OXFORD - Topic 6 - Dev of Test Items

CHAPTER 5
Design,
Development and
Administration of
Test
Learning Outcome
 Describe the stages in developing a test

 Discuss the stages in formulating the Test Specification Table
(TST)
 Develop Test Specification Table based on a sample template
 Describes cognitive, affective and psychomotor domains in the
learning taxonomy
 Describe the types and characteristics of objective and subjective
items
 Assess the strengths and weaknesses of objective and subjective
items
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© Oxford Fajar Sdn. Bhd. (008974-T), 2016 1– 3
Test Developing Stage
Test Developing Stage

Stage 1 Demonstrate the purpose of a test
Stage 2 Develop Test Specification Table
Stage 3 Form test items
Stage 4 Install test items
Stage 5 Modification and improvement of items

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Developing Test Blueprint (TST)
 TST is a blueprint for a test : elaboration of the objective,

types of item, target group, difficulty level, number of
item.
 Aim: validity of the test
 Elements to be considered: type of questions/items,
content to be measured, skills to be tested, number of
items, level of difficulty, mark distribution.

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Stages in formulating the Test
Specification Table (TST)
1) List the topics to be tested and the time used to teach

these topics.
2) State marks for questions to be tested based on time for
teaching and their importance.
3) Determine the skill level for the items according to
Bloom's Taxonomy level (revised version);
remember, understand, apply, analyze, evaluate and
create.

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Stages in formulating the Test
Specification Table (TST) (continued…)
4) Determine difficulty level.

5) Determine the type of test whether objective test or
subjective test.
6) Calculate the number of items per topic tested in the test
being planned.
7) Complete the Test Specification Table.

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Learning Taxonomy
 Learning Taxonomy is categorized into 3 domains –

cognitive, affective, psychomotor.
 In every domain, the levels are being developmentally
arranged, from the lowest level to the more complex or in
depth ones.

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Cognitive Domain in Bloom’s
Taxonomy (revised version)
 Bloom’s Taxonomy (1956) identified 6 levels in the

cognitive domain.
 This has been revised by Anderson dan Khrathwohl in
the 1990s for the relevance of 21st century use.
 Significant change between original and revised version:
changes of words for the 6 levels, from noun to verbs.

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Cognitive Domain in Bloom’s
Taxonomy (revised version)

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Affective Domain
 Level of Affective Domain by Krathwohl et al. (1964):

(a) Receiving
(b) Giving response
(c) Evaluating
(d) Organizing
(e) Appreciating values

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Psychomotor Domain
 Levels in psychomotor – Simpson Taxonomy (1972)

consists of:
(a) Perception
(b) Set
(c) Guided response
(d) Mechanism
(e) Complex overt response
(f) Adaptation
(g) Origination
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Guidelines for Constructing Test
Items: Objective Test
 Every objective item should have only one correct

answer.
 2 types of objective tests: giving response, and select
response.
 Types of objective tests:
Short answer (fill in the blank) dan graded objective
(complete…)
Select response: correct-wrong, true-false, matching
items and multiple choice items.
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Items: Objective Test (continued…)
 True-false items is most efficient to attract students

attention to initiate a discussion.
 Matching items is suitable to test students’ knowledge
focusing on scenes, dates, names and places.
 Multiple choice items are most suitable to measure
various learning outcomes from simple to more
complicated ones.

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Items: Subjective Test
 Subjective test items enable candidates to remember

and organize knowledge in a logical and integrated way.
 Answer is polychotomous. This gives the chance for
candidates to have HOTS.
 Types of subjective items: structured items, limited
response items, open ended response items.

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Items: Subjective Test (continued...)
 Structured items:
 Satu siri soalan yang berurutan dan jawapan yang
dikehendaki ialah jawapan yang pendek.
 Soalan-soalan adalah berkaitan antara satu sama lain
berdasarkan satu rangsangan tertentu dan daripada
topik yang sama.
 Membolehkan calon menjawab soalan kompleks
secara terpandu dan terhad.
 Siri soalan yang diuji terdiri daripada pelbagai aras
dan diatur daripada aras rendah ke aras tinggi.
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Items: Subjective Test
(continued...)
 Limited response items:
 Limit the answers from the aspects of form and candidates’
response.
 Limites requirement of task and focus on a specific problem.
 Students answer in phrases, short sentences or a paragraph.
 Scoring is easier, objective and fairer compared to open
ended response.
 Less suitable for a measurement of learning outcome which
focus on integration, organization and originality.

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Items: Subjective Test (cont...)
 Open ended response items:

 Items that need the candidate to integrate ideas and
arguments to produce an added-value essay align with
their creativity and HOTS.
 The item has polychotomous characteristics and invite all
possible answers from the candidates.
 Scoring is hard and need longer time for marking
compared to objective items and limited response items.
 Examiners should prepare a clear and comprehensive
marking rubrics for scoring purpose.

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Guideline for Constructing Items:
The Writing of HOTS Items
 HOTS items consist of 2 components: stimulus and task.

 Types of stimulus:
 Quotes (from research, writer’s views)
 Graphs, tables, figures.
 Situations, problems, issues.
 Task should be open ended to give the chance for
students to analyse, evaluate or present their
principles/opinions.

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Administration of Test
 Main principle: Ensure all students given fair and same

chance to show the achieving of learning outcomes.
 Factors affecting administration of test:
 Physical
 Duration of test
 Time of test

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Analytic and Holistic Scoring
 Generally there are two ways of assessing students’

response – analytic and holistic scoring.
 Analytic scoring is a scoring on certain skill and
measured separately. The separate scores then being
score totalled up.
 Scoring based on holistic rubric explain the task and
apply all criteria at the same time.

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Scoring Rubric
 A set of criteria for giving marks for students’ product or

performance.
 Skill and skill description in scoring rubric:
 Content knowledge
 Understanding of concept
 Critical thinking process
 Communication skill

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Conclusion
 Teacher should consider the validity and reliability

aspects of a test: (1) the main purpose of the test; (2)
development of test blueprint/Test Specification Table;
(3) Selection of type of test and suitable items; (4)
Construction of test items based on the TST.
 Development of scoring rubric should consider the
assessment criteria explisitly and the quality of each
criteria should clearly defined in the rubric.

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CHAPTER 5

 Describe the stages in developing a test

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Test Developing Stage

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 TST is a blueprint for a test : elaboration of the objective,

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1) List the topics to be tested and the time used to teach

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4) Determine difficulty level.

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 Learning Taxonomy is categorized into 3 domains –

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 Bloom’s Taxonomy (1956) identified 6 levels in the

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 Level of Affective Domain by Krathwohl et al. (1964):

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 Levels in psychomotor – Simpson Taxonomy (1972)

 Every objective item should have only one correct

 True-false items is most efficient to attract students

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 Subjective test items enable candidates to remember

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 Open ended response items:

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 HOTS items consist of 2 components: stimulus and task.

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 Main principle: Ensure all students given fair and same

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 Generally there are two ways of assessing students’

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 A set of criteria for giving marks for students’ product or

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 Teacher should consider the validity and reliability

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