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Test Construction
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Guide to Good Practices for the Design, Development, and Implementation of Examinations
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Written Test Administration


DOE-HDBK-1205-97
C
Indicate and be consistent with point allocations for each answer in regard to
the importance of the learning objective that the test item is testing.
C
Assign the number of questions per content area that reflects the appropriate
C
Change the tests' content from one test to the next so they are not
compromised.
4.4 Test Layout and Assembly
The test should be assembled in a logical and easily understood format and should follow
conventional rules of order for the test items.
Written tests should include typed or printed test items (no handwritten tests) and should
be reproduced so each trainee has a test. Writing the questions on the board or stating the
questions orally invites misunderstanding. An oral examination is not meant to be a written
test given orally; rather, it is a unique situation requiring two-way communication.
The test should be clearly labeled. The course, test title, associated unit of study,
administration date, and test form should be stated on the test. If the test is to have trainee
responses written on it, put this identifying information on a cover page where the trainee's
name, employee number, or other required information is entered. The preferred
arrangement of test items is to group:
C
All items using a common body of supporting information (e.g., diagram, table,
or scenario) even if test item formats must be mixed
C
All items of the same format
C
All items dealing with the same learning objective
C
Items from least to most difficult.
Some tests consist of only one format, but most tests contain a variety of formats. While
using only one format has the advantage of simplicity and clarity in giving only one set of
directions, it is more difficult and time consuming for the test developer to force all
questions into one format. There is nothing wrong with a variety of formats; however, to
15


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