1. ADMINISTERING,SCORING
AND REPORTING A TEST
MANALI H SOLANKI
F.Y. M.SC. NURSING
J G COLLEGE OF
NURSING

2. TERMINOLOGY
 Analysis: The examination and
evaluation of the relevant information
to select the best course of action
from among various alternatives.
 Test: A procedure for critical
evaluation; a means of determining
the presence, quality, or truth of
something.

3.  Scoring:It means to evaluate and
assign a grade.
 Report: A document containing
information organized in a
narrative, graphic, or tabular form,
prepared on ad hoc, periodic,
recurring, regular, or as required
basis.

4. INTRODUCTION:
 Administering the written test is
perhaps the most important
aspect of the examining process.
The atmosphere the test
administrator creates in the test
room and the attitude the test
administrator displays in
performing his/her duties is
extremely important

5.  The test administrator's
manner, bearing, and attitude
may well inspire confidence in
competitors and put them at
ease while participating in the
testing process.

6. ADMINISTERING A TEST:
A teacher's test administration
procedures can have great impact
on student test performance.
Before the test
After Distributing Test Papers
During the Test
After the Test

7. TYPES OF SCORE
Raw Scores :
A Raw Score is simply the
number of questions a student
answers correctly for a test.

8. Uses:
 A raw score provides an
indication of the variability in
performance among students
in a classroom.

9. Limitations:
 A rawscore by itself has no
meaning. It can be interpreted
only by comparing it with some
standard such as total number of
items for a test or with raw scores
earned by a comparison group.

10. Percentile Rank
 A percentile is a measure that
tells us what percent of the
total frequency scored at or
below that measure. A
percentile rank is the
percentage of scores that fall
at or below a given score.

11. Advantages:
 Laypeople easily understand
them
 Easy to interpret

12. Limitations:
 Percentile differences are not
equal

13. Stanine (Standard nine)
 Standard nine) : Stanine scores
express test results in equal steps
that range from 1 (lowest) to 9
(highest). The average is a score
of 5. In general, stanine scores
1,2 & 3 are below average, 4,5 &
6 are average and 7, 8 & 9 are
above average

14. Standard Scores
 The standard scores indicate a
student’s relative position in a
group. It expresses test
performance in terms of standard
deviation units from the mean
 The mean is the arithmetical
average. The standard deviation
is a measure of the spread of
scores in a group.

15. Types of standard Scores
Z – Score
 If a mean and standard deviation
can be calculated for a given set
of raw scores, each raw scores
can be expressed in terms of its
distance from the mean in
standard deviation units or z –
scores.

16.  Z – Score =
Raw Score –Mean/Standard
deviation
Note: Z – score is always minus when
the raw score is smaller than the mean.

17. T Scores:
 anyset of normally distributed
standard scores that has a
mean of 50 and SD of 10.
Multiplying the z – score by 10
and adding the product to 50 can
obtain T Scores.

18. Advantages
 only positive integers are provided
 Interpretation is relatively simple
once the concept of T – Score
is grasped.

19. GRADING
 Grading refers to the process of
using symbols, such as letter to
indicate various types of
students progress (Nitko 2001).

20. Common Methods of
Grading :
 Lettergrades :
There is a great flexibility in
the number of grades that can
be adopted i.e. 3 – 11.

21. Limitations:
 Meaning of grades may vary
widely
 Do not describe
strengths/weakness of
students

22. Strengths:
 Easy to use
 Easyto interpret
theoretically
 Provide a concise summary

23.  Number/Percentage grades
(5, 3, 2, 1, 0) or (98%, 80%, 60%
etc.)
It is same as letter grades. Only
difference is that instead of letters
numbers of percentage is used.

24. Strengths:
 Easy to use
 Easy to interpret theoretically
 Provide a concise summary
 May be combined with letter
grades
 More continuous than letter
grades

25. Limitations:
 Meaning of grades may vary
widely
 Do not describe
strengths/weaknesses of students
 Meaning may need to be
explained or interpreted.

26. Two category grades
 Itis good for courses that
require mastery of learning.

27. Strengths:
 Less emotional for students.
Limitations :
 Less reliable
 Does not contain enough
information about student’s
achievement
 Provides no indication of the level of
learning.

28. CHECK LIST AND RATING SCALE
 They are more detailed and
since they are too detailed it is
cumbersome for teachers to
prepare

29. Strengths
 Present
detailed lists of students’
achievements
 Canbe combined with letter
grades
 Good for clinical evaluation

30. Limitations:
 May become too detailed to
easily comprehend
 Difficult for record keeping.

31. Advantages of Grades
 Grades are divided in to 5 – 7
divisions to which student’s
performance is assigned as
compared to 101 (0 – 100)
divisions of conventional marking.
 It is a convenient method.
 Chances of errors are minimized

32. Disadvantages of Grades:
 The assigned grades varies
from teacher to teacher
 2. Do not indicate students
strengths or weaknesses
 3. Foster unfair competition
among students.

33. Scoring Essay type Questions
:
Evaluating essay response the
evaluator should:
 Evaluator should use appropriate
method to minimize bias
 Pay attention to the significant
and relevant aspects of the
answer
 Be careful not to let personal
idiosyncrasy affect assessment
 Apply uniform standard to all the

34. Method of grading essay type
question :
 Analytical grading : (Point
method)
In this method of the ideal answer
to a question is specified in
advance, although need not be in
the amplitude the ideal or model
answer is broken down into

35. ADVANTAGES:
 Itcan yield very reliable scores
 The preparation of detailed
answer may bring to the teachers.
 The sub division of the model
answer can make it easier to
discuss with the students the
marks awarded to them.

36. LIMITATIONS:
 Itis very laborious and time
consuming
 In attempting to identify the
elements, undue attention may be
given to the specific aspect.

37. Global grading:
 In
this method the ideal answer is
not sub divided into the specific
points and component points.
The examiner is interacted to read
the responses rapidly from a
general impression and using
some standard and standard
assign

38. Sequential Grading
 In
order to bring more objectivity
more answers can be scored
beautifully. This is the same
teacher valuing answer of a
particular question.

39. Computer Software
 The “Software” learns a specific
subject area by scanning
appropriate documents.
Then, the software is fed graded
essays to set up the grading
standards.

40. Scoring Objective Tests
 Hand graded :
Due to human effort, mistakes
may occur. Having two graders
grade exams help to catch 90% of
those simple mistakes in grading.

41. Machine Scoring :
 As accurate as the answer
code given to the computer.
 Some testing publishers will
only release or sell their
products to individuals who
have undergone special
training or have a particular
degree in a related field.

42. Avante International
Technology (Biometric)
 The first test scoring system to
achieve less than 1 error in 1.5
million marks during testing by an
independent testing laboratory
responsible for testing election
equipment and ballots. The same
error-free tabulation method is
adapted for test scoring and
grading, and survey tabulation.

43. ITEM ANALYSIS:

44. Definition
 Item analysis is a process that
examines students’ response to
individual test items/questions in order
to assess the quality of those items
and of the test as a whole.

45. Benefits of item analysis:
 Provides a basis for efficient
classroom discussion of the test
results
 Provides data for remedial work
 Provides a basis for the general
improvement of classroom
instruction
 Provides a basis for increased
skill in item construction

46. Procedures involved in an
item analysis
Qualitative:
 Qualitative item analysis procedures
include proofreading of the exam prior
to administering it for typographical
errors, for grammatical cues and for
appropriateness of the reading level of
the material, conducting small group
discussions of students after the exam
and some time with the experts.

47. Quantitative:
 Item difficulty index (p)
 Item difficulty index portrays the
“easiness” of an item because the
higher the percentage, the easier the
item. Item difficulty index is
symbolized by p.

48.  Item difficulty = R/T
R = number of students who
correctly answered the item
T = number of students included
for the analysis.

49. Item Discrimination Index (D)
 The item discrimination index of a
test refers to the degree, which
the item discriminates between
high achieving students and low
achieving students in terms of the
scores of the total test

50.  Theformula to determine item
discrimination index is :
D = R u - R 1/ ½ T
Ru = number of students in the
upper group who got the item
right.
R1 = number of students in the
lower group who got the item right.
½ T = One half of the total number
of students included in the

51. EXAMPLE:
 After you have notified the doctor
about leg pain in a postpartum mother,
your most APPROPRIATE action
would be to
 Massage her leg to increase
circulation
 Have her walk around to decrease the
stiffness
 Ask her to remain in bed

52. Distractor Power
 The kind of statistic is Distractor
Power. It provides information
about effectiveness of the
distractors

53. Simplified item analysis
procedures
 Conducttest/exams and score
them. (Suppose we have
conducted test on 21 students).
 Arrange all answer sheets in
order of merit (From higher to the
lower score).

54.  Calculate 27% of the answer
sheet. For a group of 21 students
it will be approx. 6.
 Select 6 papers within the highest
total score and the 6 papers with
the lowest total score.
 Putaside 9 papers. They will not
be used.

55.  Compute the difficulty index of
each item.
 Compute the discriminating index
of each item.
 Evaluate the effectiveness of
distracter

56. REPORTING

57. GOALS
 Accurate and useful reporting of
assessment results enables
teachers, students, parents and
the public to understand why
various assessment instruments
are being applied and how the
results will be used as part of the
institute improvement process

58. JOURNAL:
 Developing and scoring essay
tests.