The document provides guidance on test administration responsibilities and instructions. It discusses checking testing conditions, indicating the purpose and time allowed for tests, specifying the basis for answering questions, procedures for recording answers, guidance on guessing, formatting test materials for reproduction, including directions for each question type, placing illustrations near relevant questions, ensuring independence of questions, and including student identification information on answer sheets. The overall focus is on clearly communicating expectations to students and standardizing testing procedures.

1. Chapter No. 04
Test Administration
4.2 Responsibilities Before Starting Test
4.2.1 Checking Testing Conditions
4.2.2 Test Instructions
Lecture No. 22
Muhammad Usman Rafique
PhD (Education) Scholar

2. Purpose of the Test
• The purpose of the test is usually indicated
when the test is announced or at the
beginning of the semester when the
evaluation procedures are described as a part
of the general orientation to the course.
Educational Assessment 2

3. Time Allowed for Answering
• It is helpful to tell the pupils how much time
they will have for the whole tests and how to
distribute their time among the parts.
• When essay questions are included, it is also
good to indicate approximately how much
time should be allotted to each question.
Educational Assessment 3

4. Basis for Answering
• The directions for each section of the test
should indicate the basis for selecting or
supplying the answers.
• For example, a statement like "select the
choice that best completes the statement or
answers the question" might be sufficient for
multiple-choice items.
Educational Assessment 4

5. Procedure for Recording Answers
• Answers may be recorded on the test form itself
or on separate answer sheets.
• If the test is short, the number of pupils taking
the test is small, or the pupils are relatively
young, answers are generally recorded directly on
the test paper.
• For most other situations, separate answer
sheets are preferred because they reduce the
time needed for scoring, and they make it
possible to use the test papers over again.
Educational Assessment 5

6. What to Do About Guessing
• When selection-type items are used, the
directions should tell pupils what to do when
they are uncertain of the answer.
• Should they guess or omit the ' item? If no
instructions are given on this point, the bold
pupils will guess freely, whereas others will
answer only those items of which they are
fairly certain.
Educational Assessment 6

7. Reproducing the Test
• In preparing the test materials for reproduction,
it is important that the items be spaced and
arranged so that they can be read, answered, and
scored with the least amount of difficulty.
• Cramming too many test items onto a page is
poor economy.
• What little paper is saved will not make up for the
time and confusion that results during the
administration and scoring.
Educational Assessment 7

8. 4.2.2 Test Instructions
• Check to see that directions for marking /scoring (point
values, etc.) are included with each type of item.
• Provide directions for recording responses, and have
students circle or underline correct responses when
possible rather than writing them to avoid problems
arising from poor handwriting.
• If a group of items of the same type (multiple choice,
etc.) carry over from one page to another, repeat
direction, at the top of the second page.
• All parts of an item should be on the same page.
Educational Assessment 8

9. Test Instructions
• If graphs, tables, charts, or illustrations are
used, put them near the questions based on
them.
• Check to see that items are independent (one
item does not supply the answer or a clue to
the answer of another question).
• Make sure the reading level is appropriate for
your students.
• Space the items for easy reading.
Educational Assessment 9

10. Test Instructions
• Leave appropriate space for writing answers if
completion/short answer, listing, or essay
questions are used.
• When possible, have answers recorded in a
column or right column down either the left
or right side of the paper to facilitate scoring.
• Decide if students are to mark answers on the
test, use a separate sheet.
Educational Assessment 10

11. Test Instructions
• Include on the answer sheet a place for the
student's name and the date.
• Make an answer key.
• Check the answer key for a response pattern.
• Set the test aside for while. Re-read the questions
for proof read.
• Prepare a copy of test for each student plus 2
copy extra.
• Plan accommodation for individual students
when appropriate.
Educational Assessment 11