Assembling The Test

Topic: Assembling The Test
Student Name: Naeema Fareed
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan

1. PRESENTED BY: NAEEMA FAREED (69) ASSIGNED BY: DR.AMJAD ALI ARAIN

2. A S S E M B L I N G T H E T E S T

3. T E S T A S S E M B L I N G Test assembling means : Record test items. Review test items. Arrange items in a test. Items should be arranged according to types. Items should be arranged in order of difficulty. Items of the same subject matter content may be grouped together.

4. GENERAL RULES FOR TEST ASSEMBLY: The following are general rules , intended as for assembling test forms. when reviewing a test prior to administering, verify that the test conforms with the following testconstruction guidelines.

5. TEST CONSTRUCTION RULES FOR MULTIPLE-CHOICE TEST Set the number of items so that at least 95% of the examinees can answer all items. The correct choice should appear about an equal number of items in each response position. Do not use any pattern of correct responses , e.g , ABCDE, etc. Direction to examinees should be written on the the test to indicate whether guessing is permitted or not.

6. TEST CONSTRUCTION RULES FOR ESSAY TESTS: All examinees must take the same items.Do not give them a chance to choose which items they want to answer. .Meaningful comparisions normally can be made only if all examinees take the same test.

7. GRADING ESSAY TESTS: Because of their subjective nature, essay exams are difficult to grade. The following guidelines are helpful for grading essay exams in a consistent and meaningful way. Construct a model answer for each item and award a point for each essential element of the model answer. This should help minimize the subjective effects of grading. Essay items must be graded anonymouslyif at all possible in order to reduce the subjectivity of the graders. That is, graders should not be informed as to the identity of the examinees whose papers they are grading.

8. Grade a single essay item at a time. This helps the grader maintain a single set of criteria for awarding points to the response. In addition, it tends to reduce the influence of the examinee's previous performance on other items. Unless it is a test of language mechanics, do not take off cradit for poor handwriting, spelling errors, poor grammar, failure to punctuateproperly, etc. Ideally, there should be to graders for each item. Any disagreements between these graders must be resolved by a third grader. Normally, this grader is the head or course instructor.