This document discusses steps in test administration and scoring. It begins by outlining the objectives of understanding test administration procedures, scoring tests, and analyzing test scores. It then describes important considerations for administering tests properly such as ensuring a comfortable testing environment and clearly communicating instructions. The document explains methods for scoring answer sheets, coordinating scores between examiners, and using scores to evaluate student performance through methods like ranking, grades, percentiles and stanines.
Topic: Administration/Conducting the Test
Student Name: Waqar Hassan
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Summative assessment focus on what the student has learned at the end of a unit of instruction or at the end of a grade level (e.g. standard one, National Test) ( Johnson & Jenkins, 2009).
Summative assessment purpose is to let the teachers and students know the level of accomplishment attained. The final exam is classic example (Woolfolk et al 2008).
A Summative Assessment/Evaluation At The End Of A Sequence Of Instruction/Unit/Class/Program /Semester Is Designed To Make Judgments About Student Achievement, (E.G., Final Drafts, Tests, Exam, Assignments, Projects, Performances)
▪ It Determines The Extent To Which Objectives Of Instruction Have Been Attained And Used For Assigning Grades And Marks And To Provide Feedback To Students
Topic: Factors in Test Administeration
Student Name: Afsheen
Class: M.Ed.
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Administration/Conducting the Test
Student Name: Waqar Hassan
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Summative assessment focus on what the student has learned at the end of a unit of instruction or at the end of a grade level (e.g. standard one, National Test) ( Johnson & Jenkins, 2009).
Summative assessment purpose is to let the teachers and students know the level of accomplishment attained. The final exam is classic example (Woolfolk et al 2008).
A Summative Assessment/Evaluation At The End Of A Sequence Of Instruction/Unit/Class/Program /Semester Is Designed To Make Judgments About Student Achievement, (E.G., Final Drafts, Tests, Exam, Assignments, Projects, Performances)
▪ It Determines The Extent To Which Objectives Of Instruction Have Been Attained And Used For Assigning Grades And Marks And To Provide Feedback To Students
Topic: Factors in Test Administeration
Student Name: Afsheen
Class: M.Ed.
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Methods of Interpreting Test Scores
Interpretation of test Scores
Referencing Framework
Percentage
Standard deviation
Ranking
Frequency Distribution
Pictoral Form
Norm referenced and Criterion Referenced TestDrSindhuAlmas
By the end of the lesson, students will be able to:
Differentiate between Criterion-referenced tests (CRT) and Norm- referenced tests (NRT).
State uses of CRT and NRT.
Describe ways of interpreting CRT and NRT.
Topic: Factors in Test Administration
Student Name: Afsheen Memon
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Here are my slides for my report for my Advanced Measurements and Evaluation subject on Educational Measurement and Evaluation. #Polytechnic University of the Philippines. #GraduateSchool
Meaning and Definition - Measurement , Assessment and Evaluation – Role of Assessment in Learning – as learning, for learning, of learning – Formative and Summative Assessment – Purposes of Assessment – Principles of Assessment Practices – principles related to selection of methods for Assessment, collection of Assessment information, judging and scoring of student performance, summarization and interpretation of results, reporting of Assessment findings.
Topic: Preparing The Test Items
Student Name: Ramsha Saleem
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Test Assembling (writing and constructing)Tasneem Ahmad
Test Assembling (writing and constructing)
Sentence completion
Short answer questions
True false, alternate choice and matching questions
Directions for the test
WWW.TASNEEMKHOKHAR1280@GMAIL.COM
Achievement test, Concept & Definition of Achievement test, Characteristics o...Learning Time
The type of ability test that describes what a person has learned to do is called an achievement test. Different kinds of tests, Achievement test, Concept & Definition of Achievement test, Characteristics of a good Achievement test, Classification of Achievement tests, Uses of Achievement tests
Definition of assessment,
ASSESSMENT AND TESTING
EDUCATIONAL DECISION
FACTORS WHY WE PLAN ASSESSMENT DEVICES,
Criteria for selecting Assessment instrument
,PURPOSE OF ASSESSMENT,
Assessment can do more than simply diagnose and identify students’ learning needs; it can be used to assist improvements across the education system in a cycle of continuous improvement:
PRINCIPLES OF ASSESSMENT
TYPES OF ASSESSMENT
Educational assessment is important part of educational life of teachers and students. they are continuously engaged inthta . understanding about this indulge them with joy.. There is need to understand this concept with evaluation.
Methods of Interpreting Test Scores
Interpretation of test Scores
Referencing Framework
Percentage
Standard deviation
Ranking
Frequency Distribution
Pictoral Form
Norm referenced and Criterion Referenced TestDrSindhuAlmas
By the end of the lesson, students will be able to:
Differentiate between Criterion-referenced tests (CRT) and Norm- referenced tests (NRT).
State uses of CRT and NRT.
Describe ways of interpreting CRT and NRT.
Topic: Factors in Test Administration
Student Name: Afsheen Memon
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Here are my slides for my report for my Advanced Measurements and Evaluation subject on Educational Measurement and Evaluation. #Polytechnic University of the Philippines. #GraduateSchool
Meaning and Definition - Measurement , Assessment and Evaluation – Role of Assessment in Learning – as learning, for learning, of learning – Formative and Summative Assessment – Purposes of Assessment – Principles of Assessment Practices – principles related to selection of methods for Assessment, collection of Assessment information, judging and scoring of student performance, summarization and interpretation of results, reporting of Assessment findings.
Topic: Preparing The Test Items
Student Name: Ramsha Saleem
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Test Assembling (writing and constructing)Tasneem Ahmad
Test Assembling (writing and constructing)
Sentence completion
Short answer questions
True false, alternate choice and matching questions
Directions for the test
WWW.TASNEEMKHOKHAR1280@GMAIL.COM
Achievement test, Concept & Definition of Achievement test, Characteristics o...Learning Time
The type of ability test that describes what a person has learned to do is called an achievement test. Different kinds of tests, Achievement test, Concept & Definition of Achievement test, Characteristics of a good Achievement test, Classification of Achievement tests, Uses of Achievement tests
Definition of assessment,
ASSESSMENT AND TESTING
EDUCATIONAL DECISION
FACTORS WHY WE PLAN ASSESSMENT DEVICES,
Criteria for selecting Assessment instrument
,PURPOSE OF ASSESSMENT,
Assessment can do more than simply diagnose and identify students’ learning needs; it can be used to assist improvements across the education system in a cycle of continuous improvement:
PRINCIPLES OF ASSESSMENT
TYPES OF ASSESSMENT
Educational assessment is important part of educational life of teachers and students. they are continuously engaged inthta . understanding about this indulge them with joy.. There is need to understand this concept with evaluation.
Here is a simplified version of Item Analysis for Educational Assessments. Covered here are terminologies, formulas, and processes in conducting Item Discrimination and Difficulty. Thank you. Namaste!
So, you've heard about adaptive testing, and wondering what it takes to develop a valid one? This presentation is made for you. It outlines a 5 step process, starting with feasibility studies and business case evaluation. More info at www.assess.com and http://pareonline.net/getvn.asp?v=16&n=1.
Achievement test - Teacher Made Test and Standardized Test - Characteristics,...Suresh Babu
Achievement test - Teacher Made Test and Standardized Test - Characteristics, Steps in Construction (blueprint) and Standardization, Types of Test Items - objective, short answer and long answer- its merits and demerits.
Assessment Cover page Page 1 of 1 Version 1.0 0518 .docxgalerussel59292
Assessment Cover page Page 1 of 1
Version 1.0 05/18
ASSESSMENT COVER PAGE
STUDENT DETAILS / DECLARATION:
Course Name:
Unit / Subject Name: BSBLED802 Lead Learning Strategy Implementation
Trainer’s Name: Assessment No: Task 1, Task 2, Task 3
I declare that:
o I fully understand the context and purpose of this assessment.
o I am fully aware of the competency standard/criteria against which I will be assessed.
o I have been given fair notice of the date, time and venue for the assessment.
o I am aware of the resources I need and how the assessment will be conducted.
o I have had the appeals process and confidentiality explained to me.
o I agree that I am ready to be assessed and that all written work is my own.
o This assessment is my:
o First submission o Re-submission (Attempt ___ )
Student Name: Student ID:
Student’s Signature: Submission Date: / /
ASSESSOR USE ONLY: (ACADEMIC DEPARTMENT)
Result:
Assessment Task 1: o Satisfactory o Not Satisfactory
Assessment Task 2: o Satisfactory o Not Satisfactory
Assessment Task 3: o Satisfactory o Not Satisfactory
Final Assessment Result for this unit C / NYC
Feedback: Feedback is given to the student on each
Assessment task & final outcome of the unit Yes / No
Assessor’s
Feedback:
Assessor’s
Signature:
Date: / /
ASSESSMENT FIRST SUBMISSION/RE-SUBMISSION RECEIPT:
It is student’s responsibility to keep the assessment submission receipt as a proof of submission of assessment tasks.
Student Name: Student ID:
Unit / Subject Code: Assessment No:
Trainer Name: Date: / /
Signature:
BSBLED802 Assessment Instruction
Assessment/evidence gathering conditions
Each assessment component is recorded as either Satisfactory (S) or Not Yet Satisfactory (NYS). A student can only achieve
competence when all assessment components listed under procedures and specifications of the assessment section are Satisfactory.
Your trainer will give you feedback after the completion of each assessment. A student who is assessed as NYS is eligible for re-
assessment. Should the student fail to submit the assessment, a result outcome of Did Not Submit (DNS) will be recorded.
Student should be provided with an appropriate time frame in which to resubmit their work, according to the RTO’s re-assessment
policy and procedure.
Plagiarism, cheating and collusion.
Where a trainer/assessor believes there has been an incident of academic misconduct involving plagiarism, cheating, and/or
collusion, they should report this along with reasons for the allegation. Assessors should refer to their RTO’s policy and procedures
regarding training and assessment for further information.”
When all unit’s assessment tasks have been submitted and assessed (including resubmissions), print out a copy of this unit’s Final
Results Record, included as the last page of this document. Record the result f.
Assessment Cover page Page 1 of 1 Version 1.0 0518 .docxfestockton
Assessment Cover page Page 1 of 1
Version 1.0 05/18
ASSESSMENT COVER PAGE
STUDENT DETAILS / DECLARATION:
Course Name:
Unit / Subject Name: BSBLED802 Lead Learning Strategy Implementation
Trainer’s Name: Assessment No: Task 1, Task 2, Task 3
I declare that:
o I fully understand the context and purpose of this assessment.
o I am fully aware of the competency standard/criteria against which I will be assessed.
o I have been given fair notice of the date, time and venue for the assessment.
o I am aware of the resources I need and how the assessment will be conducted.
o I have had the appeals process and confidentiality explained to me.
o I agree that I am ready to be assessed and that all written work is my own.
o This assessment is my:
o First submission o Re-submission (Attempt ___ )
Student Name: Student ID:
Student’s Signature: Submission Date: / /
ASSESSOR USE ONLY: (ACADEMIC DEPARTMENT)
Result:
Assessment Task 1: o Satisfactory o Not Satisfactory
Assessment Task 2: o Satisfactory o Not Satisfactory
Assessment Task 3: o Satisfactory o Not Satisfactory
Final Assessment Result for this unit C / NYC
Feedback: Feedback is given to the student on each
Assessment task & final outcome of the unit Yes / No
Assessor’s
Feedback:
Assessor’s
Signature:
Date: / /
ASSESSMENT FIRST SUBMISSION/RE-SUBMISSION RECEIPT:
It is student’s responsibility to keep the assessment submission receipt as a proof of submission of assessment tasks.
Student Name: Student ID:
Unit / Subject Code: Assessment No:
Trainer Name: Date: / /
Signature:
BSBLED802 Assessment Instruction
Assessment/evidence gathering conditions
Each assessment component is recorded as either Satisfactory (S) or Not Yet Satisfactory (NYS). A student can only achieve
competence when all assessment components listed under procedures and specifications of the assessment section are Satisfactory.
Your trainer will give you feedback after the completion of each assessment. A student who is assessed as NYS is eligible for re-
assessment. Should the student fail to submit the assessment, a result outcome of Did Not Submit (DNS) will be recorded.
Student should be provided with an appropriate time frame in which to resubmit their work, according to the RTO’s re-assessment
policy and procedure.
Plagiarism, cheating and collusion.
Where a trainer/assessor believes there has been an incident of academic misconduct involving plagiarism, cheating, and/or
collusion, they should report this along with reasons for the allegation. Assessors should refer to their RTO’s policy and procedures
regarding training and assessment for further information.”
When all unit’s assessment tasks have been submitted and assessed (including resubmissions), print out a copy of this unit’s Final
Results Record, included as the last page of this document. Record the result f ...
Classroom Assessment is a systematic approach to formative evaluation, used by instructors to determine how much and how well students are learning. CATs and other informal assessment tools provide key information during the semester regarding teaching and learning so that changes can be made as necessary. "The central purpose of Classroom Assessment is to empower both teachers and their students to improve the quality of learning in the classroom" through an approach that is "learner-centered, teacher-directed, mutually beneficial, formative, context-specific, and firmly rooted in good practice" (Angelo & Cross, 1993, p. 4).
This includes the process how you can construct a test for academic achievement of the students. Characteristics, principles, types, steps all are discussed here. Calculation of weightage and difficulty level and also making of blue print is also included.
ggfgggvfghghhhhh Competencies
-A general statement that describes the use of desired knowledge, skills, behaviors and abilities. Competencies often define specific applied skills and knowledge that enables people to successfully perform specific functions in a work or educational setting. Some examples include:
Functional competencies
Skills that are required to use on a daily or regular basis, such as cognitive, methodological, technological and linguistic abilities
Interpersonal competencies
Oral, written and visual communication skills, as well as the ability to work effectively with diverse teams
Critical thinking competencies
The ability to reason effectively, use systems thinking and make judgments and decisions toward solving complex problems
•A key differentiator between learning competencies, objectives and outcomes is that learning objectives are the specific abilities necessary to accomplish the learning competency.
Learning Objectives
•A statement that describes what a faculty member will cover in a course and what a course will have provided students. They are generally broader than student learning outcomes. For example, “By the end of the course, students will use change theory to develop family-centered care within the context of nursing practice.” Statements like this help determine what the student learned and what the teacher taught.
•Overall, learning objectives determine what the course will have provided to the student. Both learning outcomes and learning objectives are used to gauge the effectiveness of a course
Learning Outcomes
•A specific statement that outlines the overall purpose or goal from participation in an educational activity.
•These statements often start by using a stem phrase—a starter statement at the beginning of each learning outcome—such as “students will be able to.” This is then followed by an action verb that denotes the level of learning expected, such as understand, analyze or evaluate.
• The final part is to write is the application of that verb in context and describe the desired performance level, such as “write a report” or “provide three peers with feedback.” An example of a well-structured outcome statement is: “Students will be able to locate, apply and cite effective secondary sources in their essays.”
•These statements written at a class level help students have a clear picture of where the course is taking them and what is expected of them in order to be successful in the course. These statements also help educators guide the design of courses through the selection of content, teaching strategies, and technologies so that course components are aligned to specific outcomes.
S.M.A.R.T
What are SMART goals in education?
•SMART goals are becoming more frequent in schools, and they help students and teachers set a clear plan to achieve goals. Rather than setting generic targets like getting better at Math, students and teachers can be more specific about the
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. azizi/022017 2
Objective
At the end of the topic, you should be able
to:
1. Discuss and explain steps in test
administration;
2. Explain about matters to be considered
when administering test;
3. Coordinate scoring test answers;
4. Coordinate test scores; dan
5. Make assessment on test scores
4. azizi/022017 4
Aim of test is to measure achievement of a student or group of
students.
However, there are also tests that are considered legitimate, but failed
to provide information needed teacher or a particular party.
Probably due to factors such as:
• The test was not conducted properly.
• Maybe the test can be a criterion reference test or norm-referenced
tests.
Once the items are perfectly ready for use and in line assessment
objectives, the next step is to administer the test to students.
In order to guarantee the validity of a test, seat positioning and location
of the examination hall / room and etc must be adhere
5. azizi/022017 5
Before the examination session begins:
Chief invigilator should check in advance whether sufficient paper are
provided to all candidates taking the exam.
Chief invigilator must also ensure that the exam paper are as
scheduled.
Chief invigilator also need to know if there are specific procedures
candidate / candidates who come in late.
In addition, preparations must be made for candidates applying to
take the examination at the hospital, which may be due to their
health or involved in an accident.
6. azizi/022017 6
Test Instructions
Test / exam consists of two parts, namely
The first part, the instructions given
in the question paper, and
The second part, the instructions given
by teachers / chief invigilators chief
.
7. azizi/022017 7
Examples of instructions in the paper
• Answer all questions in part A and part B
in the question paper.
• Exam time is 2 hour and 30 minutes.
• Write your answer in the space provided.
• Your answer should be no less than 50
words
8. azizi/022017 8
• Verbal instructions by the chief invigilator after
candidates enter the examination hall / room to
be made clear that all candidates can hear and
understand instructions.
• Instructions should before the examination starts
to avoid any discrepancies before candidates
start writing and answering.
• Instructions in the early stages of examination
also can avoid interference with prospective
candidates
9. azizi/022017 9
Some common instructions given to candidates
before they start answering the questions:
(a) Before exam starts
• Candidates instructed to enter the examination hall /
room and seated at the table that had been set.
• Candidates are reminded not to perform any
examination misconduct, mimic answer or discuss with
other candidates.
• Candidates are instructed to fill in the answer sheet,
such as the candidate's name, class and so on.
• Candidates are directed to review the examination
papers so that there are no mistakes, such as not
enough pages, unclear printing or wrong question
paper.
10. azizi/022017 10
(b) During the exam.
• When its time to answer questions, the chief
invigilator must give instructions to the
candidates to begin to answer questions and
time left to finished the last attempt.
(c) Before exam ends.
• When the time is almost up, normally 15 minutes
before time, chief invigilator must inform
candidates of the remaining time left.
11. azizi/022017 11
(d) After exam ends
• Chief invigilator must instruct candidates
to stop answering, putting down their pen
on the table and stay put
• Chief invigilator must inform candidates to
be seated until all papers are collected
12. azizi/022017 12
Other examples of instructions:
(a) Candidates are allowed to enter the examination hall /
room. Please take a seat as prescribed.
(b) Candidates are reminded not to ‘copy’ during the
examination hall / room.
(c) Candidates are required to check the number of pages
of the examination papers. Please raise your hand if
there is an error in the question paper.
(d) Candidates can begin to answer the question now.
Examination ends at 10.30 am
(e) Candidates are reminded that the time to answer
questions are 15 minutes away.
(F) Time to answer is done expire. Please stop writing and
put pen or pencil on the table.
13. azizi/022017 13
The Exam Environment
• Candidates who take the exam requires a place and a
cozy atmosphere.
• Conducive enough includes the ease in examination hall
/ room such as tables and chairs, air conditioning / fan.
Candidates who are weak and who are still very young
need a comfortable and conducive place for them the
chance to answer in the best possible condition.
Administrators / teachers in particular should avoid
choosing examinations bothered by noise which can
distract the candidates answering questions. (Abu Bakar,
1996)
14. azizi/022017 14
Seating position
Things considered to be important in relation to the room / hall examination is
the seating position
Seating / tables position for candidates taking the exam need to be a distance
away slightly from the current distance teaching and learning taking place.
The distance to be taken into account include the distance between the
candidates before and candidate at the rear and also a candidate in the left and
right candidates in a candidate concerned.
Preparation of a seat within which aims to match to prevent misconduct
A position which is far enough to prevent candidates from copying another
candidate answers and make room for supervisors engaged in examination hall
rom
16. azizi/022017 16
MARKING ANSWER SHEETS
After the test or exam, answer sheets were collected, teachers or markers will perform
the next task, which is to check the answer scripts.
Some things to note
For objective papers, is easy for teachers to check, normally markers will ‘bore’ the
master answer sheets and check on students' answer scripts.
if the answer is in the OMR form, it is easier to check the form responses through OMR
forms processing machines.
For an answer in the form of essays it requires teachers to examine it carefully and
considered improperly examined if done by unqualified , experienced and trained
personals.
Typically, essay examination answer scripts require a specialist teacher in certain
subjects.
18. azizi/022017 18
Marking Scheme
In order to provide marking schemes to examine
the responses, three aspects need to be given
attention by the teacher/drafters of questions
namely
(a) Content – accounting information or
knowledge related.
(b) Administration - aspects of language use
smooth, perfect and mature.
(c) Process - the accuracy, reasonable,
comprehensive, consistent, originality and
providing creative answer.
20. azizi/022017 20
(a) Marking Scheme Holistic
• Schemes of this type are generally
provided as a guide to give marks to the
students' answers.
• This scheme is suitable for scoring essay
questions which scores were given based
on impressions
21. azizi/022017 21
• Markers will read the overall answers
• then weld the achievement by the group before
estimating the overall score for a question.
• students are free to answer as long as it does
not deviate from the will of the question.
• holistic examination requires an experienced
examiner and one who dominates the field
22. azizi/022017 22
(b) Marking scheme Analytic
• Analytic scoring refers to the answer in the
form of an essay in more detail in which
marks are awarded based on detialed
criteria.
• It contains the par value of the content,
process management and more
specialized.
24. azizi/022017 24
Coordination Examination Answer Sheet
• Coordination exam answer sheet needs to be
done, especially when it involves more than one
examiner. Sometime called ‘moderation’
• Typically, the coordination of inspections made
before the examination answer paper is started.
• Adjustments are made based on the content,
form and score weighting.
• Markers must first examine some examples of
answers and compare them with checks made
by the chief rater and other markers.
25. azizi/022017 25
Moderation are done to:
• to reduce and minimize the difference between
the markers in giving score to the candidates.
• In general examinations, after all the markers
had completed reviewing essay questions, the
chief marker will take a random number of
answer sheets reviewed by another examiner, to
ensure consistency and alignment in the
scoring.
26. azizi/022017 26
Evaluation
Lindvall and Mitko (1975), the quantitative score is important because:
• It can provide more accurate descriptions of the circumstances.
For example, tests to spell a word for a sample of 200 out of 300 word. Teachers will
receive more accurate information, when students graded by calculating the percentage
of correct spelling. For example 30 percent, compared with only 50 percent complete
statement, and so on.
• It can increase the objectivity of the measurement step.
For example, three teachers give the same score to answer 'a student using the same
procedure. This procedure is to show objectivity and the information obtained is reliable.
• It allows communication smoother and clearly made.
The communication can be in the form of a discussion involving teachers or explanatory
report pupils' progress to their parents. This immediate help teachers in making decision.
31. azizi/022017 31
(c) Percentile
• Hundreds rank / percentile is certain marks which show the
percentage of students who score lower than the marks.
• The 25th percentile is called the first quartile (Q1), the 50th
percentile is called the second quartile (Q2), which is also known as
the median and the 75th percentile is called the third quartile (Q3).
• For example, if the alleged achievement pensentil Mazlin was
ranked 70, this show marks Mazlin is higher than 70% marks other
students.
• Percentile rank may be considered as an issue which has a median
score of 50 starting from the distribution of 1 to 99. percentile scores
indicate the position marks on the distribution of the marks (Bhasah
Abu Bakar, 2003).
• To get percentile ranks, we can use the chart ogive
32. azizi/022017 32
(d) Stanines
• This issue marks are often used in
performance tests.
• The word "stanines" is derived from the
word "standard nine".
• It was based on the assumption that the
achievement follows a normal distribution.
• Stanines messaging had a mean and
standard deviation = 5 = 2. It is based on
the score-z.
34. azizi/022017 34
The norm-references criteria
provides brief information about student
achievement that can be readily understood by
students and their parents.
a mechanism to organize students for outstanding
achievement, medium or failed.
identifying the most vulnerable pupils, so that
rehabilitation activities can be carried out.
35. azizi/022017 35
weakness
in terms of marks obtained does not clearly
indicate the extent to which a student is
mastering the knowledge or skill set.
the use of norm-referenced scores also
allows a feeling of inferiority among the
students who were in the bottom group
36. azizi/022017 36
Advantages for reference grading criteria is
students can get high grades if they work hard.
teachers will be easier to give grades to students.
if student achievement is low and the test was
valid, then the teacher can take steps to improve
teaching so many students get better grades.
37. azizi/022017 37
• In giving grades to students for criterion
reference,
• Sax (1997) argues significant drawback is
the difficulty level will determine the
percentage of students who receive
certain grades.
• Difficult test will cause many students get
low marks, while a simple test will cause
many students get high marks.
Editor's Notes
Tests carried out with the aim to measure achievement
a student or group of students.
However, there are also tests that are considered legitimate, but failed
provide information needed teacher or a particular party.
This is probably due to other factors such as:
the test was not conducted properly.
provided that the test can be a criterion reference test or norm-referenced tests.
Once the items are formulated with a perfect and keep an objective assessment, the next step is to administer the test to students.
In order to guarantee the validity of a test, the
Run the test, a seat position and location of the examination hall / room
Before the examination session begins:
Chief invigilator should check in advance
of paper provided that sufficient
all candidates who take the exam.
Chief invigilator must also ensure that the paper
exam as scheduled.
Chief inspector also need to know if there are specific procedures
candidate / candidates who come through.
In addition, preparations must be made for candidates applying for
take the examination at the hospital, which may be due to their
unhealthy or involved in an accident.
Verbal instructions by the chief invigilator after
candidates enter the examination hall / room to be
made it clear that all candidates can
hear and understand instructions
granted.
Instructions should be given the relevant examination
before the examination to avoid
any discrepancies before candidates start writing
answer.
Instructions in the early stages of examination also
can avoid interference with prospective candidates
when they answer exam questions
Candidates instructed to enter the examination hall / room and seated at a table that had been set.
Candidates are reminded not perform any examination misconduct mimic answer or discuss with other candidates.
Candidates are instructed to fill in the answer sheet, such as the candidate's name, class and so on.
Candidates are directed to review the examination papers so that there are no defects, such as not enough pages, printing unclear or mistakenly got the question paper.
It can provide more accurate descriptions of the circumstances.
For example, tests to spell a word for a sample of 200 out of 300
word. Teachers will receive more accurate information, when students graded by calculating the percentage of correct spelling. For example 30 percent, compared with only 50 percent complete statement, and so on.
• It can increase the objectivity of the measurement step. For example, three teachers give the same score to answer 'a student using the same procedure. This procedure is to show objectivity and the information obtained is reliable.
• It allows communication smoother and clearly made.
The communication can be in the form of a discussion involving teachers or
explanatory report pupils' progress to their parents. this
immediate help teachers in making a decision.