TEST ADMINISTRATION AND REPORTING METHODS

1. Preparing
student
Test Assembly
Test
administration
Analysis of
student
responses
Reporting
TEST ADMINISTRATION
AND REPORTING

2.  Assess maximum, not typical, performance of the student
 Give students enough information about the assessment:
 Time
 Pop quizzes do not assess maximum performance
 Test condition (timed, speeded, take-home)
 Test content
 Emphasis of the test
 Scoring
 Test use
PREPARING STUDENTS
Poor test administration conditions have the potential to interfere with
students demonstrating their full potential and puts at risk the
accuracy and usefulness of the data (ODE, 2014 ).

3.  Purpose of the assessment being assembled
 Range of content/Learning Progression to be covered
 Distribution of test items
Type the test and distribute it fairly
 Organization of test items
Place easier items first  minimize test-anxiety and
improve validity
Give clear directions to answer each item
Provide a balance of item types, content coverage,
difficulty levels
 Make sure adequate time is allowed
TEST ASSEMBLY

4.  Time of day
 Time allotted
 Proximity to teaching of targeted content
 Other issues
TEST ADMINISTRATION CONSIDERATIONS

5.  Score student responses
 Group students  upper-, middle-, and lower-scoring group
 Did the group of students have particular difficulties? What might
be done about this?
 Compute item difficulty (percent of students passing item, or
average score)
 Analyze responses for the least and most difficult items, as
well as items where most students could do
 Distribution of scores per item
 Does the item function differently for different groups of
students?
ANALYSIS OF STUDENT RESPONSES

6.  Reports should provide information about student
achievement relative to the learning target (ODE,
2014).
REPORTING

7.  Nitko, A. J., & Brookhart, S. (2007). Educational assessment of
students. Upper Saddle River, NJ: Pearson Education, Inc.
 McMillan, J. H. (2007). Classroom assessment. Principles and
practice for effective standard-based instruction (4th ed.). Boston:
Pearson - Allyn & Bacon.
 Oregon Department of Education. (2014, June). Assessment
guidance.
 Wilson, M. (2005). Constructing measures: An item response
modeling approach. New York: Psychology Press, Taylor & Francis
Group.
 Wilson, M., & Sloane, K. (2000). From principles to practice: An
embedded assessment system. Applied Measurement in
Education, 13 (2), pp. 181-208.
 Smarter Balanced Assessment Consortium. (2012, April). General
item specifications.
BIBLIOGRAPHY

8. Introduction to Test Administration and Reporting PPT by the Oregon Department of
Education and Berkeley Evaluation and Assessment Research Center is licensed under
a CC BY 4.0.
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