NAME_______________________________ DATE___________

EDUC451: SCORING RUBRIC FOR TEST CONSTRUCTION PROJECT

Stating Specific Learning Outcomes (Total: 6 points) Score

Good Could be Improved

1. Learning outcomes are specific and focused.
(2 points) (1 point)

Good Could be Improved

2. An action verb is used for each outcome.
(2 points) (1 point)

The action verb is appropriate for the outcome (e.g.,

Good Could be Improved
3. verbs such as "defines" and "labels" are used for
(2 points) (1 point)
knowledge outcomes).

Table of Specifications/Two-Way Chart (Total: 11 points) Score

Chart specifically shows which items measure the

Good Could be Improved
4. different levels of Bloom’s Taxonomy (as directed
(2 points) (1 point)
by the instructor).

Excellent Good
The proportion of multiple-choice items measuring (3 points) (2 points) Could be Improved
5.
outcomes at the "knowledge" level is limited. (1 point)
<12 items <20 items

Excellent Good Could be Improved

6. Chart is clear and complete.
(3 points) (2 points) (1 point)

Essay questions (or parts thereof) are targeted to the Excellent Good Could be Improved
7.
most complex levels of Bloom’s Taxonomy. (3 points) (2 points) (1 point)

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 EDUC451 Test Construction Project Scoring Rubric

Packaging/Test Reproduction (Total: 11 points) Score

Items are spaced for easy reading (i.e., items are not Good Could be Improved
8.
crowded and sufficient blank space is present). (2 points) (1 point)

Items and options are all on the same page, Good Could be Improved
9.
including items that use pictures, graphs, etc. (2 points) (1 point)

Correct answers are provided in a fairly random Good Could be Improved

10.
pattern (e.g., not ABCD, ABCD, etc.) (2 points) (1 point)

Good Could be Improved

11. Items are listed in difficulty order.
(2 points) (1 point)

Overall presentation is professional (neat, well Excellent Good Could be Improved

12.
organized, typed well, etc.). (3 points) (2 points) (1 point)

Test Directions (Total: 7 points) Score

Good Could be Improved

13. Directions specify time allotted for test.
(2 points) (1 point)

Directions inform students how much each selection Good Could be Improved
14.
item is worth. (2 points) (1 point)

Directions specify how, and where, students are to

record responses for selection items (e.g., circle, Excellent Good Could be Improved
15.
underline, check) and for supply items (e.g., separate (3 points) (2 points) (1 point)
sheet of paper, blue book, back of test).

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 EDUC451 Test Construction Project Scoring Rubric

Multiple-Choice Items (Total: 41 points) Score

The intended answer is correct or clearly is the best Good Could be Improved
16.
alternative. (2 points) (1 point)

The alternatives "all of the above" and "none of the Good Could be Improved
17.
above" are used sparingly or not at all. (2 points) (1 point)

Each item is independent of the others (e.g., answers

Good Could be Improved
18. to one question do not give clues to answers in other
(2 points) (1 point)
questions).

Items do not repeat, verbatim, key words in stem and Good Could be Improved
19.
correct alternative. (2 points) (1 point)

Good Could be Improved

20. Item stems are free of irrelevant material.
(2 points) (1 point)

Avoids use of specific determiners – absolute terms Good Could be Improved

21.
(e.g., always, never, all, none, only, etc.). (2 points) (1 point)

Alternatives within items are alphabetized and when

Good Could be Improved
22. alternatives are numeric, they are listed in ascending
(2 points) (1 point)
order (where appropriate).

Questions are relevant to the intended learning Excellent Good Could be Improved
23.
outcomes. (3 points) (2 points) (1 point)

Each item presents a single, clearly formulated

problem in the stem and/or the item stem can stand Excellent Good Could be Improved
24.
alone as a completion item (e.g., "which" or "which (3 points) (2 points) (1 point)
of the following" is used infrequently in the stem).

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 EDUC451 Test Construction Project Scoring Rubric

Multiple-Choice Items (Total: 41 points) – CONTINUED Score

Excellent Good Could be Improved

25. Item stems are stated in simple, clear language.
(3 points) (2 points) (1 point)

Excellent Good Could be Improved

26. As much wording as possible is put into the stem.
(3 points) (2 points) (1 point)

States item in positive form whenever possible and

when negative wording is used, it is emphasized in Excellent Good Could be Improved
27.
the item stem (e.g., boldface, underlining, all (3 points) (2 points) (1 point)
capitals).

Stems/alternatives use proper English (e.g., no word Excellent Good Could be Improved
28.
omissions, poor grammar, etc.). (3 points) (2 points) (1 point)

Excellent Good Could be Improved

29. All distracters are plausible to low achievers.
(3 points) (2 points) (1 point)

All alternatives are grammatically consistent with Excellent Good Could be Improved
30.
the stem and parallel in form. (3 points) (2 points) (1 point)

Relative length of correct answer is varied to Excellent Good Could be Improved

31.
eliminate length as a clue. (3 points) (2 points) (1 point)

Essays and Performance Item (Total: 24 points) Score

Good Could be improved
32. Questions use clear, simple language.
(2 points) (1 point)

Students are forced to answer all essay questions

Good Could be improved
33. (i.e., they are not allowed to choose among
(2 points) (1 point)
questions).

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 EDUC451 Test Construction Project Scoring Rubric

Essays and Performance Item (Total: 24 points) – CONTINUED Score

Excellent Good Could be Improved
34. Questions measure the intended learning outcomes.
(3 points) (2 points) (1 point)

Each essay question specifies how long an answer Excellent Good Could be Improved
35.
should be and defines how much the item is worth. (3 points) (2 points) (1 point)

Essay questions are carefully focused and limit the

Excellent Good Could be Improved
36. freedom of students to stray from important
(3 points) (2 points) (1 point)
concepts

The essay questions clearly measure higher-order

cognitive skills (application, analysis, synthesis, Excellent Good Could be Improved
37.
evaluation) rather than lower-order skills (3 points) (2 points) (1 point)
(knowledge, comprehension).

Excellent Good Could be Improved

38. The performance task is authentic.
(3 points) (2 points) (1 point)

The performance task presents a well-developed

Good Could be Improved
39. and comprehensive task for the students to
(2 points) (1 point)
perform.

Scoring rubrics are provided and use a

comprehensive rating system or another scoring
method such as allowing points for both main Excellent Good Could be Improved
40.
points required (i.e., the "minimum" score) and (3 points) (2 points) (1 point)
additional value for pertinent points not covered in
the minimum score (i.e., the "extra score").

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 EDUC451 Test Construction Project Scoring Rubric

SUMMARY

Other Strengths or Weaknesses (TOTAL: ± 5 points) Score

Up to 5 points may be added or subtracted for especially good or bad elements (e.g., good introduction vs. one that does not follow
instructions; well targeted, clear, creative set of questions vs. many that contain clues or do not clearly target the learning objectives).

SCORING CRITERIA Points Obtained Points Possible

Stating Specific Learning Outcomes 6

Table of Specifications 11

Packaging/Test Reproduction 11

Test Directions 7

Multiple-Choice Items 41

Supply Items 24

Other Strengths or Weaknesses ±5

TOTAL: 100 (± 5)

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