The document provides guidance for effectively administering standardized tests through careful advance preparation and uniform testing conditions. Key steps include preparing materials ahead of time, ensuring a quiet testing environment, giving clear instructions to examiners and examinees, and closely monitoring the administration to prevent issues. The goal is to gather assessment results under optimal conditions so they accurately reflect examinees' abilities rather than external factors.

1. Test Administration Materials and Equipment Administration
7. Print test booklets and answer sheets 21. ID may be requested for certain tests.
“The best test may give unreliable and invalid ahead of time. Check for errors. There 22. Do not admit late examinees to the room.
results if it is not well administered. The key to should be one for each student and Redirect them to another room where late
successful test administration is careful advance examiner. comers (up to a certain time) can be tested.
8. Number all test materials consecutively. 23. See that desks are cleared.
preparation.” ~A. Hughes This offers greater security before, during, 24. Give clear instructions about how to attract
and after test administration. proctor attention and what to do if the
“If assessments are to have any meaning, they 9. Ensure that answer/scoring keys are free of examinee finishes early.
must be gathered under uniform and optimal error. 25. Warn about the consequences of irregular
10. Check that all equipment is in good behavior including cheating.
conditions.” ~D. Payne
working order. 26. Emphasize the need to maintain silence.
27. Caution examinees not to begin until you
Checklist tell them to do so.
Subject variables that affect test scores: 28. Distribute test materials individually.
Examinees should not be allowed to
motivation physical discomfort o test papers o pencils, erasers,
distribute materials.
fatigue test anxiety o answer sheets sharpeners
29. Instruct examinees to provide required
o clock o ________
details/identifying information such as
Before Testing name, exam number and date.
1. Decide the exact time of testing. 30. Read directions exactly as given.
Examiners and Proctors
NOT during lunch or playground hour. 31. Give signal to start.
11. Prepare detailed directions for
NOT immediately after holidays or exciting 32. Time test precisely.
administering, covering all eventualities.
events.
Go through instructions at least one day
NOT longer than one hour for young
before the test with examiners.
children.
12. Examiners should practice directions
NOT longer than 90 minutes for secondary
which they will have to read out to
school children.
candidates.
13. Examiners should be familiar with the test,
2. Decide the number of examinees to be
and should take the test themselves.
tested. 33. Permit no interruptions.
14. Examiners should be familiar with
34. Monitor examinees unobtrusively.
equipment operation.
a. Make sure students are marking
15. Prepare detailed directions for scoring.
answers correctly
16. Examiners who have to read aloud for a
b. Make sure there is no copying
listening test should practice preferably
35. Allow examinees to leave the room only
with a model tape recording.
once, ideally with one proctor.
Rooms 36. Stop at the proper time.
3. Select a quiet and large enough room that Examinees (Candidates)
can accommodate the intended number of 17. Inform examinees when and where the
examinees. test will be given. References:
4. Decide the seating arrangements 18. Inform examinees what subject material
Hughes, Arthur. (1989). Testing for language teachers.
(room layout). There should be sufficient will be covered, what type of test questions Cambridge: Press Syndicate of the University of
space between seats. Accommodate for will be asked and how much time will be Cambridge. p.152-154
left-handed examinees. allowed to answer the test.
19. Give full instructions to every examinee Payne, D. A. (2003). Applied educational assessment (2nd ed.).
5. There should be a clock visible to all USA: Wadsworth Group.
regarding what to bring, and what to do if
candidates.
late. Aiken, L. R. (2003). Psychological testing and assessment (11th
6. Check lighting, ventilation, ambient 20. Each examinee should have an ed.). Boston: Allyn and Bacon.
noise level, and other sources of examination number.
distractions. Prepared by: Susan Anne A. Quirante for EDL 141