Test Administration

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Test Administration
Just another topic

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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

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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

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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.

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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
.

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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

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• 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

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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.

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(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.

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(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

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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.

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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)

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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

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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.

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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.

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Marking Scheme

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(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

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• 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

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(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.

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Steps in Marking

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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.

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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.

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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.

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Performance Assessment

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Methods Determining Students
Performance

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(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

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(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.

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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.

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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

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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.

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• 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.

Test Administration

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