General Discussion

DOE-HDBK-1204-97

2. GENERAL DISCUSSION

Test items consist of two components: the content (what is asked) and the format (the way it

is asked). The quality of the test item depends as much on the way the test item is

constructed as on the content. Important topics that are tested by ambiguous, awkward, or

poorly specified test items cannot be considered valid. Therefore, the selection of valid topics

and the careful construction of test items are equally important parts of a valid test

development process.

The conversion of a learning objective into a test item is, in part, a creative process. Yet,

there are certain procedures and guidelines that can help in writing a test item and in ensuring

that the test item will measure the knowledge, skill, or ability that it is intended to measure.

Five steps are involved in developing test items:

Test item format should be determined

Number of test items to be developed should be determined

Skill and knowledge test items should be written

Test item content should be validated

Test items should be incorporated into the test bank for future use.

Determination of test item format should be guided by the action verb of the learning

objective. However, any format of test item can be used to test any cognitive level if an

appropriate stem is developed. Skill verbs suggest performance testing while knowledge

verbs suggest one or more of the written formats. For example, "start up" and "shut down"

are skill verbs that suggest a performance test, whereas "recall," "identify," and "list" are verbs

more appropriately addressed by the completion and short-answer formats. Verbs such as

"discriminate" and "select" should be tested using a multiple-choice format. Learning

objectives that require the trainee to classify or relate are most easily tested by using the

matching format. Higher-order verbs such as "synthesize" and "evaluate" may be tested using

an essay format. Appendix B gives a detailed listing of the action verbs versus the domains

and levels within the domains.