Administering scoring
-
Upload
vijeeshtheningalyah -
Category
Documents
-
view
226 -
download
0
Transcript of Administering scoring
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 1/61
ADMINISTERING,SCORING
AND REPORTING A TEST
MANALI H SOLANKIF.Y. M.SC. NURSING
J G COLLEGE OF
NURSING
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 2/61
TERMINOLOGY
Analysis: The examination and
evaluation of the relevant information
to select the best course of actionfrom among various alternatives.
Test: A procedure for criticalevaluation; a means of determining
the presence, quality, or truth of
something.
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 3/61
Scoring: It means to evaluate and
assign a grade.
Report: A document containinginformation organized in a
narrative, graphic, or tabular form,
prepared on ad hoc, periodic,recurring, regular, or as required
basis.
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 4/61
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
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 6/61
ADMINISTERING A TEST:
A teacher's test administration
procedures can have great impact
on student test performance.
Before the test
After Distributing Test PapersDuring the Test
After the Test
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 7/61
TYPES OF SCORE
Raw Scores :
A Raw Score is simply thenumber of questions a student
answers correctly for a test.
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 8/61
Uses:
A raw score provides an
indication of the variability in
performance among studentsin a classroom.
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 9/61
Limitations:
A raw score by itself has nomeaning. 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.
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 10/61
Percentile Rank
A percentile is a measure that
tells us what percent of the
total frequency scored at orbelow that measure. A
percentile rank is the
percentage of scores that fallat or below a given score.
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 12/61
Limitations:
Percentile differences are not
equal
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 13/61
Stanine (Standard nine)
Standard nine) : Stanine scoresexpress 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
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 14/61
Standard Scores
The standard scores indicate astudent’s relative position in a
group. It expresses test
performance in terms of standard
deviation units from the mean
The mean is the arithmeticalaverage. The standard deviation
is a measure of the spread of
scores in a group.
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 15/61
Types of standard Scores
Z – Score
If a mean and standard deviation
can be calculated for a given setof raw scores, each raw scores
can be expressed in terms of its
distance from the mean instandard deviation units or z –
scores.
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 16/61
Z – Score =
Raw Score –Mean/Standard
deviation
Note: Z – score is always minus when
the raw score is smaller than the mean.
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 17/61
T Scores:
any set of normally distributedstandard 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.
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 18/61
Advantages
only positive integers are provided
Interpretation is relatively simpleonce the concept of T – Score
is grasped.
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 19/61
GRADING
Grading refers to the process ofusing symbols, such as letter to
indicate various types ofstudents progress (Nitko 2001).
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 20/61
Common Methods of
Grading :
Letter grades :
There is a great flexibility in
the number of grades that canbe adopted i.e. 3 – 11.
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 21/61
Limitations:
Meaning of grades may varywidely
Do not describe
strengths/weakness of
students
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 22/61
Strengths:
Easy to use
Easy to interprettheoretically
Provide a concise summary
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 23/61
Number/Percentage grades
(5, 3, 2, 1, 0) or (98%, 80%, 60%
etc.)
It is same as letter grades. Onlydifference is that instead of letters
numbers of percentage is used.
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 24/61
Strengths:
Easy to use
Easy to interpret theoretically
Provide a concise summaryMay be combined with letter
grades
More continuous than letter
grades
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 25/61
Limitations:
Meaning of grades may varywidely
Do not describe
strengths/weaknesses of students
Meaning may need to be
explained or interpreted.
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 26/61
Two category grades
It is good for courses thatrequire mastery of learning.
St th
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 27/61
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.
CHECK LIST AND RATING SCALE
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 28/61
CHECK LIST AND RATING SCALE
They are more detailed andsince they are too detailed it is
cumbersome for teachers to
prepare
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 29/61
Strengths
Present detailed lists of students’achievements
Can be combined with letter
grades
Good for clinical evaluation
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 31/61
Advantages of Grades
Grades are divided in to 5 – 7divisions 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
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 32/61
Disadvantages of Grades:
The assigned grades variesfrom teacher to teacher
2. Do not indicate studentsstrengths or weaknesses
3. Foster unfair competition
among students.
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 35/61
ADVANTAGES:
It can 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 themarks awarded to them.
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 36/61
LIMITATIONS:
It is very laborious and timeconsuming
In attempting to identify the
elements, undue attention may be
given to the specific aspect.
Global grading:
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 37/61
Global grading:
In this method the ideal answer isnot sub divided into the specific
points and component points.
The examiner is interacted to readthe responses rapidly from a
general impression and using
some standard and standard
assign
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 38/61
Sequential Grading
In order to bring more objectivitymore answers can be scored
beautifully. This is the same
teacher valuing answer of aparticular question.
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 39/61
Computer Software
The “Software” learns a specificsubject area by scanning
appropriate documents. Then,
the software is fed graded essaysto set up the grading standards.
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 40/61
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.
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 41/61
Machine Scoring :
As accurate as the answercode given to the computer.
Some testing publishers will
only release or sell their
products to individuals who
have undergone specialtraining or have a particular
degree in a related field.
Avante International
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 42/61
Avante InternationalTechnology (Biometric)
The first test scoring system to
achieve less than 1 error in 1.5
million marks during testing by anindependent testing laboratory
responsible for testing election
equipment and ballots. The sameerror-free tabulation method is
adapted for test scoring and
grading, and survey tabulation.
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 43/61
ITEM ANALYSIS:
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 44/61
Definition
Item analysis is a process thatexamines students’ response to
individual test items/questions in order
to assess the quality of those itemsand of the test as a whole.
f f
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 45/61
Benefits of item analysis:
Provides a basis for efficientclassroom discussion of the test
results
Provides data for remedial work
Provides a basis for the general
improvement of classroominstruction
Provides a basis for increased
skill in item construction
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 46/61
Procedures involved in an
item analysis
Qualitative:
Qualitative item analysis procedures
include proofreading of the exam priorto administering it for typographical
errors, for grammatical cues and for
appropriateness of the reading level ofthe material, conducting small group
discussions of students after the exam
and some time with the experts.
Q i i
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 47/61
Quantitative:
Item difficulty index (p) Item difficulty index portrays the
“easiness” of an item because the
higher the percentage, the easier theitem. Item difficulty index is
symbolized by p.
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 48/61
Item difficulty = R/TR = number of students who
correctly answered the item
T = number of students included
for the analysis.
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 49/61
Item Discrimination Index (D)
The item discrimination index of atest refers to the degree, which
the item discriminates between
high achieving students and lowachieving students in terms of the
scores of the total test
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 50/61
The formula 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
EXAMPLE
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 51/61
EXAMPLE:
After you have notified the doctorabout 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
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 52/61
Distractor Power
The kind of statistic is DistractorPower. It provides information
about effectiveness of the
distractors
Simplified item analysis
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 53/61
Simplified item analysis
procedures
Conduct test/exams and score
them. (Suppose we haveconducted test on 21 students).
Arrange all answer sheets inorder of merit (From higher to the
lower score).
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 54/61
Calculate 27% of the answer
sheet. For a group of 21 students
it will be approx. 6.
Select 6 papers within the highesttotal score and the 6 papers with
the lowest total score.
Put aside 9 papers. They will not
be used.
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 55/61
Compute the difficulty index of
each item.
Compute the discriminating index
of each item.
Evaluate the effectiveness of
distracter
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 56/61
REPORTING
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 57/61
GOALS
Accurate and useful reporting ofassessment results enables
teachers, students, parents and
the public to understand whyvarious assessment instruments
are being applied and how the
results will be used as part of theinstitute improvement process
JOURNAL:
8/10/2019 Administering scoring
http://slidepdf.com/reader/full/administering-scoring 58/61
JOURNAL:
Developing and scoring essaytests.