Determining the Content for Items: Validity

  • Steven J. Osterlind
Part of the Evaluation in Education and Human Services book series (EEHS, volume 25)

Abstract

Determining the content for test items can be a perplexing experience. The item writer may search through textbooks or encyclopedias for grist to put into his or her item-writing mill, only to find that the result is an item whose content is trivial, pedantic, or arcane. Further, the item writer must not only find subject matter that is above the inconsequential, but in order to write items that tap complex cognitive processes, he or she must also judge the level of mental processing required of examinees to respond to a particular item. It is important to appreciate this point because determining appropriate content for items requires a complex view of items as measures not just of subject content but of psychological processes as well.

Keywords

Test Item Item Specification Common Noun Test Developer Item Format 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Kluwer Academic Publishers 1989

Authors and Affiliations

  • Steven J. Osterlind
    • 1
  1. 1.University of MissouriColumbiaUSA

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