ADMINISTERING A TEST

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
The test administrator's
manner, bearing, and attitude
may well inspire confidence in
competitors and put them at
ease while participating in the
testing process.
ADMINISTERING A TEST:

A teacher's test administration

procedures can have great impact
on student test performance.

 Before the test

 After Distributing Test Papers
 During the Test
 After the Test
TYPES OF SCORE
Raw Scores :

A Raw Score is simply the

number of questions a student
answers correctly for a test.
Uses:
A raw score provides an
indication of the variability in
performance among students
in a classroom.
Limitations:
A raw 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.
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.
Advantages:
Lay people easily
understand them

Easy to interpret
Limitations:
Percentile differences are
not equal
Standard Scores
The standard scores indicate a
student’s relative position in a
group. It expresses test
performance in terms of standard
deviation units from the mean
The mean is the arithmetical
average. The standard
deviation is a measure of the
spread of scores in a group.
GRADING
Grading refers to the process
of using symbols, such as
letter to indicate various types
of students progress (Nitko
2001).
Common Methods of
Grading :
Letter grades :
There is a great flexibility in
the number of grades that can
be adopted i.e. 3 – 11.
Limitations:

Meaning of grades may

vary widely

Do not describe

strengths/weakness of
students
Strengths:
Easy to use

Easy to
interpret
theoretically

Provide a
Number/Percentage grades

(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.
Strengths:

Easy to use
Easy to interpret
theoretically
Provide a concise summary
May be combined with
letter grades
More continuous than
letter grades
Limitations:

Meaning of grades may

vary widely
Do not describe
strengths/weaknesses of students
Meaning may need to
be explained or
interpreted.
Two category grades
Itis good for courses that
require mastery of learning.
Strengths:
Less emotional for students.

Limitations :
Less reliable
Does not contain enough
information about student’s
achievement
Provides no indication of the level
of learning.
CHECK LIST AND RATING SCALE

They are more detailed and

since they are too detailed it is
cumbersome for teachers to
prepare
Strengths
Present detailed lists of
students’ achievements

Can be combined with

letter grades

Good for clinical evaluation

Limitations:

May become too detailed

to easily comprehend

Difficult for record keeping.

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
The formula to determine
item discrimination index is :
D = R u - R 1/ ½ T
Ru = number of students in the
upper group who got the item
right.
R1 = number of students in the
lower group who got the item right.

½ T = One half of the total number

of students included in the