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what we intend to measure

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-Analysis of item and task difficulty
-Task and item discrimination

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task: more complex and involves a performance

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task: more complex and involves a performance

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e.g. summary

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item: often referred to as a discrete measure

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item: often referred to as a discrete measure

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e.g. multiple choice

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next steps: actually write the items and taks

# data[].attributes.subject
next steps: actually write the items and taks

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- Mastery Scales (pass/fail evaluation)
- Holistic Scales (performance in general)
- Analytic Scale (specific features of performance; more detailed)

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main goal: test results have to discriminate between learners

Ebel's guidelines:
above 0.4 = high quality items
below 0.2 = low quality items

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Mandate motivates the Purpose

# data[].attributes.headline
headings: competence, time in minutes, weight, number of items/tasks, item/task type and resources

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headings: competence, time in minutes, weight, number of items/tasks, item/task type and resources

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- specific marking instructions = increasing reliability

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helps us to define what we intend to measure, provides an overview of our operational definition of the construct

# data[].attributes.subject
helps us to define what we intend to measure, provides an overview of our operational definition of the construct

# data[].attributes.headline
used to plan a test and to increase the quality of the test and to increase the clarity of information the test provides

# data[].attributes.subject
used to plan a test and to increase the quality of the test and to increase the clarity of information the test provides

# data[].attributes.headline
try your test with other students (older or younger)

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try your test with other students (older or younger)

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explicit construction

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clear and explicit formulations

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item specification

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validity

reliability

feasability

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specify the purpose

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High quality classroom tests - what's important?

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High quality classroom tests - what's important?