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Figure B-1. A bank of test items makes it easier to construct new tests.
M
atchingTrue/FalseSupply TypeoiceMatchingMultiple ChoiceTrue/FalseSupply TypeTEST ITEMSMatchingMultiple-ChoiceTrue/FalseSupply-Typeaverage individual appears normal mild euphoria, talkativeness, decreasedinhibitions, decreased attention, impaired judgment, increased reaction timeemotional instability, loss of criticaljudgment, impairment of memory and comprehension, decreased sensory response, mild muscular incoordinationconfusion, dizziness, exaggeratedemotions (anger, fear, grief) impairedvisual perception, decreased pain sensation, impaired balance, staggering gait, slurred speech, moderate muscularincoordinationapathy, impaired consciousness, stupor,significantly decreased response tostimulation, severe muscular incoordination, inability to stand or walk, vomiting, incontinence of urine and fecesunconsciousness, depressed or abolished reflexes, abnormal bodytemperature, coma; possible death from respiratory paralysis (450 mg% or above)Legal limit for motor vehicle operation in most states is 0.08or 0.10% (80–100 mg of alcohol per dL of blood).average individual appears normal mild euphoria, talkativeness, decreasedinhibitions, decreased attention, impaired judgment, increased reaction timeemotional instability, loss of criticaljudgment, impairment of memory and comprehension, decreased sensory response, mild muscular incoordinationconfusion, dizziness, exaggeratedemotions (anger, fear, grief) impairedvisual perception, decreased pain sensation, impaired balance, staggering gait, slurred speech, moderate muscularincoordinationapathy, impaired consciousness, stupor,significantly decreased response tostimulation, severe muscular incoordination, inability to stand or walk, vomiting, incontinence of urine and fecesunconsciousness, depressed or abolished reflexes, abnormal bodytemperature, coma; possible death from respiratory paralysis (450 mg% or above)Legal limit for motor vehicle operation in most states is 0.08or 0.10% (80–100 mg of alcohol per dL of blood).
Developing a test item bank is one of the instructor’s most difficult tasks. Besides requiring considerable time and effort, this task demands a mastery of the subject, an ability to write clearly, and an ability to visualize realistic situations for use in developing problems. Because it is so difficult to develop good test items, a semi-permanent record of items that have been developed is desirable. One way of preserving test items is to record the test item, along with the analysis of each question, on a set of cards. If questions are maintained on a computer, provisions should be made to include appropriate analysis gathered, thus creating a useful database. In either case, the result is a pool of test questions. As long as precautions are taken to safeguard the security of test bank items, this collection lightens the instructor’s burden of continuously preparing new items. [Figure B-1]
Written Test Items
Supply Type
Supply type test items require the learner to furnish a response in the form of a word, sentence, or paragraph. The supply type item requires the learner to organize knowledge. It demands an ability to express ideas, and is thus valuable in measuring the learner’s generalized understanding of a subject. For example, the supply type item on a pre-solo knowledge test can be very helpful in determining whether the pilot in training has adequate knowledge of procedures.
There are several disadvantages of supply type items. First, they cannot be graded with reliability. The same test graded by different instructors could be assigned different scores. Even the same test graded by the same instructor on consecutive days might be assigned altogether different scores. Second, supply type items require more time for the learner to complete and more time for the instructor to grade.
Selection Type
Selection type test items require the learner to select from two or more alternatives. There is a single correct response for each item. It assumes all learners should learn the same thing, and relies on rote memorization of facts. Written tests made up of selection type items are highly reliable, meaning that the results would be graded the same regardless of the learner taking the test or the person grading it. In fact, this type of test item lends itself very well to machine scoring.
Also, selection type items make it possible to directly compare learner accomplishment. For example, it is possible to compare the performance of learners within one class to learners in a different class, or learners under one instructor with those under another instructor. By using selection type items, the instructor can test on many more areas of knowledge in a given time than could be done by requiring the learner to supply written responses. This increase in comprehensiveness can be expected to increase validity and discrimination. Another advantage is that selection type tests are well adapted to statistical item analysis.
　
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