With items constructed,
we are ready to proceed with assembly of the items into the complete test.
The items should be
put in order as to expected level of difficulty, easiest questions first.
If you are offering this as a timed test you want to assure students an
opportunity to respond to items most likely to be within their range of
ability. Even if the test is not timed, it is at least desirable to have
a relatively less difficult item at the beginning so as to avoid discouraging
students having the most difficulty responding.
assembly step involves student comprehension of what is expected of them
i.e., the test-taking directions. Paramount considerations are clarity
and brevity. Students should not have to expend time or energy interpreting
needlessly ambiguous instructions. Nor should the instructor have to take
class/test time to provide additional direction. Instructions to students
should include any scoring formula, test time, precise directions on how
item responses are to be indicated, and an estimate of when results will
Before a newly composed
exam is administered to a student, it would be quite worthwhile, if possible,
to offer the test to a colleague for review. This way a few otherwise
unrecognized errors or deficiencies may be detected.
option would be administering at least some items to a class or individual
students as a non-graded exercise.