Basic Steps in Test Administration

Beginning Testing Establish familiarity with the student before the first day of testing Establish rapport with the student immediately prior to testing Explain the rationale for testing Give a brief introduction about the test Begin testing in a calm, relaxed manner

Guidelines for Test Administration (Assessing Special Students, 2001) Student requests for repetition of test items (not on memory items) Asking students to repeat responses Student modifications of responses Confirming and correcting student responses Reinforcing student work behavior

Guidelines for Test Administration (Assessing Special Students, 2001) Encouraging students to respond Questioning students Coaching Administration of timed items

Calculating Raw Scores Number of items answered correctly

Determining the Basal Basals – the level at which the student could correctly answer all easier items (those located at lower levels) Once established – continue with testing No basal – test may be too difficult Rules – given in test manuals Sometimes must test backwards to get basal Count all items before the basal are counted as correct

Determining the Ceiling Ceilings – level at which more difficult items would not be passed. Correct items beyond the basal are usually not counted in the raw score unless indicated to do so in the test manual

Decreasing bias in assessment (Cole, et al, 1992) D sensory or communicative impairments make portions of the test inaccessible? Do sensory or communicative impairments limit students responding? Do test materials/methods of responding limit students responding? Do background exp limit student responding?

Decreasing bias in assessment (Cole, et al, 1992) Does content of classroom instruction limit students responding? Is the examiner familiar to the student? Are instructions explained adequately? Is the recording technique required of the student on the test familiar?