Abstract: A test plays a significant role in education since it determines the success of instruction and sorts students’ grades. However, constructing a high-order quality test for educators who are not teacher professionals is not simple. The research employs a descriptive design, utilising an online questionnaire distributed to 31 educators without formal teaching training who managed to respond from learning institutions in Dodoma City. The study’s objectives include assessing the impact of the lack of formal training on the quality and effectiveness of test items, examining the alignment of test questions with learning objectives, and exploring the factors influencing the implementation of Bloom’s Taxonomy in test construction. Findings indicate that most educators (74.2%) struggle to formulate unambiguous questions, while 67.7% find it difficult to develop competing test distractors. However, some educators feel confident in designing effective assessments without formal training. Based on the study findings, the study concludes that there is a need for professional development initiatives to enhance educators’ competencies in test construction.