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Page Title:
Attachment 16 Test Item Formats |
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|  DOE-HDBK-1078-94
GUIDELINE FOR TEST ITEM FORMATS
Type
Description
Standards
A direct translation of a skill learning
Performance of the learning objective
Performance
objective into a test item the trainee is
must be matched in the test item.
required to perform.
Conditions and standards of the learn-
ing objective must be matched in the
test item.
Item directions to the trainee should
be clear and concise.
Actions should be observable, and
measurable process items (i.e., step-
by-step procedures) should be listed
in the order in which they are per-
formed.
Standards for results to be achieved
(i.e., accuracy or completeness)
should include an indication of per-
formance (e.g., 5% of program level,
within two degrees).
An item that requires the trainee to
The item must be stated simply with-
Completion/Short
complete the sentence or write the
out extensive qualification so that the
Answer
answer to a question in a few words.
test is not unintentionally a reading
test.
A series of well-constructed comple-
tion/short answer items that can
The answer called for must be clear to
measure knowledge with more con-
the informed trainee.
sistency and objectivity than essay test
items.
For completion items, the main idea
should precede the blank.
The item should be constructed so that
only one correct, brief answer is
possible.
A two-choice item in which only one of
The item must be true or false, with-
Alternate Choice
the responses is absolutely correct.
out qualification.
(true-false)
The item should not be long or overly
complex with many qualifying
phrases.
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