Administering a test, scoring - grading vs marks
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The document discusses various concepts related to administering tests, scoring, grading, and marking. It provides information on: - The importance of the test administrator's role in creating a calm environment and inspiring confidence in test-takers. - Different types of tests, such as criterion-referenced tests which measure mastery and norm-referenced tests which provide relative rankings. - The process of scoring, which determines raw scores, and grading, which assigns symbols or categories to represent performance quality. - Methods of grading like the analytic method which assigns separate scores to dimensions and the global method which uses general impressions. - The difference between marking, which awards numbers or symbols to tasks, and
Administering a test, scoring - grading vs marks
- 1. Administering a Test Scoring Grading vs Marks EARNEST LAMUEL
- 2. Concept of Administering a Test Administering the written test is perhapsthe most important aspect of the examining process. The test administrator’s manner, bearing, and attitude may well inspire confidence in competitors and put them at ease while participating in the testing process. Administering the written test is perhaps the most important aspect of the examining process. The atmosphere the test administrator creates in the test room and the attitude the test administrator displays in performing his/her duties is extremely important. The test administrator's manner, bearing, and attitude may well inspire confidence in competitors and put them at ease while participating in the testing process.
- 4. STEPS
- 5. PRINCIPLES
- 6. Things Needs to be avoided while administering a test
- 8. Types of Administering a Test Criterion referenced tests – They are those that are constructed and interpreted according to a specific set of learning outcomes. This type of test is useful for measuring mastery of subject matter. An absolute standard of performance is set for grading purposes.
- 9. Types of Administering a Test Norm referenced tests – They are those that are constructed and interpreted to provide a relative ranking of students. Norm referenced tests are based on measurement of content according to test plan and blue print. This type of test is useful for measuring differential performance among students. A relative standard of performance is used for grading purposes.
- 10. SCORING
- 11. Concept of Scoring Scoring is the process of determining the first direct, unconverted, uninterrupted measure of performance on a test usually called a raw score or observed score. The raw score represents the number of points awarded to separate parts of an assessment. On the other hand, grading or marking is the process of assigning a symbol to represent the quality of student’s performance. Symbols can be : Letters : A, B, C, D, E, F Categories : Pass – Fail; Satisfactory – Unsatisfactory Integers : 9 through 1 Percentage: 100, 99, 98 and so on In most cases, test scores should be converted to grades for the purpose of later computing a final average grade. Instead the teacher should record the actual scores and then combine them into a composite score that can be converted into a final grade. Recording scores contributes to greater measurement accuracy because information is lost each time scores are converted into grades.
- 13. Issues involved in Scoring Human scoring is often variable, which is why computer scoring is preferred when feasible. Open-ended components of tests are often only a small proportion of the test. Most commonly, a major test includes both human- scored and computer-scored sections. These major tests do not measure the student's overall ability in learning.
- 14. GRADING
- 15. Concept of Grading Grades provide feedback and motivation for students. Assignment of grades may be guided by the institution policy or scale in academic setting. The two basic methods for assignment are the absolute and relative scales. Grading refers to the process of using symbols, such as letter to indicate various types of students progress (Nitko 2001).
- 20. Analytic Method Analytic scoring is a method of evaluating student work that requires assigning a separate score for each dimension of a task. Often used with performance assessment tasks, analytic scoring rubrics specify the key dimensions of a task and define student performance relative to a set of criteria across performance levels for each dimension. For example, analytic rubrics used to evaluate student essay writing often include the following dimensions: development of ideas, organization, language use, vocabulary, grammar, spelling, and mechanics.
- 21. Analytic Method Advantages:- It can yield very reliable scores. The preparation of detailed answer may bring to the teachers. Attention such errors as faculty wording extreme difficulty, complexity of the question and unrealistic time; limits. The subdivision of the model answer can make it easier to discuss with the students the marks awarded to them. Limitations:- It is very laborious and time consuming. In attempting to identify the elements, Undue attention may be given to superficial aspects.
- 22. Global Method In global scoring the ideal answer is not subdivided into specific points and component points. The examiner is interacted to read the responses rapidly from a general impression and using some slandered assign a rating to the responses-use good-average-poor for final discrimination use. Advantages:-it is very effective when large numbers of essays are to be ready.
- 23. MARKING
- 25. Concept of Marking Marking is the process of awarding a number (usually), or a symbol to represent the level of student learning achievement. The most common method is by adding up the number of correct answers on a test, and assigning a number that correlates. Higher numbers reflect better quality work. As a rule, marking applies to students' level of performance in individual assessment tasks, not to overall achievement in a course.
- 26. Marking Criteria & Standards Marking criteria are the categories or dimensions that the marker will be using to judge the student work. (e.g. quality of argument, research, technical aspects, etc). Standards are the actual level of performance which might be achieved by students against each criterion. Standards may be described using a variety of outcome descriptors: Excellent, good, satisfactory, poor, very poor Competent, satisfactory, not yet satisfactory Level 1, 2, 3, 4, 5 What is essential is that there is a clear, unambiguous statement describing what level of performance is expected for each standard.
- 28. Grading vs Marks Both marks and grades are symbolic representations that summarize the quality of student work and level of achievement. Marks and Grades are used to represent the level of learning a student has achieved. Marks are scores, mostly numerical, applied to individual tasks. Raw marks are usually added up and converted to a Grade which represents a band of achievement at course level.
- 29. Why Grading is Better than Marks
- 32. Role of Nursing Teacher Once the items, directions, and answer key have been written, the nursing teacher should consider the manner in which the test will be presented in advance. Factors such as duplication, visual aids, and use of the blackboard should be considered in advance to insure clarity in presentation as well as to avoid technical difficulties.
- 33. Establish Classroom Policy Because discipline is a major factor in test administration, the teacher must establish a classroom policy concerning such matters as tardiness, absences, make-ups, leaving the room, and cheating. The teacher must also advise students of procedural rules such as:
- 34. Teaching Test – Taking Techniques Perhaps the greatest psychological impediment most test-takers face is a lack of knowledge about test-taking techniques. Students often fail tests not because they do not know the material but because they do not understand the procedures and techniques for successful test-taking. If a test is to be as fair as possible, students must understand both test-taking procedures and techniques.
- 35. Teaching Test – Taking Techniques This means that the teacher should familiarize his/her students with: The type of test to be given (e.g. diagnostic, proficiency, achievement, etc.) and how to study for it. The types of items which will appear on the test and how to respond to them (e.g. matching, fill in the blank, essay questions, etc.). The types of directions commonly accompanying certain types of test items. Strategies for successful test-taking (e.g. time management, the process of elimination, guessing, etc.).
- 36. THANK YOU