Guides - Non-Classroom; ERIC Publications; Reports - Evaluative; ERIC Digests in Full Text
Commercial achievement tests often provide limited instructional guidance and seldom provide feedback specific to any given classroom. The most instructionally relevant achievement tests are those developed by an individual teacher for use with a particular class. This digest describes the steps of test construction and presents suggestions for interpreting the outcomes of the achievement tests. The first steps involve identifying what the students should have learned and designing the test. The learning objectives emphasized determine the material to include and the form the test will take. Once the objectives have been designed, the second step--writing the questions--can be attempted. General principles of test construction are reviewed. Guidelines for construction of multiple-choice tests, probably the most difficult to construct, are also given. The third step is a final check and review of the finished test. Considering the questions related to the various learning objectives as separate subtests can help the teacher develop a profile of each student's knowledge of the objectives. A carefully constructed achievement test can help the educator teach more effectively and the student master more of the objectives. (SLD)
ERIC Digests; Paper and Pencil Tests
1 - Available on microfiche
ERIC Clearinghouse on Tests, Measurement, and Evaluation, Washington, DC.; American Institutes for Research, Washington, DC.
Office of Educational Research and Improvement (ED), Washington, DC.