John Glenn School Corporation
Administrative Guidelines


When working with this analysis procedure, refer to Form 2626A F1 - Analyzing a Test Item (Example) and Form 2626A F2 - Worksheet for Analyzing a Test Item.

Step One

Considering the nature of the test and section in which the item is found, and the wording of the item, including both stem and foil, what is the item really testing?

 A.What, if any, discrete bits of knowledge are being tested?

 B.What, if any, specific operations are being tested?

The result of answering this question would be a clear understanding of the essence of the question, the knowledge or skill issue it is addressing.

Step Two

Why is it important that the student possess this particular knowledge or be able to perform this specific operation?

 A.Why is it important for success in future learning/schooling?

 B.Why is it important for life outside of school?

The result of asking and answering this question should:

 A.determine the importance - or lack of importance - of the knowledge and skills being tested;

 B.suggest the priority for ensuring student development of such knowledge and skills in the curriculum;

 C.provide ideas that can be used to help motivate students in their learning.

Step Three

What discrete items of knowledge and information are needed?

 A.What special definitions or concept label meanings are required?

 B.What bits or factual information must be recalled or recognized?

 C.What rules or conventions must the student recall?

For each of the above, when, where, and how are they taught, developed, and confirmed in the current course of study?

Step Four

What specific skill-related operations are required?

For each, when, where, and how are they taught, developed, and confirmed in the current course of study?

The result of answering this question should be both a list of skill related-operations needed and identification of where in a course of study, if at all, each is taught, developed, and confirmed.