| Not Applicable | Almost Never | Sometimes | Often | Almost Always |
1. I consider the purpose of the assessment | 0 | 1 | 2 | 3 | 4 |
2. I ensure that the instructional objectives are clearly stated | 0 | 1 | 2 | 3 | 4 |
3. I use a table of specifications for preparing my assessment | 0 | 1 | 2 | 3 | 4 |
4. I review the guidelines of writing test items when preparing my assessments | 0 | 1 | 2 | 3 | 4 |
5. I include a variety of items/tasks in my assessments | 0 | 1 | 2 | 3 | 4 |
6. I ensure that each item matches the instructional objectives stated | 0 | 1 | 2 | 3 | 4 |
7. I arrange item types under different sections of my test/exam paper | 0 | 1 | 2 | 3 | 4 |
8. I write specific instructions for the different sections of the test/exam paper | 0 | 1 | 2 | 3 | 4 |
9. I have a balance of easy, moderate and difficult items in my test/exam papers | 0 | 1 | 2 | 3 | 4 |
10. I ensure the security of the assessments | 0 | 1 | 2 | 3 | 4 |
11. Before the assessment, I inform my students the purpose of the assessment and what the results will be used for | 0 | 1 | 2 | 3 | 4 |
12. I inform my students about the areas that will be assessed | 0 | 1 | 2 | 3 | 4 |
13. I inform my students about when the assessment will be administered | 0 | 1 | 2 | 3 | 4 |