Test Layout and Assembly

DOE-HDBK-1205-97

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.

Assign the number of questions per content area that reflects the appropriate

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:

All items using a common body of supporting information (e.g., diagram, table,

or scenario) even if test item formats must be mixed

All items of the same format

All items dealing with the same learning objective

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