Resources

Measurement and Teaching

Test items should be directly related to instructional objectives.
Test items should be clear and free of ambiguities.
Test items should use vocabulary appropriate to students’ educational level.
Test directions should be clear and complete.
Test items should be realistic and practical; that is, they should call for information that students must use.
One test item should not be based on the response to another, nor should it provide a clue to other items.
Test items should minimize or avoid the use of textbook or stereotyped language.
Test items should cite authorities for statements that might be considered debatable or based on opinion.
Test items should avoid complex sentences.
Test items should use the simplest method for recording responses.
Test items should be grammatically correct and free of spelling errors.

Arrange items by type (all matching together, etc.).
This technique provides a consistent response mode for students. Directions should precede different item types.
Arrange items according to instructional content.
This assembling technique allows students to see relationships among test items. It also provides the teacher an opportunity to compare test content with instructional objectives.
Arrange items in order of increasing difficulty.
This arrangement may help relieve test anxiety and enable students to proceed in a timely manner to later items. No easy test items should be unanswered due to time limitations.

Review the instructional content to be covered by the test.
Discuss the parameters of the test in terms of the number and type of test items and time allotted for the test, etc.
Provide students with sample test items.