1. The development of an assessment

2. An overview of the steps Type of test procedure to be used Length of the test The range of difficulty of items Time limits Objectives (expected outcomes) to be sampled Arrangement of items Marking/scoring procedures The method of recording and reporting results

3. The development of test blueprint What to measure  The most important decision  The first of all: test blueprint Test blueprint  A table with two dimensions  Contents vs behaviour outcomes (based on Bloom’s taxonomy) The test blueprint determines the types of items. The teacher should write items corresponding to each cell in the table.

4. Type of test procedure to be used “ Nontest” procedures  The student is unware that data are being gathered  The student is not involved in recording responses Test procedures

5. “Nontest” procedures: Rating and checklist procedures  Lab experiment skills  PE lessons Observations  Interest  Adjustment  attitude Peer observations (reports)  Susceptible to distortion

6. Test procedures Oral examinations Essay tests Objective tests (Choice type)  True-false  Multiple-choice  matching