CA1 - PSYASS 2 (TEST DEVELOPMENT)

Test Development (5)

1. Test Conceptualization

2. Test Construction

3. Test Tryout

4. Test Analysis

5. Test Revision

Test Conceptualization (5)

• What

• Why

• Who

• How

What (Test Conceptualization)

What is the test design? What will the test cover? What will it measure? What is the objective of the test? How is it different from other similar tests that exist? This is the goal of your test. What is the format of your test? (MCQ / True or False, etc.)

Why (Test Conceptualization)

Why is there a need for your test? To determine if there is a niche it fulfills

Who (Test Conceptualization)

Who will benefit from this test? Who will use the test? Who will take the test? What are the specific criteria?

How (Test Conceptualization)

Is it individual or group administration? Computerized or paper and pencil? How long will the test take to answer?

Test Construction (3)

• Scaling

• Writing items

• Scoring items

Scaling

Process of setting rules for assigning numbers in measurement

Likert Scale

Scale measuring degree, e.g., strongly disagree, disagree, neutral, agree, strongly agree (ordinal data results)

Paired Comparisons

Makes the test taker select choices to avoid social desirability and faking good (both have good choices)

Guttman Scale

Weaker to stronger expression (weakest-moderate-strongest); all respondents who agree with stronger statements also agree on the milder ones; when you choose the strongest statement, you agree with the weaker ones

Writing Items (2)

• Item pool

• Item bank

Item Pool

the reservoir or well from which items will or will not be drawn for the final version of the test; initial list of items; untreated items (could have good or bad items); all of the items that you will add or remove to your final version of the test

Item Bank

Usually used in Computer Administered Testing which reduces floor effect and ceiling effect; collection of test questions you have that is already treated

Floor Effect

Diminished utility of an assessment tool for distinguishing testtakers at the low end of the ability; when the test items are very difficult, so the scores are very low; when this happens, you wouldn’t see the real ability of the testtakers

Ceiling Effect

Diminished utility of the tool for distinguishing testtakers at the high end of the ability trait; when the test items are very easy so the scores are very high; you won’t be able to discriminate them

Item Branching

Items programmed to be presented according to some rule; the next question from the computer depends on your previous answer depending on the rule given

Scoring Items (3)

• Cumulative model

• Class scoring or category scoring

• Ipsative scoring

Cumulative Model

The higher the score, the higher is the ability

Class Scoring or Category Scoring