Test Development Process

The initial idea or plan for creating a test to measure a specific concept.

Creating the actual items (questions, tasks) for the test based on the conceptualization.

Administering the initial version of the test to a sample group to gather data.

Statistical analysis of individual test items (questions) to evaluate their effectiveness.

Improving the test based on the item analysis results, leading to a better version.

A cyclical process involving conceptualization, construction, tryout, analysis, and revision leading to an improved test.

Consistency of a test item's measurement; does the item measure consistently?

Accuracy of a test item in measuring what it is supposed to measure.

Factors that inspire the creation of a new test, including existing test shortcomings, emerging social trends, and perceived needs.

A test that measures performance relative to a defined group (norm), allowing comparison of a person's performance against others.

A test that measures a person's performance against a specific standard or criterion (not relative to others).

An item on a norm-referenced test is considered good if high-scoring individuals answer correctly, while low scorers usually answer incorrectly.

An item that effectively differentiates between individuals who demonstrate mastery and those who do not.

Preliminary research used to evaluate test items and refine the test's design.

Process of deciding if a test item should be kept or dropped in the final version of the test.

The specific reason for creating the test.

Assigning numerical values for measurement.

Lowest level of measurement; categories only.

Measurement with order, but no consistent difference.

Scaling attitudes using agree/disagree responses.

A scaling method used to create data that are assumed to be interval (meaning the difference between any two adjacent points on the scale is equal).

Scaling method based on comparing stimuli.

Test performance tied to age.

The process of creating test questions or tasks that accurately measure the intended construct.

Ensuring test items cover the full range of topics or knowledge areas relevant to the construct being measured.

Raw scores transformed from 1 to 9.

The structure or type of question used in a test, such as multiple choice, true/false, or essay.

A test format where examinees choose the correct answer from a set of options provided, such as in multiple-choice or matching questions.

A test format requiring examinees to provide or create their own answer, like in short-answer or essay questions.

A test question that requires the examinee to fill in a missing word or phrase to complete a sentence.

Using a subset of items from a larger pool to represent the content domain of the test.

A scoring model where each correct answer accumulates points, ultimately reflecting the participant's overall ability or trait.

A scoring method that categorizes test takers into groups based on their similar score patterns.

A scoring model that compares a test taker's performance on different scales within the same test.

The extent to which a test item measures what it is supposed to measure.

The consistency of a test item's measurement, meaning it produces similar results repeatedly.

A test item that accurately measures the intended concept, consistently, and effectively distinguishes between high and low performers.

The number of test takers in a tryout, ideally, it should be at least five subjects per test item.

How easy or hard a particular test question is. It's indicated by the percentage of test-takers who answer the question correctly.

How well a test question separates high-scoring individuals from low-scoring individuals. A good item discriminates effectively.

Analyzing test items through verbal methods like questionnaires and discussions with test-takers, gathering insights on the test's clarity, effectiveness, and potential improvements.

Administering a test in a consistent and controlled environment for every test-taker, ensuring fair and comparable results.