Objectives: At the end of the session the learner will be able to: Define score Discus its types

pes Explore various methods of interpretation of score.

SCORE A test score is a piece of information, usually a number, which conveys the performance of an examinee on a test. One formal definition is that it is "a summary of the evidence contained in an examinee's responses to the items of a test that are related to the construct or constructs being measured." Test scores are interpreted with a norm-referenced or criterion-referenced interpretation, or occasionally both. A norm-referenced interpretation means that the score conveys meaning about the examinee with regards to their standing among other examinees. A criterion-referenced interpretation means that the score conveys information about the examinee with regards a specific subject matter, regardless of other examinees' scores. RAW SCORES A raw score is a score without any sort of adjustment or transformation, such as the simple number of questions answered correctly. DERIVED SCORES A score obtained by going to a conversion chart in the test manual. The raw score (# of correct answers) is translated into a score that allows us to compare: one student against others one student against him/herself in various subjects/areas

INTERPRETATION OF SCORE

There are many ways of reporting test performance. A variety of methods can be used when interpreting students' test performance. Marking and Grading Criteria Higher education institute normally use an institution wide grading scale for undergraduate, whereas postgraduates programs tend to be graded on a pass/fail basis. Grading scales have both percentage grading and literal grading. The letter means A,B,C etc. Marks or grads are assigned to students to indicate the degree of achievement they attained. Absolute grading it gives marks to the student for his or her answer depending on how well he has meet the assessment criteria and is usually expressed in percentage or letter, e.g. 60% or B grade. Relative grades: It show that how the student answer is rated in relation to the other students doing the same test or problem., or question. By indicating whether or not he was average, above average, or below the average. Relative grading usually use a literal scale such as A, B, C, D, and F. Some teacher suppose the two grading way are the best way of marking so that student are given either a pass or fail grade Analytical method of marking (Marking Scheme)

When using absolute grading to specific criteria it is usually to use analytical method of marking. In this method a marking scheme is prepared in advance and marks are allocated to the specific points of content in the marking specification. However it is difficult to decide how many marks should be given to a particular aspect. But the relative importance of each should be allocated in the allocation. The advantage of this method is that it is more reliable and make the assessor conscientious that will reduce the chance s of error in writing question before administration.
Example: Pressure sore constitute one of the biggest challenges for nursing care. Critically discuss the role of the nurse in risk assessment and prevention of sore.

Global method of Marking It is best use with relative grading method. This method still require a marking specification but in this case it serve only as standard of comparison. The grads used are not usually the percentage but scales such as Excellent / Good /Average/ Below Average/ Unsatisfactory. Elements 1. Introduction (10 %) 1.1 Definition 1.2 Prevalence in the country 1.3 Nursing context 2. Risk Assessment (30 %) 2.1 Risk factor 2.2 Rational for use of tools in risk assessment 2.3 critique of tools 3. Prevention (30 %) 3.1 Nurse role 3.2 Methods available 3.3critique of preventive measure 4. Presentation and scholarship skill (30 %) 4.1 Spelling & grammar 4.2 citing an listing reference 4.3coherence of arguments 4.4apprpriate reference 2 3 5 10 10 10 10 10 10 3 7 10 10 Marks allocated out of 100

Scales can be devised according to preference but it is important to select examples of answers that serve as a standard for each of the points on the scale.

The teacher then read each answer very quickly and put it in appropriate pile., depending whether it gives the impression of excellent, good etc.

The process is then repeated and it is much more effective if a colleague is asked to do the second reading.

This method is much faster than analytical one and can be quite effective for large number of questions.

During marking avoid halo effect that is influence that the preceding answer has on the marker (A person who marks or check the paper). If all the answer from one learner were marked together then the chance are that this would create an impression , favorable or otherwise , that would influence the marking of the reminder of the answer for that learner. Thus marks all the answer for one question before proceeding to the next. Also shuffle randomly after each question has been marked, so that the position of any paper will not continuously affected by the quality of the preceding one.

REFERENCES

www.pearson.com/index.cfm www.harlem122.org/schools/hhs/ESL_division http://en.wikipedia.org/wiki/Test_score