Developing Test Items

In Week 3 you submitted your test specifications (ATTACHED). Now, you should incorporate your Instructor’s feedback (ATTACHED)and create your test items. Remember to write your items so that they are clear and unambiguous. Avoid compound items (e.g., “I am happy most days and I usually like to smile”). Also make sure that the items are representative of the construct that you are measuring.

The Assignment

Submit by Day 7, test items for your assessment, based on your test specifications.

Running head: TEST SPECIFICATIONS 1

TEST SPECIFICATIONS 5

Thanks for the application assignment submission. Below is the grading rubric for the application assignments. Use it in conjunction with the edits in the manuscript.

Comments:

So, the scorecard approach seems to be trying to make a qualitative or projective technique quantitative. Great minds have failed miserably with this approach. I may be misunderstanding what was described. Do consider a) how you will explain this more clearly when we get to the sample items and instructions and b) how you will show that different raters (questioners) can demonstrate reliability and validity.

Responsiveness  4
Content Knowledge  4
Quality of writing  4
Total  12

Application Assignment Rubric

Grading Rubric: Application Assignments 12 possible points per application assignment

scored on the first three indicators (Responsiveness, Content, and Quality).

Criteria

 

1

Emerging

 

2

Progressing

 

 

3

Meets Standard

 

 

4

Exemplary

 

 

 
RESPONSIVENESS

(AS ASSIGNED OR AS SELECTED BY THE STUDENT IF INSTRUCTIONS ALLOW)

(Did the student respond adequately to the paper or writing assignment?)

 

(4 points)

 

Paper or writing assignment is unresponsive to the requirements given in the instructions. The content misses the point of the assigned or selected topic; and/or relies primarily on anecdotal evidence (e.g., largely comprised of student opinion); and/or contains little or no evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content. Paper or writing assignment is somewhat responsive to the requirements given in the instructions. Content is somewhat misses the point of the assigned or selected topic; and/or lacks in substance, relying more on anecdotal than scholarly evidence (e.g., largely comprised of student opinion); and/or contains minimal evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content. Paper or writing assignment is responsive to and meets the requirements given in the instructions. It responds to the assigned or selected topic; is substantive and evidence based; demonstrates clearly that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content. Paper or writing assignment is responsive to and exceeds the requirements given in the instructions. It responds to assigned or selected topic; demonstrates insight beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what is known about the topic, unearths something unanticipated, etc.); is substantive and evidence-based; demonstrates that the student has read, viewed, and considered the learning resources in the course and that the paper topic connects in a meaningful way to the course content.

 

 

 

 

CONTENT KNOWLEDGE

(Does the content in the paper or writing assignment demonstrate an understanding of the important knowledge the paper/assignment is intended to demonstrate?)

 

(4 points)

 

Paper or writing assignment demonstrates/provides: lack of understanding and little or no application of the concepts and issues presented in the course and/or application is inaccurate and contains many omissions and/or errors; and/or no examples or irrelevant examples; and/or no thought-provoking ideas or original thinking; and/or no critical thinking; and/or many critical errors when applying knowledge, skills, or strategies presented in the course.

 

Paper or writing assignment demonstrates/provides: minimal understanding and little application of concepts and issues presented in the course, and, while generally accurate, displays some omissions and/or errors; and/or few and/or irrelevant examples; and/or few if any thought-provoking ideas, little original thinking; and/or “regurgitated” knowledge rather than critical thinking; little mastery of skills and/or numerous errors when using the knowledge, skills or strategies presented in the course.

 

Paper or writing assignment demonstrates/provides basic understanding and application of the concepts and issues presented in the course demonstrating that the student has absorbed the general principles and ideas presented; relevant examples; thought-provoking ideas and interpretations, some original thinking; and critical thinking; and mastery and application of knowledge and skills or strategies presented in the course.

 

Paper or writing assignment demonstrates/provides: in-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations or analyses; accurate and perceptive parallels, ideas, opinions, and conclusions) showing that the student has absorbed the general principles and ideas presented and makes inferences about the concepts/issues or connects to them to other ideas; rich and relevant examples; thought-provoking ideas and interpretations, original thinking, new perspectives; original and critical thinking; and mastery and thoughtful/accurate application of knowledge and skills or strategies presented in the course.

 

QUALITY OF WRITING

Does the student demonstrate graduate-level writing in papers and written assignments?

 

 

(4 points)

 

Writing is well below graduate-level writing expectations : The paper: uses unclear and inappropriate language; and/or has many errors in spelling, grammar, and syntax; and/or lacks organization in a way that creates confusion for the reader; and/or contains many direct quotes from original source materials and/or consistently and poorly paraphrases rather than using original language; and/or lacks information about a source when citing or paraphrasing it significant problems adhering to APA style (application papers).

 

Writing is somewhat below graduate-level writing expectations : The paper: uses language that is unclear and/or inappropriate; and/or has more than occasional errors in spelling, grammar, and syntax; and/or is poorly organized, is at times unclear and confusing, and has some problems with logical flow; and/or reflects an underuse of original language and an overuse of direct quotes and paraphrases; and/or sometimes lacks information about a source when citing or paraphrasing it; problems adhering to APA style (application papers).

 

Writing is scholarly and meets graduate-level writing expectations . The paper: uses language that is clear; has a few errors in spelling, grammar, and syntax; is well organized, logical, and clear; uses original language and uses direct quotes when necessary and/or appropriate; provides information about a source when citing or paraphrasing it; adheres to APA style with few mistakes (application papers).

 

Writing is scholarly and exceeds graduate-level writing expectations . The paper: uses language that is clear, concise, and appropriate; has few if any errors in spelling, grammar, and syntax; is extremely well organized, logical, clear, and never confuses the reader; uses a preponderance of original language and uses direct quotes only when necessary and/or appropriate; provides information about a source when citing or paraphrasing it; adheres to APA style with few or no mistakes (application papers).

 

Test Specification

Kawine Doss

Walden University

December 15, 2019

Test Specification

Determine whether you want to measure a trait, ability, emotional state, disorder, interest, attitude or another construct:

( Ability, such as musical skill, writing skill, intelligence, or reading comprehension, ( Personality Trait, such as extroversion, creativity, or deviousness, ( Disorder, such as anxiety, depression, or psychotic thought disorder, ( Emotion, such as happiness or anger, ( Attitude, such as authoritarianism or prejudice, ( Interest, such as career-related interests.

Other: ____________________________

Describe the specific construct you want to measure in a word or two: Entrepreneurship

Now describe the construct using several sentences. What behaviors are associated with the construct? Does it include more than one quality or dimension?

According to the American Educational Research Association, American Psychological Association, and National Council on Measurement in Education (2014), test and test programs are designed and developed to ensure validity of the explanations of test scores. The American Educational Research et al. (2014) states that test specifications should provide the purpose of the test, the description of construct measured, the population and interpretation for intended use. Also, the construct is the concept or characteristics that a test is designed to measure (The American Educational Research et al., 2014). Entrepreneurship spirit is the ability to establish and run a new business in a successful manner (De Jong, Parker, Wennekers, & Wu, 2015). The construct is expected to cover tolerance in the calculation of financial risks, creativity to establish a business plan for the management of people and resources needed to establish and complete the plan. Entrepreneurial behavior has two alternative desires. The first one is the desire to alter the status quo and the second one is the behavior of embracing innovation and motivation to look for changes in the status quo and obtain satisfaction form institutional dynamite. It is in my expectation to get the correlation between the past, present, and future business endeavors.

Describe your process for initially generating items. Will you interview experts? Review textbooks or journal articles? Look at diagnostic criteria in the DSM?

Anastasi and Urbina (1997) believes that personality test are used to measure characteristics as emotional states, interpersonal relation, interests, motivation and attitudes (p.44). My process for initially generating items includes; investigation of the ideas that drive the entrepreneur wiliness to take risks in a business venture, the profitability of the business, and the future success of the business. This can be describes through application of performance or situational tests. Anastasi et al., (1997) states that performance or situational test are done when the examinee is not aware of what’s going on and stimulates everyday life situation for an entrepreneur. This process will interview at least four entrepreneurs who have been successful in their businesses. However, the interview will be done and questionnaires given on the ideas and concepts of each entrepreneurs beliefs of what it means to be a successful entrepreneur. Therefore, I will included how their day to day operations is ran effectively and how they maintain this operation. Moreover, the use of secondary research will be used in this process to establish characteristics that are associated with the success of the business. De Jong et al., (2015)

Think about the format and phrasing of your items. For instance, some tests use first-person statements, such as “I enjoy swimming,” while others use questions, such as “Do you enjoy swimming?” Other tests might use single-word prompts, such as “Swimming,” and ask for the test-taker to rate this and other words on a scale of 1–5 in order to indicate the degree of interest or enjoyment. Some tests use pictures rather than words, and some are administered to an informant other than the client, such as a parent or work supervisor.

Think about the response format for your items. Yes/No responses or a Likert scale are popular for personality tests. If you use a Likert scale, consider how many response options there will be and whether your scale will have a neutral midpoint. Multiple-choice is a format that is familiar with academic tests. (Some tests use open-ended responses, but this is difficult to score and too complex for this exercise.)

Now write one typical item for your test, demonstrating your item and response format:

AlFallay (2017) states that a scorecard measures and compares key performance indicators against goals and is highly effective in entrepreneurship, which rates the success and failures of an individuals efforts. Sohn (2016) describes a study of how scorecards were used to identify psychological and behavioral attributes of entrepreneur’s personal traits. These scorecards will consist of questions where the entrepreneur can vividly explain the steps that are clearly required for one to start a new business. I can develop a scorecard of values between 1 and 4, where 1 represents the list value of the measurement and 4 represents the higher value of the measurement. For example, 1 = strongly disagree. 2 = dosage, 3 = agree, 4 = strongly agree (AlFallay, 2017).

How many items will your initial test include? Keep in mind that you need to create about twice as many test items initially because you will discard about half of them during your item analysis. ___18 items______

References

AlFallay, I. S. (2017). Test specifications and blueprints: reality and expectations. International journal of instruction11(1), 195-210.

American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.

Anastasi, A., & Urbina, S. (1997). Psychological testing (7th ed.).Upper Saddle River: NJ. Prentice Hall.

De Jong, J. P., Parker, S. K., Wennekers, S., & Wu, C. H. (2015). Entrepreneurial behavior in organizations: does job design matter. Entrepreneurship Theory and Practice39(4), 981-995.

Sohn, S. Y. (2016). Fuzzy analytic hierarchy process applied to technology scorecard considering entrepreneurs’ psychological and behavioral attributes. Journal of Intelligent & Fuzzy Systems30(4), 2349-2364.

© 2012 Laureate Education, Inc. Page 5 of 5

 
Do you need a similar assignment done for you from scratch? We have qualified writers to help you. We assure you an A+ quality paper that is free from plagiarism. Order now for an Amazing Discount!
Use Discount Code "Newclient" for a 15% Discount!

NB: We do not resell papers. Upon ordering, we do an original paper exclusively for you.