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visual perception, decreased pain
sensation, impaired balance, staggering
gait, slurred speech, moderate muscular
incoordination
apathy, impaired consciousness, stupor,
significantly decreased response to
stimulation, severe muscular
incoordination, inability to stand or walk,
vomiting, incontinence of urine and feces
unconsciousness, depressed or
abolished reflexes, abnormal body
temperature, coma; possible death from
respiratory paralysis (450 mg% or above)
Legal limit for motor vehicle operation in most states is 0.08
or 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.
Appendix B
Developing a Test Item Bank
B-2
Figure B-2. Sample multiple choice test item.
Correct Answer
Distractors
Responses
Stem
True-False
The true-false test item consists of a statement followed by an opportunity for the learner to choose whether the statement
is true or false. This item type has a wide range of usage. It is well adapted for testing knowledge of facts and details,
especially when there are only two possible answers.
The chief disadvantage is that true-false questions create the greatest probability of guessing. Also, true-false questions
are more likely to utilize rote memory than knowledge of the subject. In general, therefore, true-false questions are not
considered valid (i.e., they do not measure what they are intended to measure.).
To use true-false questions, consider the following guidelines for effective test items:
• Include only one idea in each statement.
• Use original statements rather than verbatim text.
• Make the statement entirely true or entirely false.
• Avoid the unnecessary use of negatives, which tend to confuse the reader.
　
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