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Administering, Scoring, and Analyzing Test
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- 2. Test Administration • Administeringthe written test is perhaps the most important aspect of the examining process. The test administrator creates the atmosphere in the test room and the attitude the administrator displays in performing his or her duties is extremely important.
- 3. Assembling the test Scoring the test Analyzing thetest Administering the test Click to Home
- 4. Assembling the test Packagingthe Test Reproducing the Test Click to Home
- 5. Group together all itemsof similar format
- 6. Arrange test items fromeasy to hard
- 7. Space the itemsfor easy reading
- 8. Keep the itemsand options on the same page
- 9. Position illustration near descriptionsand above the item
- 10. Position illustration near descriptionsand above the item
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- 12. Provide space for Nameand Date
- 13. Determine how the studentsrecord their answer
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- 15. Proofread the test Clickto home2
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- 18. File original test Click toHome Click to home2
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- 20. • Maintain apositive attitude • Maximize Achievement Motivation • Equalize Advantages • Avoid Surprises • Clarify the rules • Rotate Distribution
- 21. • Remind studentsto check their copies • Monitor students • Minimize Distractions • Give Time warnings • Collect test uniformly Click to Home
- 23. • Prepare theanswer key • Check the answer key • Score Blindly • Check machine-scored answer sheets • Check scoring • Record Scoring Click to Home
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- 25. Qualitative Item Analysis QuantitativeItem Analysis
- 26. A numerical methodfor analyzing test items employing students response alternatives or options
- 27. Consider the casebelow Suppose your students chose the options to a four – alternative multiple-choice item Let C the correct answer Item X A B C D 3 0 18 9
- 28. Guide Questions 1. Whatis the difficulty level? 2. What is the discrimination index? 3. Should this item be eliminated?
- 29. DIFFICULTY LEVEL number selectingcorrect answer p = _________________________________ total number taking the test What is the difficulty level of the item? Do you consider the item difficult or easy? Why?
- 30. Let C thecorrect answer Item X A B C D 3 0 18 9 p = 18/30 p = 0.60 Since the difficulty level of the item is 0. 60 (60%), the item is moderately difficult.
- 31. Since the difficultylevel of the item is 0. 60 (60%), the item is moderately difficult.
- 32. DISCRIMINATION INDEX Steps: 1. Arrangethe papers from highest to lowest score. 2. Separate the papers into an upper and lower group. 3. For each item, count the number in the upper group and the number in the lower group that chose each alternatives
- 33. DISCRIMINATION INDEX 4. Recordyour information for each item Example for Item X (class size = 30) Options A B *C D Upper 1 0 11 3 Lower 2 0 7 6
- 34. DISCRIMINATION INDEX 5. ComputeD, by plugging the appropriate numbers in the formula (number who got (number who item correct in upper - got item correct group) in lower group) D = __________________________________ number of students in either group)
- 35. DISCRIMINATION INDEX 11 -7 D = ______ = 0.267 15 Since the discrimination index of item X is 0.267, which is positive. More students who did well on the overall test answered the item correctly than students who did poorly on the overall test.
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- 37. ANALYSIS Implication: Difficulty level (p)= 0.60 Discrimination Index (D) = 0.267 Should this item be eliminated? The item is considered a moderately difficult item that has positive (desirable) discrimination ability.
- 38. QUALITATIVE ITEM ANALYSIS •Matching items and objectives • Editing poorly written items • Improving content of the validity of the test • Analyzing grammatical cues, specific determiners, double negatives, multiple defensible answers, and items that fail to match instructional objectives