1. Administering, Analyzing, and Improving the Written Test

2. Assembling the test You have already Now you have to
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 Lower p ? D ?

13. Example
Example for item Z (Class size = 30) Options A B* C D Upper Lower 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!