This guide is designed to help adult educators and administrators better understand the content of the GED® test. This guide is tailored to each test subject and highlights the test's item types, assessment targets, and guidelines for how items will be scored. This 2016 edition has been updated to include the most recent information about the…

The author discusses writing items for a multiple-choice test. Topics include (1) formatting, (2) central theme development, (3) stem revision, (4) distractors, and (5) test validity and reliability. (CH)

Argues that multiple choice tests can be effective only if the items are written in a format suitable for testing the mastery of specific instructional objectives. Proposes the use of nonrestrictive test items and cites examples of such items. (FL)

A proficient item writer should possess several attributes: knowledge and understanding of the material being tested, continuous awareness of objectives, continous awareness of the instructional model, understanding of the students for whom the items are intended, skill in written communication, and skill in the techniques of item writing. The…

This book explains writing effective multiple-choice test items and studying responses to items to evaluate and improve them, two topics that are very important in the development of many cognitive tests. The chapters are: (1) "Providing a Context for Multiple-Choice Testing"; (2) "Constructed-Response and Multiple-Choice Item Formats"; (3)…

Argues that multiple-choice tests can be effective only if the items are written in a format suitable for testing the mastery of specific instructional objectives. Proposes the use of nonrestrictive test items and cites examples of such items. (FL)

The use of the "none of the above" (NOTA) option in test items is explored. Empirical research on use of this option is obscuring the fact that, when NOTA is the correct answer, it can reward examinees with serious knowledge deficiencies or misinformation. This option should not be used. (SLD)

In this practical, easy-to-use guide, suggestions are made for setting educational objectives and preparing a teacher-made test. Specific suggestions are made for selecting items for essay tests, multiple choice tests, completion tests, matching tests, and true-false tests. (BW)

Item writing is a major responsibility of trainers. Too often, qualified staff who prepare lessons carefully and teach conscientiously use inadequate tests that do not validly reflect the true level of trainee achievement. This monograph describes techniques for constructing multiple-choice items that measure student performance accurately. It…

Nonrestricted-answer, multiple-choice test items are recommended as a way of including more facts and fewer incorrect answers in test items, and they do not cue successful guessing as restricted multiple choice items can. Examination construction, scoring, and reliability are discussed. (MSE)

Outlines the benefits associated with true-false and multiple-choice tests and sets forth rules for writing effective items for such tests. (FL)

Student assessment has long been a major component of the tasks that teachers perform. As such, it is important that school leaders consider teachers' assessment strategies as part of the normal supervisory process. In a political climate ruled by the No Child Left Behind Act, one important consideration is how well teachers' assessments prepare…

This guide is designed to help teachers create test items that measure a variety of higher level thinking abilities. Part One, "Foundations for Item Writing," provides a context for item writing. Chapter 1 provides an overview of the book and defines basic concepts, principles, and terminology. Chapter 2 integrates research literature to…

In the school year 2000-2001 students in Grade 10 took the Graduation Exit Examination for the 21st Century (GEE 21) Language Arts and Mathematics tests for the first time. For GEE 21, student scores are reported in terms of five achievement levels: Advanced, Proficient, Basic, Approaching Basic, and Unsatisfactory. This booklet is part of a…

A good knowledge of English vocabulary is important for anyone who wants to use the language, so knowledge of vocabulary is often tested. A test may test one or all of the types of vocabulary (active spoken, active written, passive listening, and passive reading), but the test maker should be aware of the differences among the types and which is…