Test Item Checklist
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Checklist determining the quality of objective test items Contained in the table below are some criteria for compiling good objective test items. W hen assessing objective test items, use the table as a checklist to determine whether your test item is up to standard.
Instructions: If you have selected more ‘Yes’ than ‘No’ boxes, then you are on the right track in setting up good objective test items. Thus a good quality objective test item assessment. However, if there are any ‘No’ boxes ticked then that specific item needs to be altered. Give special attention to the ‘No’ ticked box and re-formulate the test item to improve the overall quality of the assessment.
Criteria for writing good True – False Item Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Are clear instructions given before the start of the true – false item?
Are the questions items constructed definitely true?
Are the questions items constructed definitely false?
Are relatively short statements given in the test item?
Are the true – false items the same length?
Are there no double-negative question items in the item?
Did the teacher refrain from using statements out of context?
Criteria for writing good Matching Items Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Is the list of descriptions fairly short?
Is the list of descriptions fairly homogeneous?
Are the lists titled to ensure homogeneity?
Are you sure that all the options are plausible distracters?
Is the list of descriptions phrased as longer statements than the options?
Criteria for writing good Multiple-Choice Items Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Does the stem of the item clearly formulate the problem?
Is there only one correct answer?
Is the distracter also plausible?
Are negative questions in the test item kept to a minimal?
Are more than three options (plus one correct answer) included to optimise knowledge testing?
Criteria for writing good Completion Items Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Does the item have a single-word answer?
Does the test item pose a problem to the examinee?
Is the teacher making use of a direct question?
Does the item have a definite statement?
Is the required answer that the student needs to produce factually correct?
Is the required answer that the student needs to produce accurate?
Are the language used in this test item precise?
Total
Calculate the total of ‘Yes’ and ‘No’ ticks.
P.J. Smit - 22122428
Yes No
Instructions: If you have selected more ‘Yes’ than ‘No’ boxes, then you are on the right track in setting up good objective test items. Thus a good quality objective test item assessment. However, if there are any ‘No’ boxes ticked then that specific item needs to be altered. Give special attention to the ‘No’ ticked box and re-formulate the test item to improve the overall quality of the assessment.
Criteria for writing good True – False Item Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Are clear instructions given before the start of the true – false item?
Are the questions items constructed definitely true?
Are the questions items constructed definitely false?
Are relatively short statements given in the test item?
Are the true – false items the same length?
Are there no double-negative question items in the item?
Did the teacher refrain from using statements out of context?
Criteria for writing good Matching Items Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Is the list of descriptions fairly short?
Is the list of descriptions fairly homogeneous?
Are the lists titled to ensure homogeneity?
Are you sure that all the options are plausible distracters?
Is the list of descriptions phrased as longer statements than the options?
Criteria for writing good Multiple-Choice Items Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Does the stem of the item clearly formulate the problem?
Is there only one correct answer?
Is the distracter also plausible?
Are negative questions in the test item kept to a minimal?
Are more than three options (plus one correct answer) included to optimise knowledge testing?
Criteria for writing good Completion Items Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Does the item have a single-word answer?
Does the test item pose a problem to the examinee?
Is the teacher making use of a direct question?
Does the item have a definite statement?
Is the required answer that the student needs to produce factually correct?
Is the required answer that the student needs to produce accurate?
Are the language used in this test item precise?
Total
Calculate the total of ‘Yes’ and ‘No’ ticks.
P.J. Smit - 22122428
Yes No
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