The project will be graded with
regard to thoroughness; quality of items; directions and scoring procedures
with regard to guidelines discussed in text and class; appearance; correlation
with stated goals of your unit; and level of appropriateness for your population
(see definitions of terms and point system below.) Be sure to measure every item against the
criteria for a good item of that type.
Thoroughness – Are all types of required test
items and number of items present? Is there a separate set of directions for
each section? Have instructional objectives and scoring plans been included on
separate sheets? Is there a paragraph regarding modification for disability?
All types of items present?
Correct number of each type of
Modification paragraph absent?
Overall scoring plan absent?
Instructional objectives in at
least three areas (knowledge, understanding, application)?
Quality of Items – Are items free of
contaminating characteristics that reduce validity and reliability? Is the modification for disability
Inappropriately written outcome?
Limited quality of disability
Limited quality of creativity of
Quality of directions – Are directions clear and
relevant to the type of item for which they are intended?
Each short answer type
Maximum points that may be lost
Scoring procedures – Does attached scoring sheet
include an adequate point system for fixed choice items? Are the systems of evaluation for the essay
question and authentic assessment clear? Appropriate?
Appearance – Is test typed? Double space between sections? Diagrams and
graphs clear? Print dark enough and
large enough? Place for name of student
and date? Title present? etc.
No vertical placement of response
Poor general appearance
Grammar and punctuation errors
Spelling and typos
No name of student, etc.
No lines for fill-in
Correlation with goals of unit – Do important
aspects of what was taught appear in the test?
Is emphasis appropriate for different objectives and outcomes? Is type
of item appropriate for that objective?
Is duplication of content in items avoided?
Appropriate use of material
Material in objectives present
Appropriate for population – Level of language
used and phrasing appropriate for age and grade? Format in keeping with developmental level of
students with regard to perceptual overload?
BE SURE TO INCLUDE A
KEY. If the key is not included, you will receive only half the credit for this
Classroom Test Assignment
developed by Dr. Victoria Damiani, Dept. of Educational and School Psychology,
Indiana University of PA and used with permission.