Administering, Analyzing, and Improving the Written Test

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

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

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

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

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? _____ _____

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

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

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

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

(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)

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 ?

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 ?

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

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

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!