Scribd
Upload
9 views3 pages

Test Administration

The document outlines the process of test administration, including pre-test preparation, monitoring during the test, and post-test collection. It also discusses item analysis to evaluate test quality based on difficulty, discrimination, and distractor effectiveness, along with strategies for modifying test items to improve their effectiveness. Finally, it emphasizes the importance of implementing changes through pilot testing and expert review before full implementation.

Uploaded by

tehreemshakirch
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
9 views3 pages

Test Administration

The document outlines the process of test administration, including pre-test preparation, monitoring during the test, and post-test collection. It also discusses item analysis to evaluate test quality based on difficulty, discrimination, and distractor effectiveness, along with strategies for modifying test items to improve their effectiveness. Finally, it emphasizes the importance of implementing changes through pilot testing and expert review before full implementation.

Uploaded by

tehreemshakirch
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 3

Administration/Conducting the Test

This phase involves preparing, distributing, and monitoring the test to ensure fairness and accuracy in
assessing students' knowledge.
Steps in Test Administration:
a. Pre-Test Preparation:
 Setting the Test Environment: Arrange the seating to minimize cheating and distractions.
Ensure proper lighting and ventilation for a comfortable testing atmosphere.
 Printing and Organizing Test Materials: Make enough copies of the test and check for
printing errors before distribution.
 Clarifying Test Instructions: Inform students about the format (e.g., multiple-choice, essay,
true/false), time limits, and how they should respond.
 Distributing Answer Sheets: Ensure students receive the necessary materials (answer sheets,
rough paper, etc.) and explain how to fill them correctly.
b. During the Test:
 Supervision and Monitoring: Walk around the room to observe students and address any
issues.
 Clarifying Questions: If permitted, clarify instructions without giving hints about answers.
 Time Management: Announce time reminders at intervals to help students pace themselves.
c. Post-Test Collection and Organization:
 Collecting Answer Sheets Systematically: Ensure all students submit their papers before
leaving the room.
 Verifying Completeness: Check if all answer sheets have been received and that no student has
left blanks or missed pages.
 Sorting and Coding: If necessary, assign identification numbers to answer sheets for
anonymity before grading.

Item Analysis
Item analysis helps evaluate the quality of test items by checking their difficulty level, ability to
discriminate between high and low performers, and effectiveness of multiple-choice distractors.
a. Difficulty Index (P-Value)
 Formula:
P= Number of students who answered correctly / Total number of students
Interpretation:
o P > 0.80 (Too Easy) – Most students answered correctly; consider making it more
challenging.
o P < 0.30 (Too Hard) – Very few students got it right; consider revising the question.
o Ideal Range: 0.30 to 0.80 for good differentiation.
b. Discrimination Index (D-Value) – Does the Question Differentiate High and Low Performers
 Steps to Calculate:
1. Divide students into two groups – Top 27% (high scorers) and Bottom 27% (low
scorers).
2. Count correct responses in both groups.
3. Apply the formula:
D= Number correct in high group − Number correct in low group / ½ Total students in both groups
Interpretation:
o D > 0.40 – Excellent item; it effectively differentiates students.
o D between 0.20 and 0.39 – Acceptable but could be improved.
o D < 0.19 – Weak item; needs revision or removal.
c. Distractor Analysis – Are the Wrong Choices Effective?
 Steps to Evaluate:
1. Count how many students selected each option (correct answer and distractors).
2. A good distractor should attract some students (not just be ignored).
3. If a distractor is never chosen, it might be too obviously incorrect and should be revised.
 Example of a Poor Distractor:
o Question: What is 5 × 6?
 (A) 30 ✅(Correct)
 (B) 28 ❌(Chosen by 40%)
 (C) 500 ❌(Chosen by 0%)
 (D) 1 ❌(Chosen by 0%)
o Here, (C) and (D) are ineffective distractors because no one chose them. A better
distractor would be "35", as students might confuse it with addition (5 + 6).

Modification of Test Items


After analyzing test items, necessary revisions should be made to improve their effectiveness.
a. Revising Items Based on Difficulty:
 If an item is too easy (P > 0.80):
o Increase complexity by requiring higher-order thinking (e.g., applying knowledge
instead of recalling facts).
o Add distractors that are more plausible.
 If an item is too hard (P < 0.30):
o Simplify the wording or clarify confusing parts.
o Provide additional context or examples to make the question more accessible.
b. Improving Items Based on Discrimination Index:
 If D is low (< 0.19), the item is ineffective. Possible reasons:
o The question is too difficult for both high and low scorers.
o The question is too easy (everyone gets it right).
o The correct answer is ambiguous or misleading.
 How to fix it:
o Adjust the question so that high-achieving students are more likely to answer correctly
than low-achievers.
o Ensure the correct answer is clear and logical.
o Replace weak distractors with better alternatives.
c. Enhancing Distractors for Multiple-Choice Questions:
 Make all options grammatically consistent and similar in length.
 Avoid clues (e.g., one option being much longer than the others).
 Ensure that incorrect answers are plausible.

Final Steps: Implementing Changes and Retesting


After modifications, the revised test should be:
 Pilot tested with a small group of students before full implementation.
 Reviewed by peers or subject experts to ensure validity.
 Administered in a new test cycle, followed by another round of analysis.

You might also like