1. Why Test? Comparative To standards (criteria based) To others (norm referenced) Diagnostic

2. What do we want to learn from the test? • Who knows science and who does not. • NOT who is a good reader and who is not • NOT who is a good test taker and who is not

3. You need a test blueprint • Assures that what is being taught is tested • Assures a balance of coverage of performance objectives • Defines what the test will cover • Is a guide for reporting

4. What makes some tests better than others? • Appropriate number of items for each SE tested (5 is minimum for % correct score) • Requires the use of both knowledge and skills • May cover more than one TEKS • Goes beyond reading and recalling

5. Reading Level • Reading levels as low as possible • Sentence structure is simple • Words, other than science vocabulary, should be as simple as possible • Short sentences rather than long

6. Graphics • Graphics can simplify and engage • Do not use simply to “decorate” • Use for clarification

7. Alignment to objective • Make sure that the test question is actually aligned to the TEKS and the Student expectation • Make sure it is testing what you taught

8. Some other thoughts • Avoid the use of “you” • Provide focus in the questions • Make it clear what you are asking • Avoid negatives • Items shouldn’t “clue” other items • Options should be in logical order • There should be a rationale for the distractor

9. continued • The question should have one clearly correct answer • The options should be free of repetitious information • Distractors should be plausible • The options should be parallel • Options should not be opposites of each other

10. That being said…. • Let’s look at TSDS