Constructing test items for standardized tests of achievement, ability,
and aptitude is a task of enormous importance. The interpretability of a
test's scores flows directly from the quality of its items and
exercises. Concomitant with score interpretability is the notion that
including only carefully crafted items on a test is the primary method
by which the skilled test developer reduces unwanted error variance, or
errors of measurement, and thereby increases a test score's reliability.
The aim of this entire book is to increase the test constructor's
awareness of this source of measurement error, and then to describe
methods for identifying and minimizing it during item construction and
later review.
Persons involved in assessment are keenly aware of the increased
attention given to alternative formats for test items in recent years.
Yet, in many writers' zeal to be `curriculum-relevant' or `authentic'
or `realistic', the items are often developed seemingly without
conscious thought to the interpretations that may be garnered from them.
This book argues that the format for such alternative items and
exercises also requires rigor in their construction and even offers some
solutions, as one chapter is devoted to these alternative formats.
This book addresses major issues in constructing test items by focusing
on four ideas. First, it describes the characteristics and functions of
test items. A second feature of this book is the presentation of
editorial guidelines for writing test items in all of the commonly used
item formats, including constructed-response formats and performance
tests.
A third aspect of this book is the presentation of methods for
determining the quality of test items. Finally, this book presents a
compendium of important issues about test items, including procedures
for ordering items in a test, ethical and legal concerns over using
copyrighted test items, item scoring schemes, computer-generated items
and more.
