Since test items are the building blocks of any test, learning how to develop and validate test items has always been critical to the teaching-learning process. As they grow in importance and use, testing programs increasingly supplement the use of selected-response (multiple-choice) items with constructed-response formats. This trend is expected to continue. As a result, a new item writing book is needed, one that provides comprehensive coverage of both types of items and of the validity theory underlying them.
This book is an outgrowth of the author’s previous book, Developing and Validating Multiple-Choice Test Items, 3e (Haladyna, 2004). That book achieved distinction as the leading source of guidance on creating and validating selected-response test items. Like its predecessor, the content of this new book is based on both an extensive review of the literature and on its author’s long experience in the testing field. It is very timely in this era of burgeoning testing programs, especially when these items are delivered in a computer-based environment. Key features include …
Comprehensive and Flexible – No other book so thoroughly covers the field of test item development and its various applications.
Focus on Validity – Validity, the most important consideration in testing, is stressed throughout and is based on the Standards for Educational and Psychological Testing, currently under revision by AERA, APA, and NCME
Illustrative Examples – The book presents various selected and constructed response formats and uses many examples to illustrate correct and incorrect ways of writing items. Strategies for training item writers and developing large numbers of items using algorithms and other item-generating methods are also presented.
Based on Theory and Research – A comprehensive review and synthesis of existing research runs throughout the book and complements the expertise of its authors.
Table of Contents
Part I: A Foundation for Developing and Validating Test Items 1. The Role of Validity in Item Development 2. Developing the Test Item 3. Content and Cognitive Demand of Test Items 4. Choosing an Item Format Part II: Developing Selected-response Items 5. Selected-response Formats 6. Guidelines for Writing Selected-response Items 7. Exemplary and Innovative Selected-response Item Formats 8. Automatic Item Generation 9. Formats and Guidelines for Survey Items Part III: Developing Constructed-response Test Items 10. Constructed-response Formats for Measuring Knowledge, Skills, and Abilities 11. Guidelines for Writing Constructed-response Items 12. Scoring Constructed-response Items Part IV: Unique Applications for Selected-response and Constructed-response Formats 13. Developing Items to Measure Writing Ability 14. Developing and Validating Items for Professional Credentialing Tests 15. Developing Items for Accessibility by Individuals with Exceptionalities Part V: Validity Evidence Arising from Item Development and Item Response Validation 16. Validity Evidence Coming from Item Development Procedures 17. Validity Evidence from Statistical Study of Objectively-scored Test Items 18. Validity Evidence from Statistical Study of Subjectively-scored Items 19. Issues Involving Item Responses and Item Validation Part VI: Part VI: The Future of Item Development and Validation 20. The Future for Item Development and Validation
Thomas M. Haladyna is Professor Emeritus at Arizona State University, US.
Michael C. Rodriguez is Associate Professor in the Department of Educational Psychology at the University of Minnesota, US.