1. Michigan Assessment Consortium Common Assessment Development Series Module Assessment Administration and Scoring
MAC CAD-PD Mod-6 BRF [comp].ppt 1

2. Narrated By: Ellen Vorenkamp Wayne RESA2

3. Previous Modules Previously, you have Edited your test items
Reviewed them content, bias and other factors
Selected items for field testing
Field tested the items
Reviewed and revised the items after field testing
Selected materials for your final test(s)

4. In This Module
The next steps are to prepare the final tests in a format suitable for actual use
These are assessments will be administered to students “for real”
Then, the assessments will need to be scored, both SR and CR items
Finally, reports of results will be prepared

5. Packaging the Items
This activity is very similar to putting together field test forms, which was described in some detail in Module 16
Refer to this module for information on the steps in determining the length of the final tests, the number of items in each, and how the items would be packaged for the final tests

6. Packaging the Items The key difference are:
the length of the final test versus a field test
the number of standards selected for assessment, and
the number of items per standard to be used
A longer test means it is even more important that care is taken to lay out the test, all questions are keyed correctly

7. Printing the Test Materials
This step is necessary if the test is to be administered on paper. Several steps may be involved:
Finalize item wording for each item
Desktop publish or re-type items using a consistent typeface and size
Determine the most cost efficient way to print the test booklets

8. Printing the Test Materials
Steps (continued):
Consider how students will respond – in their booklets or on a separate answer document?
Are any ancillary materials needed for this test – manipulatives, photographs, etc. These may need to be reproduced
Make sure the needed materials are prepared before they are needed

9. Online Assessment
For online assessments, determine the process for getting the items into the system
Prepare final test copy, then proof it
If a file upload can be used, make sure that the copy was uploaded accurately
If the items are entered directly into the system, proof it to make sure the items ware entered appropriately

10. Assessment Administration
Make sure that the directions for the correct administration are created
Who is to be assessed?
How will the assessment be administered?
When will assessment occur?
How will students’ responses be scored?
Are there any special test directions?
How and where should responses be returned for scoring?

11. SR Assessment Scoring
As part of the preparation for the actual administration, a determination should be made about mode of assessment – paper-based or online
For online assessments, describe for teachers in their directions which system will be used, as well as how to help students access the test online

12. SR Assessment Scoring
For paper-based assessments, determine in advance where students will record their answers and how the responses will be scored:
In their test booklets: hand-scored
On a separate sheet: hand-scored
On an electronic answer sheet: scanned
Determine who will scan these sheets

13. CR Assessment Scoring
The scoring of constructed-response items can present more of a challenge
Ideally, the teachers who developed the common assessments will work together to score them
Other teachers could be recruited for this as well
This work is excellent PD

14. CR Assessment Scoring
It is important for the scorers to be trained in advance of actual scoring
The process of training usually start with the scorers trying the item(s) themselves to become familiar with what was asked of students
Then, scorers are shown the scoring rubric and discuss each level of it

15. CR Assessment Scoring
Next, samples of student work at each level of the scoring rubric are shown and discussed
Developers should have pre-selected the best examples of each level of the rubric from field testing
Try to reach agreement on the elements needed to get each score

16. CR Assessment Scoring
Then, give each scorer some pre-scored samples (but which do not have the scores indicated on them)
How much agreement was reached on each?
If most give the samples the same scores, they are ready to start scoring
If high levels of agreement are not reached, repeat the step above

17. CR Assessment Scoring
It may be important to double-score responses if the results will have high stakes for students (or educators)
Double scoring will assure that all scorers continue to use the same standards
Even for lower stakes uses, double scoring at least a small sample of papers (e.g., 10% to 20%) will assure that

18. CR Assessment Scoring
Continue to score all of the responses from students for one item before repeating this process for additional CR items
Try to conduct the scoring in the shortest time period possible, so that scorers (teachers) don’t forget the rubric or how to score the students’ responses

19. Preparing Score Reports
Once the scoring is completed, it is time to summarize the data and to prepare score reports that are needed by different users:
Students and Parents
Teachers
School Administrators
Public

20. Preparing Score Reports
The online system or the electronic scoring system you used may prepare these (and other) score reports for you.
If not, think about ways that you can report results that various users would benefit from
More information on this is provided in a later module

21. Summary In this module, you learned:
How to prepare the assessments to be administered
Different ways the tests could be given
How SR and CR items could be scored
The analysis of the assessment results
Preparation of score reports

22. Series Developers Kathy Dewsbury White, Ingham ISD
Bruce Fay, Wayne RESA
Jim Gullen, Oakland Schools
Julie McDaniel, Oakland Schools
Edward Roeber, MSU
Ellen Vorenkamp, Wayne RESA
Kim Young, Ionia County ISD/MDE

23. Development Support for the Assessment Series
The MAC Common Assessment Development Series is funded in part by the Michigan Association of Intermediate School Administrators
In cooperation with
Michigan Department of Education
Ingham and Ionia ISDs, Oakland Schools, and Wayne RESA
Michigan State University