Administering, Analyzing, and Improving the Written Test

1. Administering, Analyzing, and Improving the Written Test

2. Assembling the test • You have already • Written objectives • Written test items • Now you have to • Package test • Reproduce test

3. Packaging the test • Group together all items of similar format • Arrange test items from easy to hard • Space the items for easy reading • Keep items and options on the same page • Position illustrations near descriptions

4. Packaging cont. • Check your answer key • Determine how student record answers • Provide space for name (and date) • Check test directions • Proofread test

5. Reproducing The Test • Know the machinery • Make extra copies (2 – 3) • Specify copying instruction (if giving to someone else to copy) • Avoid • Fine print • Finely detailed maps or drawings • Barely legible masters or originals • File original test

6. Test Assembly Checklist YES NO 1. Are items of similar format grouped together? _____ _____ • Are items arranged from easy to hard levels of difficulty? _____ _____ 3. Are items properly spaced? _____ _____ 4. Are items and options on the same page? _____ _____ • Are diagrams, maps and supporting material above designed items and on the same page with items? _____ _____ 6. Are answers random? _____ _____ • Have you decided whether an answer sheet will be used? _____ _____ 8. Are blanks for name (and date) included? _____ _____ 9. Have the directions been checked for clarity? _____ _____ 10. Has the test been proofread for errors? _____ _____ 11. Do items avoid racial and gender bias? _____ _____

7. Administering the Test • Maintain a positive attitude • Maximize achievement motivation • Equalize advantages • Avoid surprises • Clarify rules • Rotate distribution

8. Administering cont. • Remind students to check copies • Monitor students • Minimize distractions • Give time warnings • Collect test uniformly

9. Scoring the Test • Prepare an answer key (ahead of time) • Check your answer key • Score blindly • Check machine-scored answer sheets • Check scoring • Record scores

10. Analyzing the Test • Quantitative item analysis • Qualitative item analysis • Key • Distracter • Difficulty index (p) • Discrimination index (D) • Positive • Negative • Zero

11. (p) and (D) p = Number of students selecting correct answer Total number of students taking test D = Correct in UG – Correct in LG ½ student in class (if odd, bigger group)

12. Example Example for item Y (Class size = 28) Options A* B C D Upper 4 1 5 4 Lower 1 7 3 3 p ? D ?

13. Example Example for item Z (Class size = 30) Options A B* C D Upper 3 4 3 5 Lower 0 10 2 3 p ? D ?

14. Pre – Post Test results • If this is done, look at • Percentage answering each item correctly on each test • Percentage of items answered in the expected direction for the entire test • Limitations • Time • Contamination

15. Debriefing Guidelines:Before handing back tests • Discuss Problem items • Listen to student reactions • Avoid on-the-spot decisions • Be equitable in changes • Ask students to double-check • Ask students to identify problems

16. Identifying problems • Test can be improved – you are human • Focus on test – it is not about you • Sincerely examine if question is good or not – discrimination index really help – do not just throw out a question • Scores may change – rank typically does not • Objective of debrief is to make a better test!