A Comparison of Objective-Based and Modified-Bormuth Item Writing Techniques

Abstract

Two techniques for writing achievement test items to accompany instructional materials were contrasted: (a) writing items from statements of instructional objectives, and (b) writing items from semi-automated rules for transforming instructional statements (adapted from Bormuth). Items of each type were written by two experienced item writers. Students were given tests employing these items before and after reading a programmed booklet. One item writer was found to produce consistently easier items than the other regardless of the item writing technique employed. Both item writing techniques resulted in about the same number of faulty items, indicating that the "subjectivity" found in traditional item writing was also present with the semi- automated techniques.