Every distracter in a multiple-choice item should be selected by approximately the same number
of examinees who do not know the answer.
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Uniform administration and scoring procedures, together with norms based on representative
samples, are found only in the case of standardized tests.
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Interrelated and interlocking items are good objective test items because they do a better job of
measuring complex instructional objectives.
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The discrimination index of a test item equals the proportion of examinees in the upper and
lower groups on total test score who get the item right.
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The most comprehensive sources of test reviews are the volumes of the Mental Measurements
Yearbooks.
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More complex educational objectives cannot be measured with true-false and multiple-choice
items.
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The difficulty index of a test item equals the difference in the proportions of examinees in the
upper and lower groups on total test score who get the item right.
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Individual tests are more expensive and require more training to administer than group tests.
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Compared with objective items, essay items usually provide a better sampling of an examinee's
knowledge of the subject-matter of the test.
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The optimum difficulty index (p) of a classroom achievement test varies with the number of item
options.
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