Smart Tools

The Test-Making Guide

As students begin to cram to review their lessons, teachers also begin burning the midnight oil preparing exam papers.

To help teachers like you decide on what type of test questions to make, here are some guides for you to consider:

True or False

  1. this is particularly useful for testing recall and comprehending simple logic
  2. a sufficiently reliable and valid type of test

TO MAKE:

  1. Use simple, direct language in a declarative sentence.
  2. All parts of a true statement must be true.
  3. Do not directly quote from textbooks to minimize verbosity and copyright issues.
  4. Include background and context when necessary. (E.g. According to…)
  5. Avoid ambiguous statements and generalizations.
  6. Watch out for restricting words like “never” or “always” or “usually” as they already cue the answer.

Multiple choice

  1. An objective type of test appropriate for all levels of cognitive ability

TO MAKE:

  1. Use simple and direct language for no-fuss evaluation and analysis.
  2. Avoid repeating information and supplying answers to other questions.
  3. Avoid unfamiliar vocabulary and concepts unless they are relevant.
  4. Make sure that the correct answer is clearly the right one, and the “distractors” are clearly wrong.
  5. Alternatives should be grammatically correct and in logical or numerical order.
  6. Avoid “all of the above” and use “none of the above” to make a question more challenging.

Essay

  1. for evaluating more complex thinking skills
  2. allows students to demonstrate their knowledge, analytical skills, and creativity

TO  MAKE:

  1. Know the verbs. (E.g. To test comprehension, ask students to describe, explain, recognize, restate, classify, give examples or restate in own words.)
  2. State questions clearly, and indicate an appropriate response length.
  3. Do not use ambiguous verbs (consider, examine, discuss, explain) unless adding specific instructions on how to develop responses.
  4. Minimize beginning essay questions with interrogative pronouns (who, what, when , where, why).
  5. Have the appropriate number of questions, considering exam objective and time constraints.
  6. Leave little room for subjective interpretation.

When it comes to subjects like English and Math, there are instances when other test tools are used. In English, rewriting sentences can be particularly effective for testing grammar, on the other hand, “filling in the blanks” can test vocabulary.

So, before handing out those exams, make sure their purpose and techniques go hand in hand.

Sources:

“Essay.” Retrieved February 25, 2008 from http://www.studygs.net/tsttak4a.htm
Frost, Richard. “Test Writing.” Retrieved February 25, 2008 from http://www.teachingenglish.org.uk/think/methodology/test_writing2.shtml
“Multiple Choice.” Retrieved February 25, 2008 from http://www.studygs.net/tsttak3a.htm
“True or False.” Retrieved February 25, 2008 from http://www.studygs.net/tsttak2a.htm

(Published 10 March 2008, Smart Schools Program)