1. Designing Good Tests: It Just Looks Easy with Test Banks Molly Herman Baker, Ph.D. Black Hawk College

2. Planning Tests Determine amt of time, location, level of difficulty desired, resources available during test, and % weight of test compared to total # of assessments Based on objectives, determine what is important to know, not “nice to know” Based on amt of time, estimate number of questions possible (see Test Writing Basics handout for estimates) Prepare specifications chart

3. Specification Chart Basics Specifications chart:  Type and number of items for each content area or objective.  Type and number of items for each type of HOT skill (HOT=discipline-specific; Bloom often selected, but others may be more relevant for your discipline)

4. Sample Specifications Chart #1 Obj 1Obj 2Obj 3Obj 4 Explain231 Apply554 Predict12 Analyze252 Synthesize11 Evaluate15 Total106159

5. Sample Specifications Chart #2 MCTFMatchingShort Ans. EssayTotal Obj 1 (know) 555, 2-pt.1 5-pt.25 pts Obj 2 (apply) 10515 pts Obj 3 (compre) 5101 5-pt20 pts Obj 4 (apply) 55, 2-pt1, 10pt25 pts Obj 5 (predict) 1, 5pt1, 10pt15 pts Total2510 2030100

6. Writing/Choosing Good Items Write good objectives, using verbs that indicate desired performance; share with students Write/select test items based on these verbs;  See “Comparison of Bloom and Ebel’s Taxonomies” handout for samples See “Test Writing Basics” handout Discuss strategies for selecting test bank items

7. What about HOTS? HOTS (Higher order thinking skills)=application, analysis, prediction, synthesis, evaluation or alternative taxonomy relevant to your discipline Important: practice HOT in class (critical thinking, creative thinking, problem-based learning, case-based learning, scenario-based lng) Important: provide guidance, practice & feedback on preparing for and answering HOT exam questions

8. Item Analysis to Improve Tests # correct and # missed per item  What does this tell you? # who answered each MC distractor  What does this tell you? Correlation between answers and overall test performance (discriminates appropriately?)  What could this tell you?  Scantron item analysis software: interested? Questions with poor item analysis score: discuss with students to determine item problems

9. Test Prep Tips for Students Practice higher-order test questions (strategy tips for taking these kinds of tests) Provide tips on general study tips (where, when, how) Provide tips on objective test taking (directions, keywords, pass up “don’t know” and go back later, etc.) Becoming a Master Student by David Ellis is excellent resource for tips such as these

10. Testing Services at BHC Administer individual tests to students in Study Unlimited or online classes Administer individual tests to students taking make-up exams Score and return Scantron tests if the key is provided by the instructor (campus mail or file drawer) Email ilctesting@bhc.edu to make arrangements for online testing (course, instructor, exam#, student(s), deadline for completing, time limit, allowable notes or books, test password)ilctesting@bhc.edu Complete ILC Testing Form for requesting testing services (same info as above + how to handle tests if in hard copy)