Chapter 10 ppt eval & testing 4e formatted 01.10 kg edits

© 2013 Springer Publishing Company, LLC.
Chapter 10
Assembling and
Administering Tests
&Oermann Gaberson
Evaluation and Testing in Nursing Education
4th edition

Effects on Reliability and Validity
♦ Test appearance and administration
procedures can affect reliability and validity
– Design flaws and clerical errors may ↑
measurement error and ↓ reliability of scores
– Test administration problems may ↓ reliability
of scores and ↓ validity of inferences from those
scores
2

Test Design Rules
♦ Allow enough time
– Designing and assembling the test are not simply
clerical tasks
– Teacher should make all decisions about the
appearance of the test
– Allow enough time for this phase to avoid errors
that could affect scores
3

Test Design Rules
♦ Arrange test items logically
– Group items of the same format together
– Within each item format, arrange items according
to order in which content was taught
– Within each content area, arrange items in order
of difficulty (easy to difficult)
4

Test Design Rules (cont’d)
♦ Write directions
– General directions
• Time allowed
• How to record answers
• Whether students may ask questions
• Whether students may write on the test booklet
5

Test Design Rules
♦ Write directions (cont’d)
– Item-specific directions
• Multiple-choice: correct or best response
• Matching: basis for the match
• Completion: whether spelling counts
• Computation: degree of precision
• Essay: length of answer; whether organization, spelling,
grammar will count
6

Test Design Rules
♦ Use a cover page
– For general directions
– Can be numbered to maintain test security
– Protects test contents from view during
distribution
• Allows all students to have equal testing time
7

Test Design Rules
♦ Avoid crowding
– Helps students to read efficiently and avoid errors
in recording answers
– Ample space between and within items
– Indent certain elements
– Avoid printing multiple-choice options in tandem
8

Poor Spacing
Which method of anesthesia involves injection of
an agent into a nerve bundle that supplies the
operative site?
a. General; b. Local; c. Regional; d. Spinal; e. Topical
9

Better Spacing
Which method of anesthesia involves injection of
an agent into a nerve bundle that supplies the
operative site?
a.General
b.Local
c.Regional
d.Spinal
e.Topical
10

Test Design Rules
♦ Keep related material together
– Multiple-choice stem and responses on same page
– Both columns of matching exercise side by side on
one page, with the related directions
– Stimulus and related items for context-dependent
and interpretive exercises on same page, if
possible
11

Test Design Rules
♦ Facilitate scoring
– Hand scoring
• Separate answer sheet
• Answers in test booklet—arrange items to
permit easy scoring
– e.g., columns of Ts and Fs to left of true-false items for
students to circle
12

Poorly Arranged for Hand Scoring
1. A stethoscope is required to perform
auscultation. T F
13

Arranged for Easy Scoring
T F 1. A stethoscope is required to perform
auscultation.
14

Poorly Arranged for Hand Scoring
1. List 3 responsibilities of the circulating nurse
during induction of general anesthesia.
________, ________, _________
15

Arranged for Easy Scoring
1-3. List 3 responsibilities of the circulating
nurse during induction of general
anesthesia.
1. _____________________________
2. _____________________________
3. _____________________________
16

Test Design Rules
♦ Random pattern of correct answers to objectively
scored items
– Teachers may inadvertently favor certain keyed response
positions.
– Teachers may arrange test items so that correct answers
form a pattern for easy scoring.
– Students who detect a pattern of correct answers may use
this information to obtain higher scores than their
knowledge would merit.
– Use response positions with approximately equal
frequency.
17

Test Design Rules
♦ Arrange response alternatives in logical order
– Alphabetical or chronological order, or order
of size or degree
– Reduces reading time
– Tends to randomly distribute the correct
answer position
18

Test Design Rules
♦ Number items continuously throughout test
– Helps students find items they may have skipped
– Helps to prevent student errors when recording
answers on separate answer sheet
19

Test Design Rules
♦ Proofread
– Assure that test is free of spelling, structural,
and typographical mistakes that contribute to
measurement error
– Spell-checking programs not sufficient
– May ask another teacher to proofread
20

Test Design Rules
♦ Prepare and verify an answer key
– Facilitates efficient scoring
– Verifies test item accuracy
– Teacher should:
• prepare ideal responses to essay items.
• identify intended responses to completion items.
• decide point values of required answer elements if
scoring essays analytically.
21

Reproducing the Test
♦ Assure legibility
– Poor-quality copies may affect student
performance
– Uppercase and lowercase lettering (not all capitals)
– Letter-quality original
– Copies with crisp, dark print; no artifacts
22

♦ Print on one side of page
– Easier to score if students record their answers
on the test itself
– Printing on both sides of each page could cause
student-response errors
23

♦ Reproduce enough test copies
– More test copies than the number of students
– Allows extra copies for proctors or to replace
defective copies distributed inadvertently to
students
24

♦ Maintain test security
– Protect test materials from unauthorized access
– Secure the test during preparation, duplication,
storage, administration, scoring
– Preparing alternate forms of the test by
scrambling the order of items or options not
recommended without evidence of true
alternative-forms equivalence
25

Test Administration: Environment
♦ Face-to-face
– Well-ventilated room
– Limited distractions
– Signage indicating testing in progress
♦ Online
– Students have computer capabilities and Internet
access for allotted exam time
26

Test Administration: Distribution
♦ Distribute answer sheet before test booklet
♦ Students keep booklet closed until told
to begin
♦ Students check booklet for completeness
♦ Proctor carefully for test security
27

Test Administration: Distribution
♦ Proctor reads general directions aloud while
students read silently
– Helps English language learners and students with
learning disabilities
♦ Proctor answers any questions about the test
procedures
♦ Students begin the test all at once
28

Test Administration:
Questions During Testing
♦ Student questions are distracting to others
♦ Proctors may give inadvertent cues to correct answer
♦ May decide not to allow questions
– Students record questions on comment sheet to be
reviewed later
♦ If allowing questions:
– Student raises hand, proctor goes to student’s seat and
answers quietly and briefly
29

Test Administration: Cheating
♦ Activity with intent to gain a higher test score than
student is likely to earn by achievement
– Acquiring test materials in advance
– Sharing test materials with others
– Using a substitute to take the test
– Using unauthorized materials during the test
– Exchanging information with others during the test,
including use of hand-held devices
– Copying or retaining test materials to share later
30

♦ Controlling cheating—face-to-face testing
– Teacher’s responsibility
– Establish standardized testing procedures, such as
• Personal belongings left outside of testing room
• No sunglasses, earbuds, caps with brims or bills
– Most effective through proctoring
• Ideally minimum of two proctors
• Devote full attention to proctoring
31

♦ Responding to observed cheating
– Be aware of and apply program policy on
academic integrity
– If certain, collect test materials and remove
student from room quietly
– If uncertain, observe student closely, make eye
contact, verify observation with other proctor
32

♦ Establish an appropriate penalty for cheating on
a test
– Example: assign highest possible failing score for that test
♦ Discovery of test security breach in advance of
scheduled test date
– Attempt to obtain verifiable evidence that some students
have seen the test
– If so, prepare another test or another way of assessing
student learning
33

Collecting Test Materials
♦ Advise students of procedure during general
instructions
♦ Keep distractions to minimum
♦ Verify that students turn in all test materials
♦ If large group, designate one proctor to collect
materials
34

Collecting Test Materials
♦ Enforce time limit
– Don’t give students extra time unless they have
been granted that specific accommodation for a
disability
– Announce time left near the end of the test period
and encourage students to finish quickly
– At end of time limit, collect materials
from remaining students
35

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