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Managing the test construction process

Managing the test construction process. Ülle Türk Estonian National Defence College. STANAG 6001 Testing Conference SHAPE, Mons, Belgium September 2013. Processes in testing. The test development process The test assembling process The test delivery process

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Managing the test construction process

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  1. Managing the test construction process Ülle Türk Estonian National Defence College STANAG 6001 Testing Conference SHAPE, Mons, Belgium September 2013

  2. Processes in testing • The test development process • The test assembling process • The test delivery process • Marking, grading and reporting results • Monitoring and review

  3. The test development process Try-out Informing stakeholders

  4. The test assembling process

  5. The test delivery process

  6. Marking, grading and reporting results

  7. Monitoring and review • The purpose is to establish whether the test is working properly and, if not, what needs to be changed. • Monitoring is part of the routine process of producing and using a test • Periodic reviews are done occasionally, outside of the regular operation of a test

  8. The test assembling process

  9. Timeline • Testing session 1 (February-March) • Setting grade boundaries • Analysing the task and item performance • Producing new tasks • Initial review • Improving tasks • Second review • Testing session 2 (June-July) • Improving tasks • Third review

  10. Item review questions • Is the task clear in each item? • Is it likely that the person attempting an item will know what is expected? • Are the items expressed in the simplest possible language? • Is each item a fair item for assessment at the level tested? • Is the wording appropriate to the level tested? • Are there unintended clues to the correct answer? • Is the format reasonably consistent so that test-takers know what is required from item to item? • Is there a single clearly correct (or best) answer for each item? • Is the type of item appropriate to the information required? • Are there statements in the items which are likely to offend? • Is there content which reflects bias on gender, racial, or other grounds? • Are there enough representative items to provide an adequate sample of the behaviours to be assessed?

  11. Timeline (continued) • Compiling the pre-test • Producing pre-test materials • Pre-teting • Testing session 3 (November-December) • Analysing pre-test results • Compiling the live tests • Producing the live test materials • Administering the new test

  12. Sources • ALTE. 2011. Manual for Language Test Development and Examining for Use with the CEFR. Strasbourg: Language Policy Division, Council of Europe, www.coe.int/lang • Izard, John. Overview of Test Construction. Quantitative Research Methods in Educational Planning, Module 6. UNESCO International Institute for Educational Planning, http://www.unesco.org/iiep

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