Feature ArticlesCurrent State of Test Development, Administration, and Analysis A Study of Faculty PracticesBristol, Timothy J. PhD, RN, CNE, ANEF; Nelson, John W. PhD, RN; Sherrill, Karin J. MSN, RN, CNE, CHSE, ANEF; Wangerin, Virginia S. PhD, RN, CNEAuthor Information Author Affiliations: Faculty (Dr Bristol), Walden University, Minneapolis, Minnesota; President (Dr Bristol) and Consultant (Ms Sherrill and Dr Wangerin), NurseTim, Inc, Waconia, Minnesota; and President and Data Scientist (Dr Nelson), Healthcare Environment, St Paul, Minnesota; Faculty (Ms Sherrill), Maricopa Community College, Phoenix, Arizona; and Clinical Assistant Professor (Dr Wangerin), Iowa State University, Ames. The authors declare no conflicts of interest. Correspondence: Dr Bristol, PO Box 86, Waconia, MN 55387 ([email protected]). Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal’s Web site (www.nurseeducatoronline.com). Accepted for publication: June 9, 2017. Published ahead of print: August 15, 2017 Nurse Educator: 3/4 2018 - Volume 43 - Issue 2 - p 68-72 doi: 10.1097/NNE.0000000000000425 Buy SDC Metrics Abstract Developing valid and reliable test items is a critical skill for nursing faculty. This research analyzed the test item writing practice of 674 nursing faculty. Relationships between faculty characteristics and their test item writing practices were analyzed. Findings reveal variability in practice and a gap in implementation of evidence-based standards when developing and evaluating teacher-made examinations. Copyright © 2018 Wolters Kluwer Health, Inc. All rights reserved.