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Test Creation General Guidelines

1. Refer to the CG for competencies.

2. Use Blooms to ensure a balanced question type distribution. Around 6 items .
Sample template (for 12 LGS in a term 5 points per LG):
3 points, remembering / understanding / applying.
2 points analyzing / evaluating / creating / transfer of skills.
3. Questions to be made are not necessarily per LG. Focus on key takeaways.
4. Points are flexible depending on difficulty. As much as possible make the total
a multiple of 5.
5. Double click header, copy paste the template provided. Make sure to check
different first page
6. Use two columns in the page layout for the whole document, the heading will
not be affected.
7. Keep the reading difficulty and vocabulary level of the test item as simple as
8. Be sure each item has a correct or best answer on which experts would
9. Be sure each item deals with an important aspect of the content area, and
not with trivia.
10.Be sure each item is independent. Do not require students to get one item
right in order to get another one right.
11.Avoid the use of trick questions. In trick questions, the item appears to be
about one thing, but to answer it correctly, they need to focus on an entirely
different point.
12.Be sure the problem posed is clear and unambiguous.
Writing True-False Items
1. Ensure that the item is unequivocally true or false.
2. Avoid the use of specific determiners (all, never, no, always) or qualified
statements (usually, sometimes, under certain conditions, may be).
3. Avoid ambiguous and indefinite terms of degree or amount (frequently,
greatly, to a considerable degree, in most cases).
4. Avoid the use of negative statements, and particularly double negatives.
5. Limit true-false statements to a single idea.
6. Make true and false statements approximately equal in length.
7. Include approximately the same number of true statements as false ones.
Writing Multiple-Choice Items
1. Be sure the stem of the item clearly formulates a problem.
2. Include as much of the item as possible in the stem, and keep options as
short as possible.
3. Include in the stem only the material needed to make the problem clear and
4. Use the negative only sparingly in an item.
5. Use novel material in formulating problems that measure understanding or
ability to apply principles.
6. Be sure there is one and only one correct or clearly best answer.

7. When we write an item, we usually write the stem and correct answer
together, and then write the distractors. But that makes us think about the
item stem in a particular way. Carefully consider if there is another way of
thinking about the item stem so that one of the distractors might also be
8. Be sure wrong answers are plausible.
9. Be sure no unintentional clues to the correct answer are given. e.g., making
the correct answer longer, repeating a word in the stem and the correct
option, grammatical agreement between stem and correct option (a versus
an, plural agreement with verb), giving clues to one item in another item,
using a consistent pattern of correct responses such as T F T F or A B C D A B
C D.
Use the option none of these or none of the above only when the
keyed answer can be classified unequivocally as correct or incorrect.
Avoid the use of all of the above in the multiple-choice item.
12.Rearrange choices so that the letters have more or less an equal frequency
throughout the test (ex. In the Answer Key, there are 5 letter As, 5 letter Bs,
and so on)
Writing Matching Items
1. Keep the set of statements in a single matching exercise homogeneous.
2. Keep the set of items relatively short.
3. Have the students choose answers from the column with the shorter
4. Use a heading for each column that accurately describes its content.
5. Have more answer choices than the number of entries to be matched, unless
answer choices can be used more than once.
6. Arrange the answer choices in a logical order.
7. Specify in the directions both the basis for matching and whether answer
choices can be used more than once.
Writing word problems
1. Put detailed solutions along with possible alternative solutions in the Answer
2. Highlight the final answer and make sure it has the proper units (if units are
Preparing the Objective Test

Prepare more items than you will need.

Proofread the items.
Arrange items on the test so that they are easy to read.
Plan the layout of the test so that a separate answer sheet can be used to
record answers.
5. Group items of the same format (true-false, multiple-choice, or matching)
6. Within item type, group together items dealing with the same content.

7. Arrange items so that difficulty progresses from easy to hard.

8. Write a set of specific directions for each item type.
1. Filename: Math8 ETT4
2. Roman Numeral (per section). Heading. Instructions. (Ex: I. Multiple Choice.
Write the capital letter of the best answer)
3. Make item bank on existing tests.