- 1. ADMINISTERING,SCORINGAND REPORTING A TESTMANALI H
SOLANKIF.Y. M.SC. NURSINGJ G COLLEGE OFNURSING
2. TERMINOLOGY Analysis: The examination andevaluation of the
relevant informationto select the best course of actionfrom among
various alternatives. Test: A procedure for criticalevaluation; a
means of determiningthe presence, quality, or truth ofsomething. 3.
Scoring:It means to evaluate and assign a grade. Report: A document
containing information organized in a narrative, graphic, or
tabular form, prepared on ad hoc, periodic, recurring, regular, or
as required basis. 4. INTRODUCTION: Administering the written test
is perhaps the most important aspect of the examining process. The
atmosphere the test administrator creates in the test room and the
attitude the test administrator displays in performing his/her
duties is extremely important 5. The test administrators manner,
bearing, and attitude may well inspire confidence in competitors
and put them at ease while participating in the testing process. 6.
ADMINISTERING A TEST: A teachers test administration procedures can
have great impact on student test performance.Beforethe testAfter
Distributing Test PapersDuring the TestAfter the Test 7. TYPES OF
SCORERaw Scores : A Raw Score is simply the number of questions a
student answers correctly for a test. 8. Uses: A raw score provides
an indication of the variability in performance among students in a
classroom. 9. Limitations: A rawscore by itself has no meaning. It
can be interpreted only by comparing it with some standard such as
total number of items for a test or with raw scores earned by a
comparison group. 10. Percentile Rank A percentile is a measure
that tells us what percent of the total frequency scored at or
below that measure. A percentile rank is the percentage of scores
that fall at or below a given score. 11. Advantages: Laypeople
easily understand them Easy to interpret 12. Limitations:
Percentile differences are not equal 13. Stanine (Standard nine)
Standardnine) : Stanine scores express test results in equal steps
that range from 1 (lowest) to 9 (highest). The average is a score
of 5. In general, stanine scores 1,2 & 3 are below average, 4,5
& 6 are average and 7, 8 & 9 are above average 14. Standard
Scores Thestandard scores indicate astudents relative position in
agroup. It expresses testperformance in terms of standarddeviation
units from the mean The mean is the arithmeticalaverage. The
standard deviationis a measure of the spread ofscores in a group.
15. Types of standard ScoresZ Score If a mean and standard
deviationcan be calculated for a given setof raw scores, each raw
scorescan be expressed in terms of itsdistance from the mean
instandard deviation units or z scores. 16. Z Score =Raw Score
Mean/Standard deviationNote: Z score is always minus whenthe raw
score is smaller than the mean. 17. T Scores: anyset of normally
distributed standard scores that has a mean of 50 and SD of 10.
Multiplying the z score by 10 and adding the product to 50 can
obtain T Scores. 18. Advantages only positive integers are
providedInterpretation is relatively simpleonce the concept of T
Scoreis grasped. 19. GRADING Grading refers to the process of using
symbols, such as letter to indicate various types of students
progress (Nitko 2001). 20. Common Methods ofGrading : Lettergrades
: There is a great flexibility in the number of grades that can be
adopted i.e. 3 11. 21. Limitations: Meaning of grades may vary
widely Do not describe strengths/weakness of students 22.
Strengths: Easy to use Easyto interpret theoretically Provide a
concise summary 23. Number/Percentagegrades (5, 3, 2, 1, 0) or
(98%, 80%, 60% etc.) It is same as letter grades. Only difference
is that instead of letters numbers of percentage is used. 24.
Strengths: Easy to use Easy to interpret theoretically Provide a
concise summary May be combined with lettergrades More continuous
than lettergrades 25. Limitations: Meaning of grades may varywidely
Do not describestrengths/weaknesses of students Meaning may need to
beexplained or interpreted. 26. Two category grades Itis good for
courses thatrequire mastery of learning. 27. Strengths: Less
emotional for students.Limitations : Less reliable Does not contain
enoughinformation about studentsachievement Provides no indication
of the level oflearning. 28. CHECK LIST AND RATING SCALE They are
more detailed and since they are too detailed it is cumbersome for
teachers to prepare 29. Strengths Presentdetailed lists of students
achievements Canbe combined with letter grades Good for clinical
evaluation 30. Limitations: May become too detailed to easily
comprehend Difficult for record keeping. 31. Advantages of Grades
Gradesare divided in to 5 7divisions to which studentsperformance
is assigned ascompared to 101 (0 100)divisions of conventional
marking. It is a convenient method. Chances of errors are minimized
32. Disadvantages of Grades: Theassigned grades variesfrom teacher
to teacher 2. Do not indicate studentsstrengths or weaknesses 3.
Foster unfair competitionamong students. 33. Scoring Essay type
Questions: Evaluating essay response the evaluator should:
Evaluator should use appropriatemethod to minimize bias Pay
attention to the significantand relevant aspects of theanswer Be
careful not to let personalidiosyncrasy affect assessment Apply
uniform standard to all the 34. Method of grading essay
typequestion : Analytical grading : (Point method) In this method
of the ideal answer to a question is specified in advance, although
need not be in the amplitude the ideal or model answer is broken
down into 35. ADVANTAGES: Itcan yield very reliable scores The
preparation of detailedanswer may bring to the teachers. The sub
division of the modelanswer can make it easier todiscuss with the
students themarks awarded to them. 36. LIMITATIONS: Itis very
laborious and timeconsuming In attempting to identify theelements,
undue attention may begiven to the specific aspect. 37. Global
grading: In this method the ideal answer is not sub divided into
the specific points and component points. The examiner is
interacted to read the responses rapidly from a general impression
and using some standard and standard assign 38. Sequential Grading
In order to bring more objectivity more answers can be scored
beautifully. This is the same teacher valuing answer of a
particular question. 39. Computer SoftwareThe Software learns a
specificsubject area by scanningappropriate documents.Then, the
software is fed gradedessays to set up the gradingstandards. 40.
Scoring Objective Tests Hand graded :Due to human effort,
mistakesmay occur. Having two gradersgrade exams help to catch 90%
ofthose simple mistakes in grading. 41. Machine Scoring :
Asaccurate as the answercode given to the computer. Some testing
publishers willonly release or sell theirproducts to individuals
whohave undergone specialtraining or have a particulardegree in a
related field. 42. Avante InternationalTechnology (Biometric) The
first test scoring system to achieve less than 1 error in 1.5
million marks during testing by an independent testing laboratory
responsible for testing election equipment and ballots. The same
error-free tabulation method is adapted for test scoring and
grading, and survey tabulation. 43. ITEM ANALYSIS: 44. Definition
Item analysis is a process thatexamines students response
toindividual test items/questions in orderto assess the quality of
those itemsand of the test as a whole. 45. Benefits of item
analysis: Providesa basis for efficientclassroom discussion of the
testresults Provides data for remedial work Provides a basis for
the generalimprovement of classroominstruction Provides a basis for
increasedskill in item construction 46. Procedures involved in
anitem analysis Qualitative: Qualitative item analysis
proceduresinclude proofreading of the exam priorto administering it
for typographicalerrors, for grammatical cues and
forappropriateness of the reading level ofthe material, conducting
small groupdiscussions of students after the examand some time with
the experts. 47. Quantitative: Item difficulty index (p) Item
difficulty index portrays theeasiness of an item because thehigher
the percentage, the easier theitem. Item difficulty index
issymbolized by p. 48. Item difficulty = R/T R = number of students
who correctly answered the item T = number of students included for
the analysis. 49. Item Discrimination Index (D) The item
discrimination index of a test refers to the degree, which the item
discriminates between high achieving students and low achieving
students in terms of the scores of the total test 50. Theformula to
determine itemdiscrimination index is : D = R u - R 1/ TRu = number
of students in theupper group who got the itemright.R1 = number of
students in thelower group who got the item right. T = One half of
the total number of students included in the 51. EXAMPLE: After you
have notified the doctorabout leg pain in a postpartum mother,your
most APPROPRIATE actionwould be to Massage her leg to
increasecirculation Have her walk around to decrease thestiffness
Ask her to remain in bed 52. Distractor Power The kind of statistic
is Distractor Power. It provides information about effectiveness of
the distractors 53. Simplified item analysisprocedures
Conducttest/exams and score them. (Suppose we have conducted test
on 21 students). Arrange all answer sheets in order of merit (From
higher to the lower score). 54. Calculate27% of the answer sheet.
For a group of 21 students it will be approx. 6. Select 6 papers
within the highest total score and the 6 papers with the lowest
total score. Putaside 9 papers. They will not be used. 55. Compute
the difficulty index of each item. Computethe discriminating index
of each item. Evaluatethe effectiveness of distracter 56. REPORTING
57. GOALS Accurateand useful reporting of assessment results
enables teachers, students, parents and the public to understand
why various assessment instruments are being applied and how the
results will be used as part of the institute improvement process
58. JOURNAL: Developing and scoring essay tests.
