INTRODUCTION

Effective class room testing begins with a test plan that specially describes the instructional
objectives and content to be measured and the relative emphasis to be given to each intended
learning outcome. This is followed by selection of the most appropriate item formats. Eg:
MCQ’S and essays and the preparation of test items that are relevant to the learning outcomes
specified in the test plan.
The atmosphere the test administrator creates in the test room and the attitude the test
administrator displays in the performing his/her duties is extremely important. The test
administrators manner, bearing and attitude may well inspire confidence in competitors and
put them at ease while participating in the testing process.

DEFINITION
A systematic procedure for determining the amount a student has learned through
instruction is called as test. A procedure for critical evaluation, a means of determining the
presence, quality or truth of something.

IMPORTANCE OF TEST
1. Placement of student, which involves bringing students appropriately in the learning
sequence and classification or streaming of students according to ability or subjects.
2. This can be motivation of the student or teacher, providing feedback, suggesting suitable
practice, etc.
3. This helps to certify that a student has achieved a particular level of performance.
4. Identify what students have learnt
5. Identify student strength and weakness
6. Provide a method for award and recognition
7. Provide a way to measure teacher’s and/or school’s effectiveness

CHARACTERISTICS OF GOOD TEST

1. Validity: It means that it measures what it is supposed to measure. It tests what it ought to
test.
2. Reliability: this refers to the extent to which they obtain results are consistent or reliable.
When the test is administered on the same sample for more than once with a reasonable gap
of time, a reliable test will yield same scores. It means the test is trustworthy.
3. Practicability: It is easy to be conducted, easy to score without wasting too much time or
effort.
4. Comprehensiveness: It covers all the items that have been taught or studied. It includes items
from different areas of the material assigned for the test so as to accurately check the amount
of students’ knowledge.
5. Relevant: It measures the achievement of the desired objective reasonably.
6. Balanced: It tests linguistic as well as communicative competence and it reflects the real
command of the language. It also tests appropriateness and accuracy.
7. Appropriate in difficulty: It is neither too hard nor too easy. Questions should be progressive
in difficulty to reduce stress and tension.
8. Clear: questions and instructions should be clear. Pupils should know what to do exactly.
9. Authentic: The language of the test should reflect everyday disclosure.
10. Appropriate for time: A good test should be appropriate in length for the allotted time.
11. Objectivity: If it is marked by different teachers, the score will be the same. Marking process
should not be affected by the teacher’s personality. Questions and awareness are so clear and
definite that the marker would give the students the score he/she deserves.
12. Economical: It makes the best use of the teachers’ limited time for preparing and grading and
it makes the best use of the pupil’s assigned time for answering all items. So, we can say that
oral exams in classes of +30 students are not economical as it requires too much time and
effort to be conducted.

TYPES OF TEST
1. Standardized test: A test that is administered and scored in a consistent or standard manner.
Standardized tests are designed in such a way that the questions, conditions of administrating,
scoring procedures and interpretations are consistent and are administered and scored in a
predetermined, standard manner.
Eg: rating scale, essay questions, MCQ’S, aptitude test, checklist etc.
2. Non standardized test: A non-standardized test is one that allows for an assessment of an
individual's abilities or performances, but doesn't allow for a fair comparison of one student
to another. Any type of verbal exam is typically a non-standardized test. These are commonly
used in thesis presentations or final project presentations in classes. Essay tests are typically
non-standardized, though some standardize tests to include assessments of writing abilities.
Various other types of quizzes or exams prepared by instructors in which multiple responses
are applicable are non-standardized tests.

GUIDELINES FOR PREPARING TEST

Teacher’s sometime devote considerable item and attention to the construction and
assembly of test and then the dash off direction with very little thought whether written, oral
or both the direction should include at least the following points.

1. Purpose of test: should there be any doubt whether the purpose of the test is clear to all
pupils. However it could be explained again at the time of testing. This is usually done orally.
2. Time allowed for answering: it is helpful to tell the pupil how much time they will have for
the whole test and how to distribute them among the parts. When essay questions are
included, it is also good to indicate approximately how much time should be allotted to each
question. This enables the pupil to use their time most effectively.
3. Basis of answering: the direction for each section of the test should indicate the basis for
selecting or supplying the answer. With true-false, matching and multiple choice questions.
4. Procedure for recording the answer: answers may be recorded on the test form itself or on
separate answer sheets, the no. of pupils taking the test is small or the pupils are relatively
young, Answers are generally recorded directly on the test papers.
5. Methods of answering the test: when selection-type items are used, the direction should tell
the pupils what to do when they are uncertain of the answers.

STEPS IN ADMINISTRATING A TEST

1. Planning the test
Preparing unit plan: Unit plan has to be developed, teachers’ careful analysis of the content
and his plan for promoting pupils learning.
 Promotes objective based learning
 Brings the relationship between the content, objectives, methodology, economies the
plan.

2. Blue print
It is a three dimensional chart which has a provision for giving weightage for objectives
content and form of questions. It depicts the true nature and purpose of test. It describes the
feasibility of items, guides to correct questions, helps the student to advance plan for
development of study/learning experience.
Preparing weight age tables: to enhance content validity, objectives has to be prepared in
terms of knowledge, understanding and application oriented, number and usability of
concepts.
 By difficulty index face validity can be enhanced.
 Objectivity, reliability, practicability of items has to be maintained.
 Weight age to form of question that is construct validity has to be given. eg: essay type,
short answer, objective type questions, etc.

3. Preparing the test

The teacher has to prepare the test in accordance with the blue print. Arrange the test items in
ascending order of difficulty. Prepare instructions for the student in writing principles of
valuation, fix norms for grading.

4. Administering the test

It plays a vital role in enhancing the reliability of the test scores. Test should be administered
in a congenial environment strictly as per the instructions planned and assure uniformity of
conclusions to all the people tested.

5. Scoring the test

The principles of valuation should be followed in scoring the test. It enhances the objectivity
and reliability of the test.

6. Evaluating the test

The test score must be evaluated in relation to the objectives and learning experiences
planned so that these components may be modified. To evaluate the individual performance
and progress his score must be compared with peer group scores and his previous scores. It
helps to uplift the total pedagogic programmes.
 SCORING

DEFINITION
GRADING: A system of classifying or ranking something/someone in a particular scale is
called grading. Grading is a means for reporting the result of evaluation.
SCORING: A usually numerical record of a competitive event

AIMS
To provide results in brief, understandable form for varied users

FUNCTION
1. Improve students’ learning by:
 Clarifying instructional objectives for them
 Showing students strength and weakness
 Providing information on personal-social development
 Enhancing students motivation(e.g. short term goals)
 Indicating where teaching might be modified
2. Reports to parents/guardians
 Communicate objectives to parents, so they can help promote learning
 Communicates how well objectives being met, so parents can better plan.
3. Administrative and guidance uses
 Help decide promotion, graduation, honors, athletic eligibility
 Report achievement to other schools or to employers
 Provide input for realistic educational, vocational and personal counseling.

PRINCIPLES OF SCORING
1. Know the rubric. It is your Constitution. Granted, that means it is sometimes hard to
interpret, but every score must be an attempt to apply the rubric’s language and meaning.
2. Trust evidence, not intuition. Intuition is a powerful force, but it is also highly subjective
(or specific to an individual). Calibration with other scorers requires us to base our judgments
on the evidence that everyone can see, not on what a particular person feels.
3. Match evidence to language in the rubric. A safe rule of thumb: If you circle something
on the rubric, be sure you can circle its justification(s) in the student essay itself.
4. Weigh evidence carefully; base judgments on the preponderance of evidence. Within
each scoring dimension, the score must be based on the overall performance as evidenced
throughout the essay. Therefore, the score is not based on the student’s best or worst moment;
rather, the score reflects what is generally true about the student’s overall performance within
each of the analytic scoring dimensions.
5. Know your biases; leave them at the door. The trick is not to rid yourself of bias; that’s
impossible. But you do need to recognize what your biases are, and be mindful of how they
can trigger first impressions that can color all judgments that follow. The violation of a
cherished grammar rule, for example, must not blind you to all other grammatical aspects the
student handled correctly.
 6. Focus on what the student does, not on what the student does not do. Scorers who
attend to what is in the essay, rather than what is not or what is missing, tend to score more
accurately. That shouldn’t surprise us: It is easier to agree on what is than on what could be.
A score is always based on what is.
7. Isolate your judgment: One bad element does not equal a bad paper. Problems in
essays often affect the overall reading experience. But an analytic rubric is not designed to
assess the overall reading experience. Rather, it is isolating variables, distinguishing between
relative strengths and weaknesses. Certain essays will require that you invest more cognitive
work into their scoring. Be sure not to be overly punitive in scoring those essays, and be
mindful that a student’s poor performance in one scoring dimension does not cloud your
judgment on the scoring of other, unrelated dimensions.
8. Resist seduction: One good element does not equal a good paper. It also works the other
way. You read an insightful and fluidly written introduction, and after that the writer can do
no wrong. (This is known as the “halo effect.”) One exceptional insight does not cancel out
the many vague points the student does not develop. Correct punctuation or good syntax in
one paragraph does not cancel out errors in other paragraphs. Beautiful syntax does not
equate to deep content understanding.
9. Recognize direct copy or plagiarism. Be sure to distinguish between the use of quotes in
support of the student’s ideas and what may be intentional copying of the author’s words.
10. Stick to the rubric. Don’t measure what is not being measured. Handwriting or choice
of font. For example, are not criteria on the rubric.

TYPES OF SCORING
1. RAW SCORES
The raw score is the number of items a student answers correctly without adjustment for
guessing. For example, if there are 15 problems on an arithmetic test, and a student answers
11 correctly, then the raw score is 11.

Use: A raw score provides an indication of the variability in performance among students in a
classroom.
Limitations:
 A score 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.
 Raw scores, however, do not provide us with enough information to describe student
performance.

2. DERIVED SCORES
Derived scores are a family of scores that allow us to make comparisons between test scores.
Raw scores are transformed to derived scores. Developmental scores and scores of relative
standing are two types of derived scores. Scores of relative standing include percentiles,
standard scores, and stanines.
A. DEVELOPMENTAL SCORES ( AGE GRADE EQUIVALENT SCORE)
Sometimes called age and grade equivalents, developmental scores indicates the approximate
age/grade level of student to whom performance is most similar. An age equivalent is a
comparison of your child's performance compared to age groups whose average scores are in
the same range Thus, the student's raw score (number of items correct) is the same as the
average raw score for students of a specific age or grade. Some test scores are reported as age
equivalent test scores. Simply put, an age equivalent is a comparison of your child's
performance compared to age groups whose average scores are in the same range. For
example, if your 9 year old child scores a 42 raw score on a test, and that score is average for
8 year olds, his age equivalent score would be 8.
B. PERCENTILE SCORES
Percentile score is the percentage of norm group with raw scores less than or equal to a
specific students raw score. Eg: a student’s score is 55th percentile. This means he has done
better than 55% of the student taking the same assessment test. It is used in SAT, GRE, etc.

Formula
Percentile score= No. of students who scored lesser than you X 100
Total no. of students who took the test

Advantage
 It tells you how many people you left behind or the no. of people who are below you in
scoring.
 Lay people easily understand

Limitations
 It does not represent the no. of questions you answered correctly.

Jana's score of 93 has a percentile rank of 81. This means that 81 percent of the students who
took the test scored 93 or lower. Said another way, Jana scored as well as or better than 81
percent of the students who took the test.

3. STANINES
Stanines are bands of standard scores that have a mean of 5 and a standard deviation of 2.
Stanines range from 1 to 9. Despite their relative ease of interpretation, stanines have several
disadvantages. A change in just a few raw score points can move a student from one stanine
to another. Also, because stanines are a general way of interpreting test performance, caution
is necessary when making classification and placement decisions. As an aid in interpreting
stanines, evaluators can assign descriptors to each of the 9 values:

Stanine= (z score X SD ) + MEAN

 9—very superior
8—superior
7—very good
6—good
5—average
4—below average
3—considerably below average
2—poor
1—very poor

SCORING THE ESSAY ITEM

One of the downfalls of essay tests is that they lack in reliability. Even when teachers grade
essays with a well-constructed rubric, subjective decisions are made. Therefore, it is
important to try and be as reliable as possible when scoring your essay items. Here are a few
tips to help improve reliability in grading:
1. Determine whether you will use a holistic or analytic scoring system before you write your
rubric. With the holistic grading system you evaluate the answer as a whole, rating papers
against each other. With the analytic system, you list specific pieces of information and
award points for their inclusion.
2. Prepare the essay rubric in advance. Determine what you are looking for and how many
points you will be assigning for each aspect of the question.
3. Avoid looking at names. Some teachers have students put numbers on their essays to try and
help with this.
4. Score one item at a time. This helps ensure that you use the same thinking and standards for
all students.
5. Avoid interruptions when scoring a specific question. Again, consistency will be increased if
you grade the same item on all the papers in one sitting.
6. If an important decision like an award or scholarship is based on the score for the essay,
obtain two or more independent readers.
7. Beware of negative influences that can affect essay scoring. These include handwriting and
writing style bias, the length of the response, and the inclusion of irrelevant material.
8. Review papers that are on the borderline a second time before assigning a final grade.

SCORING OBJECTIVE QUESTIONS

1. Multiple Choice: Multiple choice questions with a single answer award 100% points for a
correct answer and 0 points for an incorrect answer.
2. True False: Since T/F questions are single-answer by definition. A correct answer is
awarded 100% points and an incorrect answer gets 0 points.
3. Fill In The Blank: Fill in questions with a single answer give 100% points for a correct
answer and 0 points for an incorrect answer.
4. Matching: Matching questions have multiple answers (pairs). Each correct pair matched is
worth an equal proportion of the total number of points for the question. For each correct
pair, the student gets that proportion. There is no penalty for incorrect pairs. For example, if
there is a 5-point matching question that has 6 matches, each answer is worth 0.83 points. So
 if the student answers 4 out of the 6 matches correctly, he’ll get (4 x 0.83), or 3.33 points for
that question.

SCORING ISSUE
Human scoring is often variable, which is why computer scoring is preferred when feasible.
For eg: some believe that poorly paid employees will score tests badly. Agreement between
scorers can vary between 60-85%, depending on the test and scoring session. Sometimes state
pat to have 2 or more scorers read each paper. If their scores do not agree then the paper is
passed to additional scorer.

REPORTING
Data reporting is the process of collecting and submitting data to authorities entrusted with
compiling statistics. Accurate data reporting gives rise to accurate analyses of the facts on the
ground, inaccurate data reporting can lead to vastly uninformed decisions based on erroneous
evidence. When data is not reported, the problem is known as underreporting, the opposite
problem leads to false positives. Teachers use data from student assessments to determine
grades; cell phone manufacturers rely on sales data from retailers to point the way to which
models to increase production of. The effective management of nearly any company relies on
accurate data.

DEFINITION
A report is an informational work made with the specific intention of relaying information or
recounting certain events in a widely presentable and scrutinized form. Reports are often
conveyed in writing, speech, television, or film.

CHARACTERISTIC OF GOOD REPORT

 Should have conciseness, clarity, honesty, completeness and accuracy
 long enough to cover the subject content and short enough to maintain interest among its
users.
 Must be written logically
 Must be lucid and visually attractive
 Should reflect the originality.

USES
 Reports fill a vast array of informational needs for many of society's important organizations.
 Reports are used for keeping track of information, which may be used to make decisions.
 Written reports are documents which present focused, salient content, generally to a specific
audience.
 Reports are used in government, business, education, science, and other fields, are often to
display the result of an experiment, investigation, or inquiry.
 TYPES
1. Informal report: the report functions to inform, analyze and recommend. It usually takes the
form of a memo, letter or a very short international documents like monthly financial report,
monthly activities report. It is written according to organizations style and rule. It is usually
more controversial in tone and typically deals with everyday problems and issues.
2. Formal report: the formal report is the collection and interpretation od data and information.
The formal report is complex and used at an official level. It is often a written account of a
major projects.

USE OF ADMINISTARTION OF TEST, SCORING AND REPORTING

1. In education
 to assess the level of knowledge
 improve the student in the aspect where he lacks
 to increase the confidence of the child
 for better interpretation of knowledge

2. In practice
 to know the condition of the client. E.g. APGAR SCORE, BISHOP SCORE, pain scale
 to provide better care to the client
 to modify the plan of action

3. In research
 to provide the statistical proof to prove the research
 to support the hypothesis
 to disseminate the research result

CONCLUSION
The process of scoring, test, test analysis and score reporting is one that consist of sequential
stages, in which every stage is based on the successful completion of the preceding one being
completed. Every institute follows the standard grading method for the betterment of students
and to grade the student according to the hierarchy. Lots of conflicts have aroused if grading
is better or scoring but still both the methods are being used into practice according to the
feasibility of an organization.
REFERENCE:
1. Neerja KP. Textbook of ursing education. 1st edition. New Delhi, India: jaypee
brothers medical publishers; 2009.p.418-423.
2. Sudha R. Nursing education principles and concepts. 1 st edition. New Delhi, India:
jaypee brothers medical publishers; 2013. p.194-201.
3. Raj EB, Bhaskar N. Textbook of nursing education. 2 nd ed. New Delhi, India:
emmess publication; 2014.p. 256-276.
4. Anp. Characteristics of a good test. 2012. Available at url:
https://www.eltguide.wordpress.com
 SANKAR MADHAB COLLEGE OF NURSING

SEMINAR
IN
NURSING EDUCATION

TOPIC: ADMINISTRATION, SCORING

AND REPORTING OF A TEST

SUBMITTED TO:
MS PALLABI CHETIA
ASST. LECTURER
DEPT. OF MEDICAL SURGICAL NURSING
SMCON

SUBMITTED BY:
CHUBAKATILA
ROLL NO: 4
1 YEAR M.SC (N)
ST

SMCON