Administering scoring

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ADMINISTERING,SCORING

AND REPORTING A TEST

MANALI H SOLANKIF.Y. M.SC. NURSING

J G COLLEGE OF

NURSING



TERMINOLOGY

Analysis: The examination and

evaluation of the relevant information

to select the best course of actionfrom among various alternatives.

Test: A procedure for criticalevaluation; a means of determining

the presence, quality, or truth of

something.



Scoring: It means to evaluate and

assign a grade.

Report: A document containinginformation organized in a

narrative, graphic, or tabular form,

prepared on ad hoc, periodic,recurring, regular, or as required

basis.



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



ADMINISTERING A TEST:

A teacher's test administration

procedures can have great impact

on student test performance.

Before the test

After Distributing Test PapersDuring the Test

After the Test



TYPES OF SCORE

Raw Scores :

A Raw Score is simply thenumber of questions a student

answers correctly for a test.



Uses:

A raw score provides an

indication of the variability in

performance among studentsin a classroom.



Limitations:

A raw score by itself has nomeaning. 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 orbelow that measure. A

percentile rank is the

percentage of scores that fallat or below a given score.



Limitations:

Percentile differences are not

equal



Stanine (Standard nine)

Standard nine) : Stanine scoresexpress 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



Standard Scores

The standard scores indicate astudent’s relative position in a

group. It expresses test

performance in terms of standard

deviation units from the mean

The mean is the arithmeticalaverage. The standard deviation

is a measure of the spread of

scores in a group.



Types of standard Scores

Z – Score

If a mean and standard deviation

can be calculated for a given setof raw scores, each raw scores

can be expressed in terms of its

distance from the mean instandard deviation units or z –

scores.



Z – Score =

Raw Score –Mean/Standard

deviation

Note: Z – score is always minus when

the raw score is smaller than the mean.



T Scores:

any set of normally distributedstandard 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.



Advantages

only positive integers are provided

Interpretation is relatively simpleonce the concept of T – Score

is grasped.



GRADING

Grading refers to the process ofusing symbols, such as letter to

indicate various types ofstudents progress (Nitko 2001).



Common Methods of

Grading :

Letter grades :

There is a great flexibility in

the number of grades that canbe adopted i.e. 3 – 11.



Limitations:

Meaning of grades may varywidely

Do not describe

strengths/weakness of

students



Strengths:

Easy to use

Easy to interprettheoretically

Provide a concise summary



Number/Percentage grades

(5, 3, 2, 1, 0) or (98%, 80%, 60%

etc.)

It is same as letter grades. Onlydifference is that instead of letters

numbers of percentage is used.



Strengths:

Easy to use

Easy to interpret theoretically

Provide a concise summaryMay be combined with letter

grades

More continuous than letter

grades



Limitations:

Meaning of grades may varywidely

Do not describe

strengths/weaknesses of students

Meaning may need to be

explained or interpreted.



Two category grades

It is good for courses thatrequire mastery of learning.

St th



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



CHECK LIST AND RATING SCALE

They are more detailed andsince 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



Advantages of Grades

Grades are divided in to 5 – 7divisions to which student’s

performance is assigned as

compared to 101 (0 – 100)divisions of conventional marking.

It is a convenient method.

Chances of errors are minimized



Disadvantages of Grades:

The assigned grades variesfrom teacher to teacher

2. Do not indicate studentsstrengths or weaknesses

3. Foster unfair competition

among students.



ADVANTAGES:

It can yield very reliable scores

The preparation of detailed

answer may bring to the teachers.

The sub division of the model

answer can make it easier to

discuss with the students themarks awarded to them.



LIMITATIONS:

It is very laborious and timeconsuming

In attempting to identify the

elements, undue attention may be

given to the specific aspect.

Global grading:



Global grading:

In this method the ideal answer isnot sub divided into the specific

points and component points.

The examiner is interacted to readthe responses rapidly from a

general impression and using

some standard and standard

assign



Sequential Grading

In order to bring more objectivitymore answers can be scored

beautifully. This is the same

teacher valuing answer of aparticular question.



Computer Software

The “Software” learns a specificsubject area by scanning

appropriate documents. Then,

the software is fed graded essaysto set up the grading standards.



Scoring Objective Tests

Hand graded :

Due to human effort, mistakes

may occur. Having two graders

grade exams help to catch 90% of

those simple mistakes in grading.



Machine Scoring :

As accurate as the answercode given to the computer.

Some testing publishers will

only release or sell their

products to individuals who

have undergone specialtraining or have a particular

degree in a related field.

Avante International



Avante InternationalTechnology (Biometric)

The first test scoring system to

achieve less than 1 error in 1.5

million marks during testing by anindependent testing laboratory

responsible for testing election

equipment and ballots. The sameerror-free tabulation method is

adapted for test scoring and

grading, and survey tabulation.



ITEM ANALYSIS:



Definition

Item analysis is a process thatexamines students’ response to

individual test items/questions in order

to assess the quality of those itemsand of the test as a whole.

f f



Benefits of item analysis:

Provides a basis for efficientclassroom discussion of the test

results

Provides data for remedial work

Provides a basis for the general

improvement of classroominstruction

Provides a basis for increased

skill in item construction



Procedures involved in an

item analysis

Qualitative:

Qualitative item analysis procedures

include proofreading of the exam priorto administering it for typographical

errors, for grammatical cues and for

appropriateness of the reading level ofthe material, conducting small group

discussions of students after the exam

and some time with the experts.

Q i i



Quantitative:

Item difficulty index (p) Item difficulty index portrays the

“easiness” of an item because the

higher the percentage, the easier theitem. Item difficulty index is

symbolized by p.



Item difficulty = R/TR = number of students who

correctly answered the item

T = number of students included

for the analysis.



Item Discrimination Index (D)

The item discrimination index of atest refers to the degree, which

the item discriminates between

high achieving students and lowachieving 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

EXAMPLE



EXAMPLE:

After you have notified the doctorabout leg pain in a postpartum mother,

your most APPROPRIATE action

would be to

Massage her leg to increase

circulation Have her walk around to decrease the

stiffness

Ask her to remain in bed



Distractor Power

The kind of statistic is DistractorPower. It provides information

about effectiveness of the

distractors

Simplified item analysis



Simplified item analysis

procedures

Conduct test/exams and score

them. (Suppose we haveconducted test on 21 students).

Arrange all answer sheets inorder of merit (From higher to the

lower score).



Calculate 27% of the answer

sheet. For a group of 21 students

it will be approx. 6.

Select 6 papers within the highesttotal score and the 6 papers with

the lowest total score.

Put aside 9 papers. They will not

be used.



Compute the difficulty index of

each item.

Compute the discriminating index

of each item.

Evaluate the effectiveness of

distracter



REPORTING



GOALS

Accurate and useful reporting ofassessment results enables

teachers, students, parents and

the public to understand whyvarious assessment instruments

are being applied and how the

results will be used as part of theinstitute improvement process

JOURNAL:



JOURNAL:

Developing and scoring essaytests.

Administering scoring

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