Creating and Implementing Assessments

As discussed in Chapter 6 of the textbook (Kaplan & Saccuzzo, 2013)

There is an art and a science to test construction. Writing good items is a complex and demanding task. In the first step, developers decide what sort of information they are trying to obtain. If they want to know whether or not test takers know “the right information,” developers may use true–false items—that is, a dichotomous format. They may also use for the same purpose multiple-choice items, a polytomous format, in which a correct choice must be selected among several alternatives. With these types of formats, the test constructor must always consider the probability that someone will get an answer correct by chance.

Many formats are available for tests that do not have right or wrong answers. The Likert format is popular for attitude scales. In this format, respondents check on a 5-point scale the degree to which they agree or disagree with the given statements. Similarly, in the category-scaling method, ratings are obtained on a scale with defined endpoints. The familiar 10-point scale is an example of a category scale. Unfortunately, category scales are subject to some bias when the endpoints are not clearly defined. Checklists and Q-sorts are among the many item formats used in personality research. These methods require people to make judgments about whether or not certain items describe themselves or others. (p. 183)

Constructing and Evaluating Test Items

Your task is to thoroughly complete all of the following discussion criteria.

1. Initial Post
2. Write three (3) test items to measure the construct "depression."
3. Each of your three items must be written in a different item format
4. label which format applies to each item.
5. Apply sound test development practices, considering how your wording and response set will be received by the target population.

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