Development of Written Test Items cont'd

DOE-HDBK-1204-97

cognitive domain that is most appropriate. Examinations should consist of higher-level

cognitive test items.

Make sure that the test item matches the learning objective. It is very easy to end up with a

test item that tests a relatively trivial aspect of an important learning objective. When

reviewing your draft test item, ask yourself whether it is likely that someone could answer

the test item correctly and still not meet the objective or perform the tasks.

Omit test items that are irrelevant. When reviewing your draft test item, ask yourself: could

someone do the job safely and effectively without being able to answer the test item? If so,

is it because the content is inappropriate, the wording is unclear, or the level of

understanding is too great?

Limit the test item to one concept or topic, unless a synthesis of concepts is being tested.

Each individual test item should be reserved for testing one topic, and that topic, as well as

the intent of the test item, should be clear to both examiner and trainee. There is a common

misconception that testing for multiple topics in one test item is a time-efficient way to

examine. Test items containing a variety of topics only serve to confuse the trainee about

the purpose of the test item and, therefore, what is expected in terms of a correct response.

Avoid copying text directly from training or other reference material. Test items written in

this way generally encourage rote memorization. Further, copying from reference material

can cause confusion in test items because the material lifted often draws its meaning (and

importance) from its surrounding context. Therefore, important assumptions or conditions

stated elsewhere in the material are often omitted from the test item.

Avoid "backwards logic" test items -- those test items that ask what should be provided in

the test item, and provide what should be required in the trainee's response. It is important

to test topics in a way consistent with how the topic should be remembered and used. For

example, consider the following test item: