planning a Test:
  Test purpose
  Specify test content /cognitive levels (Bloom)
  Table of Specification(JSU)
► Writing the test items (questions)
► Selecting and moderating questions
► Pre-‐testing questions
► Preparing the examination papers
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Statement of the Problem
►  making perfectly clear about what it is one wants to
know and for what purpose
  What kind of test?
  What is its precise purpose?
  What abilities are to be tested?
  How detailed must the results be?
  How accurate must the results be?
  How important is washback?
  What constraints are set by unavailability of expertise,
facilities, time (for construction, administration and
scoring)?
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Providing a solu4on to the problem
Writing specifications for the test
1.  Content
2.  Operations (the tasks that candidates have
to be able to carry out)
3.  Types of text
4.  Addressees – the kinds of people that the
candidate is expected to be able to write/
speak
5.  Topics (according to suitability for the
candidate and the type of test)
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Wri4ng specifica4ons for the test…con’t
6. Format and Timing [specifying test

structure (including time for each
component), item types/elicitation
procedures, weighting assigned, nos. of
passages/items for each component]
7. Criterial levels of Performance (the
required level(s) of performance for
success should be specified)
8. Scoring Procedures
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Wri4ng the test
►  Sampling (for content validity and beneficial backwash –
choose widely from the whole area of content)
►  Item writing and moderation (writing successful item is
difficult – need to be moderated by colleagues.
Critical questions:
►  Is the task perfectly clear?
►  Is there more than one possible correct response?
►  Can candidate arrive at the correct response without having the
skill supposedly being tested?
►  Do candidates have enough time to perform the task?
►  Writing and moderation of Scoring Keys
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Bloom's Taxonomy of Cognitive Domain
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Learning Outcome
►  By the end of this session, participants should be
able to:
1.  identify the levels within the cognitive domain of
Bloom’s taxonomy,
2.  use appropriate verb examples that represent
intellectual activity
3.  construct Test Blueprint (Table of Test Specification)
for intended test/examination.
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Bloom's Taxonomy of Cogni4ve Domain

► 1956
► Cognitive domain of Bloom’s taxonomy -‐ six levels
► The lowest level -‐ simple recall (recognition) of facts,
► through increasingly more complex and abstract mental
levels,
► to the highest order -‐ classified as evaluation.
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Bloom's Taxonomy of Cogni4ve Domain

Source: http://en.wikipedia.org/wiki/Instructional_design#mediaviewer/File:Bloom_taxonomy.jpg
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Source: http://games4primary.weebly.com/uploads/6/4/0/2/6402394/
screen_shot_2013-11-28_at_2.01.04_pm.png
P&P UMS 13 FEB 2012 Dr Lee KW SPPS 13

Bloom’s taxonomy explained
Source: http://www.chs.d211.org/AppliedTech/newold.htm
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1. Knowledge
► Defined as remembering of previously learned
material.
► Involve the recall of a wide range of material, from
specific facts to complete theories – i.e.,bringing to
mind of the appropriate information.
► Verbs: arrange, define, duplicate, label, list,
memorize, name, order, recognize, relate, recall,
repeat, reproduce, state.
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Examples
Sample Question Stems Potential activities
What happened after...? Make a list of the main

How many...? events..
Who was it that...? Make a timeline of events.
Can you name the...? Make a facts chart.
Describe what happened Write a list of any pieces of
at...? information you can
Who spoke to...? remember.
Can you tell why...? List all the .... in the story.
Find the meaning of...? Make a chart showing...
What is...? Recite a poem.
Which is true or false...?
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2. Comprehension
► Defined as the ability to grasp the meaning of
material, i.e., explaining the meaning of
information.
► Go one step beyond the simple remembering of
material -‐ represent the lowest level of
understanding.
► Verbs: classify, describe, discuss, explain, express,
identify, indicate, locate, recognize, report, restate,
review, select, translate, generalize, paraphrase,
summarize, estimate

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Examples
Can you write in your own Illustrate what you think the main
words...? idea was.
Can you write a brief outline...? Make a cartoon strip showing the
What do you think could of sequence of events.
happened next...? Write and perform a play based on
Who do you think...? the story.
What was the main idea...? Retell the story in your words.
Who was the key character...? Write a summary report of an
Can you distinguish between...? event.
What differences exist between...? Prepare a flow chart to illustrate
Can you provide an example of the sequence of event.
what you mean...?
Can you provide a definition for...?
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3. ApplicaAon
► Refers to the ability to use learned material in new
and concrete situations.
► This may include the application of such things as
rules, methods, concepts, principles, laws, and
theories.
► Learning outcomes in this area require a higher level
of understanding than those under comprehension.
► Verbs: apply, choose, demonstrate, dramatize, employ,
illustrate, interpret, operate, practice, schedule, sketch,
solve, use,
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Examples
Do you know another Make a scrapbook about the
instance where...? areas of study.
Can you group by Take a collection of
characteristics such as...? photographs to demonstrate
What factors would you a particular point.
change if...? Make up a puzzle game
Can you apply the method suing the ideas from the
used to some experience of study area.
your own...? Design a market strategy for
From the information given, your product using a known
can you develop a set of strategy as a model.
instructions about...? Write a textbook about... for
others.
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4. Analysis
► Refers to the ability to break down a whole into
component parts.
► Require an understanding of both the content
and the structural form of the material – thus
higher intellectual level than comprehension and
application.
► Verbs: analyze, appraise, calculate, categorize,
compare, contrast, criticize, differentiate,
discriminate, distinguish, examine, experiment,
question, test.
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Examples

How was this similar to...? Design a questionnaire to gather
What was the underlying theme information.
of...? Write a commercial to sell a new
What do you see as other possible product.
outcomes? Make a flow chart to show the
Why did ... changes occur? critical stages.
Can you compare your ... with that Construct a graph to illustrate
presented in...? selected information.
How is ... similar to ...? Make a family tree showing
Can you distinguish between...? relationships.
What were some of the motives Write a biography of the study
behind...? person.
Prepare a report about the area of
study.
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5. Synthesis
► Refers to the ability to put parts together to
form a new and integrated whole.
► Learning outcomes in this area stress creative
behaviors, with major emphasis on the
formulation of new patterns or structures.
► Verbs: arrange, assemble, collect, compose,
construct, create, design, develop, formulate,
manage, organize, plan, prepare, propose, set up,
write.

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Examples
If you had access to all resources Create a new product. Give it a
how would you deal with...? name and plan a marketing
Why don't you devise your own campaign.
way to deal with...? Write about your feelings in
What would happen if...? relation to...
How many ways can you...? Sell an idea.
Can you create new and unusual Devise a way to...
uses for...? Compose a rhythm or put new
Can you write a new recipe for a words to a known melody.
tasty dish?
Can you develop a proposal which
would...
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6. EvaluaAon
► Concerned with the ability to make judgments
about the merits of ideas, materials, or
phenomena
► Learning outcomes in this area are highest in
the cognitive hierarchy because they contain
elements of all the other categories, plus
conscious value judgements based on clearly
defined criteria.
► Verbs: appraise, argue, assess, critique, defend,
estimate, judge, predict, rate, weigh.

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Examples
Judge the value of... Prepare a list of criteria to judge
Can you defend your position a ... show. Indicate priority and
about...? ratings.
Do you think ... is a good or a bad Conduct a debate about an issue
thing? of special interest.
How would you have handled...? Write a letter to ... advising on
What changes to ... would you changes needed at...
recommend? Write a half yearly report.
Assess the appropriateness of … Prepare a case to present your
based on … view about...
Evaluate … using the …
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Reference
► Bloom, B., Englehart, M., Furst, E., Hill, W., &
Krathwohl, D. (1956) Taxonomy of educational
objectives: The classification of educational goals.
Handbook I: Cognitive domain. New York, Toronto:
Longmans, Green.
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Bloom's Revised Taxonomy
  Lorin Anderson, a former student of Bloom, revisited
the cognitive domain in the learning taxonomy in the
mid-‐nineties and made some changes, with perhaps
the two most prominent ones being, 1) changing the
names in the six categories from noun to verb forms,
and 2) slightly rearranging them (Pohl, 2000).
  This new taxonomy reflects a more active form of
thinking and is perhaps more accurate:

Bloom's Revised Taxonomy
Source: http://www.nwlink.com/~donclark/hrd/ahold/revised_taxonomy.jpg

Source: http://www.psia-nw.org/wp-content/uploads/Blooms_Old_New.jpg
HOTS vs LOTS
Source: http://edweb.sdsu.edu/courses/EDTEC470/sp09/5/images/bloomstaxonomy1.jpg
Source; http://edorigami.wikispaces.com/file/view/blooms_500.gif/30591305/blooms_500.gif

TASK: 20 MINUTES
  GET INTO GROUPS OF SIX
  DESIGN 6 QUESTIONS ON THE COGNITIVE
DOMAIN OF BLOOM’S TAXONOMY
  PRESENT TO THE CLASS

l  What is a Table of Specifications?
l  Designing a Table of Specifications
l  How can the use of a Table of Specifications
benefit your students?

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►  What is a Table of Specifications?
►  Designing a Table of Specifications
►  How can the use of a Table of
Specifications benefit your students?

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Test Specifica4ons
► Test specifications are an official statement of
what the test tests and how it tests it.
► It is a description of the test, written beforehand,
which includes such information as what the
purpose of the test is, what will be covered by the
test, how it will be tested, etc.
► Test specifications -‐ written before test, and then
test is written based on them.
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What is a Table of SpecificaAons
(Test Blueprint)?
► A two-‐way chart
► Describes the topics to be covered by a test and,
► the number of items or points which will be associated
with each topic.

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Purpose of ToS to teachers
(1) to identify the achievement domains being

measured and,
(2) to ensure that a fair and representative
sample of questions appear on the test.
► Can’t measure every topic or objective and, can’t ask every
question they might wish to ask.
► Construct a test which focuses on the key areas and
weights those different areas based on their importance.
► Ensure test has content validity -‐ that it covers what should
be covered.
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Content of Test Specifica4ons
►  Test specifications in general cover the following
areas.
►  Test specifications naturally vary according to their
uses, so not all of these will be appropriate for all
tests.
1.  What is the purpose of the test?
The purpose of a test generally falls into one of five
broad categories: placement, progress,
achievement, proficiency, and diagnostic. It is
important before starting to write a test to know
which of these broad purposes the test has.
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Content of Test Specifica4ons
2.What sort of learner will be taking the test?
Useful information about the learner can include the
age or educational level; general level of proficiency;
first language(s); cultural or national background;
level and nature of education; reason for taking the
test; professional interests, if any; and levels of
background knowledge.
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Content of Test Specifica4ons…con’t

3. How many sections should the test have, and how
long should they be?
The specifications should establish how many sections
the test has, how long each of them is, and how they are
different. For example, the test might be one two-‐hour
exam or two one-‐ hour sections, one an examination
and one an essay.
4. What text types should be used in the test?
The specifications should indicate whether the texts
should be written or spoken, what kinds of sources they
should come from, what topics they should include,
how difficult they should be, what their functions
should be (for example, persuasion or summarizing),
etc.
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5. What language skills should be tested?
The specifications should indicate what skills the test
should cover, including the enabling skills, and whether
they should be tested in an integrative or discrete way.
They should also establish whether the test should ask for
the main idea, specific details, inferences, etc.
6. What language elements should be tested?
If there are specific grammatical points, functions, or
lexical items that should be covered in the test, the
specifications should list these.
7. What sort of tasks are required?
The specifications should indicate whether the tasks
should be simulated authentic tasks, objective or
subjective, etc.
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8. How many items are there in each section, and
what is the relative weight for each item?
The specifications should specify the number of
items in each section and indicate whether they are
weighted equally or whether more weight is given
to more difficult or longer items.
9.What test methods are used?
The test specifications should indicate whether the
items should be multiple choice, fill-‐in-‐the-‐blank,
picture description, role play using cue cards, essay,
etc.
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► 10. What instructions should be given to the
candidates?
The test specifications should indicate what
information should be included in the instructions,
whether examples of worked problems should be
provided, whether there will be information about
how the responses will be evaluated.
► 11. What criteria will be used for assessment?
The specifications should establish whether the test
will be assessed according to accuracy or fluency,
whether spelling will be counted, and so on.
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Designing a ToS
►  Based on the list of course objectives, the topics
covered in class, the amount of time spent on
those topics.
►  3 steps involved in designing a ToS:
1)  choosing the measurement goals and domain to
be covered,
2)  breaking the domain into key or fairly
independent parts-‐ concepts, terms, procedures,
applications, and,
3)  constructing the table.
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Eg ToS – ObjecAve items
Topic Know Com Appl Ana Total %
I 3(1-3) 1(4) 4 16
II 1(5) 1(6) 2 8
III 5(7-11) 1 6 24
IV 1 1 4
V 1 1 2 8
VI 5 3 8 32
VII 2(24,25) 2 8
Total 11 5 7 2 25 100
% 44 20 28 8 100
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Eg ToS-‐ SubjecAve items
Topic Know Com. Apl. Ana. Syn. Eva.
I 1(a) 1(b) 1(c)
II 4
III 5
IV 3(a)
V 3(b)
VI 2(a)
VII 2(b) 2(c)
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How can the use of a ToS benefit your students?
►  2 main benefits for SS:
1. it improves the validity of teacher-‐made tests:
-‐  ensure that there is a match between what is
taught and what is tested.
-‐  c/r assessment should be driven by classroom teaching
which itself is driven by course goals and objectives
-‐  Objectives <=>Teaching <=> Testing
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How can the use of a ToS benefit your students?
2. it can improve student learning:
►  Providing ToS to SS during instruction – help SS to
recognize main ideas, key skills, and the relationships
among concepts more easily.
►  A ToS can act in the same way as a concept map to
analyze content area.
►  Trs-‐SS can even collaborate on the construction of the
ToS -‐ what are the main ideas and topics, what
emphasis should be placed on each topic, what should
be on the test?
►  Open discussion & negotiation of these issues -‐
encourage higher levels of understanding & model good
learning and study skills.
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C. Using Specifica4ons for Classroom Tests

► A classroom teacher may not write formal
specifications for achievement or progress tests
given in the class.
► However, there are good reasons to write at least
informal specifications even for classroom tests.
► A classroom test should be closely related to the
material covered in class.
► In addition, the weight given to each section should
reflect both what the teacher intended to teach in
class and what the students were intended to learn
as well as the amount of time spent on it in class.
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Using Specifica4ons for Classroom Tests
► Specifications can help because the specifications can
include what was covered in the class and what
percentage of the class time was spent on it.
► Therefore, one part of the specifications should be a
list of the areas covered in class and the weight, in
terms of percentages given to them.
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► For example, if the course was organized in terms of
grammatical structures, part of the list might be:
  present continuous tense 5%
  articles 5%
  countable and uncountable nouns 10%
► If, on the other hand, the teacher takes a
communicative approach emphasizing functions,
part of the list might be:
► greetings 5%
► invitations 10%
► asking for information 15%
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► In other words, if the course takes a structural
approach, the specifications, and consequently
the test, should reflect that.
► If, on the other hand, the course emphasizes
functions, the specifications and, as a result, the
test, should also emphasize functions.
► It is always tempting to emphasize the parts of
the course that are easiest to test, rather than the
parts that are important to test.
► Writing up test specifications listing what was
covered in the class and what weight it was given
can help avoid this.
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Summary
► Obviously not everything covered in the test specifications
can be covered in the class. However, the test
specifications help the teacher make principled decisions
about what to include in the test.

Adapted from:
► Hughes, A (1989)
► Alderson, Clapham, Wall (1995)
► S. Kathleen Kitao Doshisha Women's College Kyoto,
Japan & Kenji Kitao Doshisha University Kyoto, Japan
k.kitao@lancaster.ac.uk
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Source: http://www.cartoonstock.com/directory/u/underachiever.asp
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QuesAon Types verses
CogniAve Levels of Learning
Knowledge Application Analysis
Comprehension Synthesis
Evaluation
Multiple Choice (MC) MC MC
True/False (TF) Short Answer Short Answer
Matching Problems Essay
Completion Essay
Short Answer Performance
Item format: ClassificaAons
Type of Responses
Fixed Response
To be Selected To be Constructed

Type of Responses
Fixed Response

2 >2
Choices Choices

True-False M.C.Q/
Yes-No Matching

Type of Responses
Fixed Response

2 >2 One Word/ Short Medium Long
Choices Choices Short Phrase Passages
(Short---Medium---Long)

True-False M.C.Q/ Short Answer Essay/Term Papers/Thesis

Yes-No Matching Fill-in-the-blank /Portfolio

Type of Responses
Fixed Response

Restricted ----- Structured ------ Free Response
2 >2 One Word/ Short Medium Long
Choices Choices Short Phrase Passages
(Short---Medium---Long)

True-False M.C.Q/ Short Answer Essay/Term Papers/Thesis

Yes-No Matching Fill-in-the-blank /Portfolio
Objective Subjective
(Classification Based on Consistency of Scoring Criteria)
Dr Lee KW SPPS 61
Fixed Response Items
Ø A fixed‑response item permits only a limited
number of possible responses.
Ø Fixed‑response items provide all the options
among which the student must decide.
Ø Strictly speaking, fixed-response items are also
known as multiple‑choice item, as they
generally presents two or more responses for
candidates to select.
Ø Obvious advantages: apparent ease of
construction, applicability to a wide range of
subject matter, objectivity of scoring, and wide
sampling of knowledge tested per unit of
working time.
True-
Fixed-Response Item
False
DIRECTIONS: Read each question. If the answer is "Yes," fill in the
space next to YES in the margin. If the answer is "No," fill in the
space next to NO. Study the sample. Do not guess.
1. Is a dime less in value than a nickel ? YES š NO š
2. Can we see things clearly in a thick fog? YES š NO š
Multiple- Which of the following will

Choice reduce zinc oxide?
The correct stages of I. magnesium
metamorphosis in the life
cycle of a butterfly is II. copper
A. larva‑egg‑pupa‑adult Ill. calcium
B. pupa‑larva‑adult‑egg IV. iron
C. egg‑larva‑pupa‑adult A=I,II,III B=I,III only
D. adult‑egg‑pupa‑larva C=II,IV only D=lV only
E=other combinations
Fixed-Response Item items
Multiple “multiple-choice”
Matching Exercise (Best use with a Theme)
Discovery Discoverer
1. Penicillin A. Leeuwenhoek
2. Telephone B. Alexander Flemmin
3. Radioactivity C. Linus Pauling
4. Microscope D. Henri Becquerel
5. Hydrogen E. William Ramsey
F. Henry Cavendish
Discovery & G. Michael Faraday
Discoverer H. Alexander Graham Bell
Constructed-Response Item
A Constructed‑response item permits the student to construct and
supply their own responses. Length of response ranges from one
word, short phrases, medium to long passages, term papers &
thesis
Responses requested ranges from restricted to
structured to fully free-responses
SHORT‑ANSWER (One Word/Short Phrase answer)
What is the chemical symbol of calcium?
State Newton's first law of motion?
FILL‑IN‑THE‑BLANK (One Word or Short Phrase)
A scientist who specializes in the study of insect is
called a (entomologist)

Free-Response Item:
What methods are used to prevent and
Essay
control communicable diseases? Pure Recall
1900 1967 Recall characteristics of

1. Pneumonia 175.4 21.8 death rate in 1900 & 1967,
each types of diseases,
2. Diarrhea 134.9 2.0 ways that causes the
3. Heart disease 137.4 399.9 disease to occur, ways that
4. Cancer 4.0 160.9 disease are transfer,
Analyze data trend,
5. Diphtheria 40.3 0.01
Relate them to health care
Study the data above carefully plan (immunization, health
and describe how the changes in practices, living habits, and
medical knowledge, practices and consciousness towards
living styles between 1900 and health (balanced diet,
1967 can explain the death rates fitness programs, athletics,
(X 100,000) shown. games, and gym activities)
Guidelines to Writing
Specific Types of Test
Items

TRUE‑FALSE
  In the equation E = MC2, when the T/F
value of m increases, the value of E also
increases
  The symbol for calcium is Cl T/F
  For each statement given below that is a
complete sentence, mark YES; for each that is
not, mark NO.
  When we approached the deserted farmhouse at
night. YES/NO
  The mountains resounded with peals of thunder
which indicated the storm's fury. YES/NO

TRUE‑FALSE Item
  The very popular true‑false test has been the object of
criticism than any other forms of objective test. The
negative suggestion effect (that is, the presumably
undesirable effect of incorrect statements on students)
and the guessing factor are often pointed out as its
greatest limitations.
  True‑false form is not sufficiently adapted to
educational diagnosis because alternatives other than
the statement itself are not specified. Example, if a
student answers "False" to the statement, "Columbus
discovered America in 1492," what other date‑if
any‑does he have in mind? Is not known from the
response
Source: http://peanuts.wikia.com/wiki/October_1968_comic_strips
Source: http://www.mrnorton.com/Chemistry/Cartoons/
TrueFalseTest.gif
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source:
http://
www.pea
nuts.com
/comics/
source: http://www.peanuts.com/comics/
Multiple‑Choice Items: Definition
A multiple‑choice item presents two or more
responses, only one of which is correct or
definitely better than the others.
(it is also possible, especially in language‑usage
and spelling tests, to have several correct
options and only one incorrect or least desirable
option, which is to be chosen in each item.)
Each item may be in the form of a direct question,
an incomplete statement, or a word or phrase.
This multiple‑choice test is to be distinguished from
the multiple‑response (or multiple completion)
test, which requires two or more responses to a
single item.
source: http://stmep.blogspot.com/2010/06/final-theoretical-exam-2-multiple.html
https://www.flickr.com/photos/8181983@N05/3348094385/

Source: http://archive.floridatoday.com/content/blogs/jparker/uploaded_images/090529-722125.jpg
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Source: http://www.cartoonstock.com/directory/m/multiple-choice.asp
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Rules For Constructing MCQ
1.  The stem should contain the central problem and all
qualifications, including words that would
otherwise be repeated in each alternative.
2.  The stem should, without aid from other items,
state the problem of the question fully. Items
should be largely independent of each other
whenever possible, though several of them may
refer to a common passage;
3.  Each item should be as short as possible,
consistent with clarity. Otherwise, it may be more a
test of reading ability than is desirable, or, at least,
require too much valuable testing time.
4.  Try to avoid negatively stated stems, but if the
negative form is used, emphasize the fact by
underlining or using italics.
Rules For Constructing MCQ
5. best answer: one alternative should clearly
be best.
6. The linguistic difficulty of items should be
low and appropriate
7. Make all optional responses grammatically
consistent with the stem
8. Try to test a different point with each item.
9. Avoid specific determiners such as "always"
and "never
9. Do not include so many items in the test that it
becomes a speed rather than a power test
Essay Tests
Many beginning instructors believe that the
essay test is the easiest kind to construct.
The saving in time required to prepare essay tests
is more than offset by the extra time required for
scoring them, which is extensive if the scores
are to have much validity.
As a matter of fact, it is probably more difficult to construct
essay tests of high quality than it is to construct objective
tests of high quality. Much care and thought must be given
to their construction, if they are to measure anything but
mere memory for factual knowledge.
Essay Tests
  It is just as important to know when to use the
essay test as it is to know how to use it. It is
wise to restrict the use of the essay test to the
measurement of those organizing and
expressive abilities for which it is best adapted.
  There seems to be no good reason for
employing subjective measurement when
objective tests measure the same abilities as
validly.
Nevertheless, there is no reason that one should
not use a combination of essay and objective
questions.

Writing Essay Tests: Guidelines
1. Have clearly in mind what mental processes you want the
student to use in answering before starting to write the
question.
2. Use novel material or hovel organization of material in
phrasing essay questions.
3. Start essay questions with such words or phrases as
"Compare," "Contrast," "Give the reasons for," "Give
original examples of," "Explain how," "Predict what
would happen if,"Criticize,” “Differentiate," "Illustrate."
4. Write the essay question in such a way that the task is
clearly and Drunambiguously
P&P UMS 13 FEB 2012 Lee KW SPPS
defined for each examinee82
Example
"Discuss the organizations that contribute to the health of the
community"
This question is global, vague, and ambiguous.
What is meant by the word "discuss"?
Does it imply
  listing organizations and their activities?
  Criticism and evaluation of what they do?
  Identification of gaps in the organizational structure?

Does the teacher expect the student to consider only
government organizations or does he expect the
student to consider the whole gamut of public and
private organizations that contribute to the health of a
community?
What does the teacher mean by "contribute to the health of
the community? Does he want the student to confine
the answer to the kinds of contributions that involve
enforcement of health regulations, direct treatment of
illness and preventive medicine?
Or does he want the student to include contributions
through education and research?
Using tuberculosis as an example, indicate how each of the following
organizations could be expected to contribute to the prevention
of the disease or the cure or care of persons with the disease.
(a) Ministry of health and state health departments
(b) Public Health Service
(c) Department of Agriculture
(d) The National Tuberculosis Association
(e) The Public Health or Medical Association
The question as it has been rephrased provides for a more common
basis for response without sacrificing the freedom of the student
in answering the question. (The revised question also clearly
indicates that the task expected of the student.)
A question dealing with a controversial issue should ask for and be
evaluated in term of the presentation of evidence for a position,
rather than the position taken.
The question "What laws should parliament pass to improve the
medical care of all citizens?” has no generally accepted answer.
But one could reasonably ask a student to respond to such a
question as the following:
"It has been suggested that the cost of all medical care and the cost of
all medications be borne by the federal government. Do you
agree or disagree? Support your position with logical
arguments."
In this type of question, we should not grade on the position one takes
but only on the basis of how well he defends or supports his
position

Test Planning

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A.

Test planning-­‐ Stages of Test Construction

6. Format and Timing [specifying test

► Is there more than one possible correct response?

► Writing and moderation of Scoring Keys

P&P UMS 13 FEB 2012 Dr Lee KW SPPS 13

What happened after...? Make a list of the main

Sample Question Stems Potential activities

P&P UMS 13 FEB 2012 Dr Lee KW SPPS 28

P&P UMS 13 FEB 2012 Dr Lee KW SPPS 29

P&P UMS 13 FEB 2012 Dr Lee KW SPPS 32

P&P UMS 13 FEB 2012 Dr Lee KW SPPS 33

(1) to identify the achievement domains being

To be Selected To be Constructed

P&P UMS 13 FEB 2012 Dr Lee KW SPPS 58

P&P UMS 13 FEB 2012 Dr Lee KW SPPS 59

True-False M.C.Q/ Short Answer Essay/Term Papers/Thesis

P&P UMS 13 FEB 2012 Dr Lee KW SPPS 60

True-False M.C.Q/ Short Answer Essay/Term Papers/Thesis

Multiple- Which of the following will

P&P UMS 13 FEB 2012 Dr Lee KW SPPS 65

1900 1967 Recall characteristics of

P&P UMS 13 FEB 2012 Dr Lee KW SPPS 67

P&P UMS 13 FEB 2012 Dr Lee KW SPPS 68

P&P UMS 13 FEB 2012 Dr Lee KW SPPS 75

P&P UMS 13 FEB 2012 Dr Lee KW SPPS 81

P&P UMS 13 FEB 2012 Dr Lee KW SPPS 83

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  Test planning-‐ Stages of Test Construction

►  Is there more than one possible correct response?

►  Writing and moderation of Scoring Keys