Develop Test Specifications

DOE-HDBK-1078-94

tests for a given instructional area. The following steps are involved in the

development of tests:

3.4.1 Develop Test Specifications. Learning objective levels are broken down into

three levels: knowledge of facts, terms, and symbols; comprehension of

principles and concepts; and application of information, principles, and

concepts. Tests should have the appropriate number and mix of test items

based on the importance of each area being tested and the level of learning

objective. For example, if 50% of the learning objectives are written at the

comprehension of principles level, and the majority of test items used are

knowledge of facts, terms, and symbols, then the test is not representative of

the learning required. Learning objectives that are more difficult to master

and critical to job performance should have more test items represented on the

test. The test specification is developed so that these concerns are addressed.

See "Sample Test Specification Form for 50-Item General Employee Test"

(Attachment 17).

The completed test specification should be reviewed by subject matter experts

and facility management. This review can help to ensure that a sufficient

number of learning objectives are tested to predict performance.

3.4.2 Assemble the Test. Tests are assembled using the following general

guidelines:

Select the appropriate test items based on the test specifications;

Group test items with the same format together;

Group items of similar content together to help the concentration of

the test taker;

Design the format of the test to have a place for the trainee's name,

clearly marked page numbers, sufficient space between the questions,

and clear distinctions between the different sections;

The test key should be prepared when the test is constructed. This is

especially important for essay and short-answer questions;

Test directions should be written clearly and included on the test. A

model answer may help to clarify directions;

Point allocations for each answer should be indicated and consistent

with importance of the learning objective that the test item is testing;

and