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EVALUATION
OF CLASSROOM EXAMINATION A.
Adequacy of the Test Plan: 1.
Does the test plan adequately describe the Instructional
objectives and the content to be measured? 2.
Does the test plan clearly indicate the relative emphasis to be
given to each objective and each content area? B.
Adequacy of Test Items: 3.
Is the format of each item suitable for the learning outcome
being measured? 4.
Does each test item require pupils to demonstrate the performance
described in the specific learning outcome it measures (relevance)? 5.
Does each test item present a clear and definite task to be
performed (clarity)? 6.
Is each test Item presented in simple, readable language and free
from excessive verbiage (conciseness)? 7.
Is each test item of appropriate difficulty for the type of test
constructed (ideal difficulty)? 8.
Does each test item have an answer that would be agreed upon by
experts (correctness)? 9.
Is each test item free from technical errors and irrelevant clues
(technical soundness)? 10.
Is each test item free from racial, ethnic and sexual bias (cultural
fairness)? EVALUATION OF
CLASSROOM EXAMINATION B.
Adequacy of Test
Items, continued: 11. Is each test Item Independent of the other Item In the test (Interdependence)?
C.
Adequacy of Test
Format and Directions: 13. Are test items of the same type
grouped together in the test (or within sections of the test)? 14.
Are the test items arranged from easy to more difficult
within sections of the test and the test as a whole? 15.
Are the test items numbered in sequence? 16.
Is the answer space clearly indicated (on the test itself or
on a separate answer sheet), and is each answer space related to its
corresponding test Item? 17.
Are the correct answers distributed in such a way that there
is no detectable pattern? 18.
Is the test material well spaced, legible, and free
of typographical errors? 19. Are there directions for each
section of the test and the test as a whole? 20. Are the directions dear and concise?
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