THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
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TEACHING SKILLS IN TEST CONSTRUCTION AND ANALYSIS BASED
ON PSYCHOMETRIC APPROACHES
Boymirzayev Farxodjon Rakhmatjon o‘g‘li
Lecturer at the International Institute of Food
Technology and Engineering
https://doi.org/10.5281/zenodo.16717235
In the modern education system, the quality of assessment of knowledge
and competencies is one of the key factors that determine the effectiveness,
transparency, and fairness of the educational process. In particular, assessment
through test-based examinations is recognized as one of the most widely used
methods to evaluate students' knowledge level and intellectual potential.
Therefore, the importance of scientifically grounded approaches-especially
psychometric approaches-in test construction, analysis of test quality, and
implementation in practice is steadily increasing. Psychometrics is a field of
study focused on the quantitative assessment of human psychological traits
(knowledge, ability, motivation, and other latent constructs). The main objective
of this discipline is to develop methodological approaches that ensure the
reliability, validity, and precision of assessment tools, particularly tests.
Psychometric analysis allows for identifying statistical quality indicators of test
items (such as discrimination index, difficulty level, and internal consistency)
and conducting in-depth pedagogical analysis based on the test results. In recent
years, the widespread use of test methods in secondary and higher education
systems, as well as the reliance on test outcomes for decision-making, has
increased the demand for high methodological and statistical literacy among test
developers.
In the global literature (e.g., Benjamin D. Wright, Geoffrey N. Masters,
Robert L. Linn, and others), extensive studies have been conducted on
developing tests based on psychometric approaches, determining test item
parameters, and modeling latent constructs. In particular, Classical Test Theory
(CTT) and Item Response Theory (IRT) are among the most commonly used
methods in test development and analysis. Although certain research has been
carried out in Uzbekistan regarding test-based assessment (e.g., works by O‘.
Umrzoqov, M. Kholbotaboyeva, and others), these studies primarily focus on
content and educational effectiveness analysis. However, issues such as analysis
of psychometric quality indicators, parametric description of test items,
statistical reliability criteria, modeling, and diagnostic analysis have not yet been
sufficiently addressed (see A.A. Bodalev, S.A. Minaeva). Moreover, current
research lacks practical methodological guidelines, instructional modules, or
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
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educational technologies aimed at helping teachers develop diagnostic skills in
test construction.
These circumstances indicate the presence of the following core problems:
-Psychometric indicators are not sufficiently considered during the test
construction process;
-Teachers often lack the necessary skills to conduct quality analysis of tests;
-The practice of analyzing data obtained through tests from a psychometric
perspective and revealing their diagnostic potential is not widespread;
-There is a lack of methodological resources aimed at teaching students and
teachers how to develop tests based on psychometric approaches.
These identified issues demonstrate that developing psychometric skills for
constructing and analyzing tests has become an essential pedagogical task
within the educational process. Therefore, the main objective of this study is to
develop a system of methodological recommendations aimed at forming the
competencies of teachers and pedagogical students in constructing and
analyzing tests based on psychometric approaches.
To achieve this goal, the following tasks should be carried out:
-Analyze the theoretical foundations of psychometric approaches (Classical
Test Theory – CTT, Item Response Theory – IRT, factor analysis);
-Review the existing literature and methodological resources related to
teaching test development and analysis;
-Develop practical algorithms for the psychometric analysis of test items;
-Create educational modules and training programs on psychometric test
construction for teachers and students;
-Conduct an experimental trial to assess the effectiveness of the proposed
methodological system.
In our view, giving sufficient attention to psychometric indicators during
the process of test construction is a necessary condition to ensure the reliability
and effectiveness of educational assessment. The following scientifically
grounded approaches are recommended in this regard:
1. Determining the psychometric quality indicators of test items. After
developing each test item, its key psychometric indicators - reliability,
practicality, discrimination index, difficulty level, and sensitivity - must be
identified using statistical methods. It is recommended that analysis be
conducted based on Classical Test Theory or modern models such as Item
Response Theory (IRT).
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International scientific-online conference
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2. Introducing empirical trial and psychometric analysis as mandatory
stages. Before implementation, test items should undergo empirical trials with
small groups to determine their statistical characteristics. This makes it possible
to identify normative indicators, probability of errors, and variations in
individual responses.
3. Utilizing statistical software and analytical methods. Software tools such
as SPSS, R, WINSTEPS, Iteman, TAP, and JMETRIK should be used to analyze test
items and obtain accurate, objective information on their psychometric quality.
This includes calculating indicators like average score and standard deviation.
4. Evaluating content and construct validity. To ensure that test items cover
the intended learning competencies, expert-driven content validity and
construct validity analyses should be carried out. This confirms the theoretical
alignment of the test items.
5. Improving the qualifications of item writers and evaluators. Developing
tests based on psychometric criteria requires special knowledge and skills from
teachers and methodologists. Therefore, professional development courses in
testology, psychometrics, and statistical analysis should be organized for
professionals working with tests.
6. Systematic management of psychometric indicators in test banks.
The psychometric indicators of each test item must be stored in a test bank and
used as a basis for selection in future assessments. This ensures the quality
assurance of tests and enables their reuse.
Based on the above principles, we present recommendations for
constructing psychometrically sound tests for the subjects “Pedagogical
Qualimetry” and “Pedagogical Mastery”:
A. Principles for Test Development:
-Construct validity: Each item should be based on a clear construct (e.g.,
theory of pedagogical assessment, didactic competence, analytical thinking).
-Content validity: Tasks should cover the essential knowledge, skills, and
competencies from the curriculum.
-Construct alignment: The test must correspond to a theoretical model that
reflects pedagogical competence.
-Discrimination: Each item should differentiate between high and low-
performing students.
-Difficulty level: The test should include questions ranging from moderate
difficulty to those requiring high-level analytical thinking.
THEORETICAL ASPECTS IN THE FORMATION OF
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International scientific-online conference
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-Reliability: The test should yield consistent results upon repeated
administration.
-Practicality and Impact: Items should be based on scenarios applicable in
real classroom settings.
Sample Test Items (Pedagogical Qualimetry):
1.Which of the following is a criterion used in qualimetric assessment?
A) Emotional climate B) Accuracy of scale descriptors
C) Students’ social activity D) Subjective opinion of the evaluator
2.What is the main difference between normative and diagnostic
assessment?
A) Only the teacher participates in normative assessment
B) Diagnostic assessment identifies the learner's initial status
C) Grades are not assigned in normative assessment
D) Diagnostic assessment is not based on testing
3.Which of the following is not a tool of qualimetry?
A) Rubric B) Essay C) Diagnostic table D) Test score statistics
Sample Test Items (Pedagogical Mastery):
1. What should be determined first when planning an effective lesson?
A) Learning objectives B) Assessment scales
C) Teaching style D) Parents’ opinions
2. What is the essence of pedagogical reflection?
A) Recording students’ results in the gradebook
B) Teacher’s analysis of their own professional activity
C) Working on students' written assignments D) Conducting an active
lesson
3. What is the main feature of a creative teacher?
A) Organizes subject Olympiads
B) Solves problem situations in a unique way
C) Follows the curriculum
D) Uses traditional methods
Organizing Psychometric Analysis (summary of content):
Test items are empirically piloted with a small group.Psychometric
indicators such as discrimination index, difficulty level, and item-total
correlation are identified.
Item parameters are calculated based on IRT models. Content validity is
assessed through expert reviewers. An analytical passport is developed for each
test item.
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PEDAGOGICAL SCIENCES
International scientific-online conference
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In conclusion, to ensure adequate attention is paid to psychometric
indicators in the test development process, it is essential to:
-Design tests based on scientifically grounded models;
-Conduct statistical analyses;
-Involve subject-matter experts in item review;
-Implement iterative refinement through practical trials.
This approach ensures not only objectivity and fairness in assessment but
also promotes a deep, analytical study of educational outcomes. Through this
research, a contribution is made not only to the quality of test-based assessment
but also to the development of psychometric literacy, which enhances the
assessment culture of both teachers and learners.
References
1. Wright, B. D., & Stone, M. H. (1979). Best Test Design. Chicago: MESA Press.
2. Masters, G. N. (1982). A Rasch model for partial credit scoring. Psychometrika,
47(2), 149–174. https://doi.org/10.1007/BF02296272
3. Linn, R. L., & Gronlund, N. E. (2000). Measurement and Assessment in
Teaching (8th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
4. Umrzoqov, O‘. (2018). Foundations of Testology: Theory, Practice, and
Innovations. Tashkent: Science and Technology Publishing.
5. Kholbotaboyeva, M. (2021). Pedagogical Measurements and Assessment
Technologies. Tashkent: TSPU Publishing.
6. Bodalev, A. A. (2001). Personality and Communication: Selected Psychological
Works. Moscow: Institute of Practical Psychology; Voronezh: NPO "MODEK".
7. Minaeva, S. A. (2014). Psychological Foundations of Testing in Education.
Psychological Science and Education, No. 1, 24–30.
