Master
2025/2026
Test and Questionnaire Development in Psychology and Education
Type:
Compulsory course (Science of Learning and Assessment)
Delivered by:
Department of Educational Programmes
Where:
Institute of Education
When:
1 year, 2 module
Open to:
students of all HSE University campuses
Language:
English
ECTS credits:
3
Contact hours:
30
Course Syllabus
Abstract
The main goal of this course is to introduce students to the main principles of development and evaluation of tests in education and psychology. Students will:• learn about the test development process, basic principles of educational and psychological testing and the development of context surveys• know how to apply basic item development skills (multiple choice questions, essay, matching items, sequencing items)• develop their own prototype of the test• get the test reviewing skills.
DeepSeek was used to develop this Syllabus for translation and text shortening
Learning Objectives
- The main goal of this course is to develop students’ understanding of test development process and get students acquainted with modern (technologically enhanced) test development practices.
Expected Learning Outcomes
- Define key terminology: construct, operationalization, test specification.
- Formulate a clear and measurable construct definition.
- Develop initial behavioral indicators that are observable and linked to the construct.
- Draft a preliminary test specification table outlining the assessment's blueprint.
- Develop High-Quality Assessment Items: Apply evidence-based principles to construct, evaluate, and refine various test item formats (e.g., multiple-choice, open-ended, Situational Judgment Tests) to minimize bias and measurement error.
- Create and Utilize Scoring Rubrics: Design precise analytic rubrics for open-ended items and develop scoring keys for complex item types (e.g., SJTs) to ensure consistent, reliable, and fair scoring.
- Evaluate and utilize digital testing platforms and AI-based tools for item development, while critically assessing their associated ethical considerations and potential biases.
- Differentiate between psychological testing in clinical, educational, and organizational contexts.
- Provide, receive, and integrate constructive, criteria-based peer feedback to refine one's own work and contribute to the improvement of others' assessment designs.
- Integrate all stages of the test development process to produce a cohesive instrument draft and critically evaluate case studies by applying integrated knowledge of validity, reliability, and fairness.
- Write a realistic and psychometrically sound SJT scenario and set of response options.
Course Contents
- Assessment instrument conceptual design
- Introduction to Test Development. Conceptualization. Documentation. Behavioral Indicators.
- Rules for Developing Test Items. Open-ended Items and Rubrics.
- Development in a Digital Environment. Use of AI.
- Features of Psychological Test Development
- Mutual Peer Review of Developed Indicators
- The Business Aspect of Developing a Measurement Tool
- Development of Situational Judgment Test (SJT) Items.
- Conducting Cognitive Interviews and Cognitive Laboratories.
Bibliography
Recommended Core Bibliography
- Jiménez García, E. (2017). Standards for Educational and Psychological Testing. Revista Española de Pedagogía, 75(266), 170–171. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=asn&AN=121046636
- Situational judgment tests: A review of recent research. (2008). Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.7C265DA0
Recommended Additional Bibliography
- Thomas Pitts, R., & Naumenko, O. (2016). The 2014 Standards for Educational and Psychological Testing: What Teachers Initially Need to Know. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.5A987A0E