Test Administration, Test administration, Test-taking Strategies
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The document provides guidance on revising and administering tests, as well as understanding student test-taking strategies. It discusses checking venues and materials for test administration and conducting quantitative and qualitative item analyses to evaluate difficulty, discrimination, and alignment to objectives when revising tests. It also notes that students typically read questions first and rely on matching and prior knowledge when answering, so practice tests can help orient them to task requirements.
Test Administration, Test administration, Test-taking Strategies
- 1. Test Administration Test Revision Test-Taking Strategies Sarah O. Cruz
- 2. Intended Learning Objectives To provide suggestions on how to revise and administer a test. To understand how students take the test.
- 3. Start Revising the Test Understanding Students Test-Taking Strategies Administering the Test
- 4. TEST ADMINISTRATION Checklist 1. Venue 2. Test Administrator Posture 3. Time 4. Multimedia 5. Instructions
- 5. Other Considerations: Arrangement of items Seating Arrangement Materials
- 6. TEST REVISION Item Analysis 1.Quantitative Item Analysis 2. Qualitative Item Analysis
- 7. Item Analysis Terminology Quantitative Item Analysis • A numerical method for analyzing test items employing students response alternatives or options. Qualitative Item Analysis • A non – numerical method for analyzing test items not employing students responses, but considering test objectives, content validity, and technical item quality
- 8. Item Analysis Terminology Distractor • Incorrect option in a multiple – choice item Difficulty Index P • Proportion of students who answered the item correctly. Discrimination Index D • Measure of the extent to which a test item discriminates or differentiates between students who do well on the overall test and those who do not do well on the overall test.
- 9. Discrimination Index (D) • Those who did well on the overall test chose the correct answer for a particular item more often than those who did poorly on the overall test. Positive Discrimination Index • Those who did poorly on the overall test chose the correct answer for a particular item more often than those who did well on the overall test. Negative Discrimination Index • Those who did well and those who did poorly on the overall test chose the correct answer for a particular item with equal frequency Zero Discrimination Index
- 10. Consider the case below Suppose your students chose the options to a four – alternative multiple – choice item. Let C as the correct answer. A B C* D 3 0 18 9 How does this information help us? Is the item too difficult/easy for the students? Are the distractors of the items effective? Item X
- 11. To compute the difficulty level of an item; A B C* D 3 0 18 9 What is the difficulty level of the item? Do you consider the item difficult or easy? Why? Item X
- 12. Solving the difficulty index Since the difficulty level of the item is 0. 60 (60%), the item is moderately difficult. A B C* D 3 0 18 9 Item X Note: If P level > 0.75, the item is considered relatively easy. If P level < 0. 25, the item is considered relatively difficult.
- 13. Discrimination Index Steps in determining Discrimination Index 1. Arrange the papers from highest to lowest score. 2. Separate the papers into an upper group and lower 3. For each item, count the number in the upper group and the number in the lower group that chose each alternatives
- 14. 4. Record your information for each item Example for item X ( Class Size = 30) Options A B C* D Upper 1 0 11 3 Lower 2 0 7 6
- 15. 5. Compute D, by plugging the appropriate numbers in the formula What is the discrimination index of item X? Is the discrimination index positive or negative? Which of the groups frequently get the item correctly? (if group sizes are unequal, choose the higher number)
- 16. Since the discrimination index of item X is 0. 267, which is positive. More students who did well on the overall test answered the item correctly than students who did poorly on the overall test.
- 17. Implication Difficulty Level (p) = 0. 60 Discrimination Index (D) = 0.267 Should this item be eliminated? The item is considered a moderately difficult item that has positive (desirable) discrimination ability. NO
- 18. Should any distractor(s) be modified? Option B is ought to be modified or replaced. A B C* D 3 0 18 9 Item X YES (No one chose it)
- 20. QUALITATIVE ITEM ANALYSIS – Matching items and objectives – Editing poorly written items – Improving content of the validity of the test – Analyzing grammatical cues, specific determiners, double negatives, multiple defensible answers, and items that fail to match instructional objectives
- 21. Guide Questions for Qualitative Item Analysis Is the difficulty of the item appropriate for the students to be tested? Is each test item independent and are the items, as a group, free from overlapping? Do the items to be included in the test provide adequate coverage of the table of specifications? Is the item stated in simple, clear language?
- 22. Does each test item measure an important learning-outcome included in the table of specifications? Is each item type appropriate for the particular learning outcome to be measured? Does each item present a clearly formulated task? Is the item free from extraneous clues? Guide Questions for Qualitative Item Analysis
- 24. Study Findings: Students read the questions first ,then look for the corresponding answer Students stop reading the alternatives as soon as they have found one that they decide is correct
- 25. Study Findings: Students use matching strategy where material in the passage is matched with those in the alternatives Students rely on their prior knowledge and general vocabulary
- 26. Study Conclusion
- 27. Study Recommendation GIVE PRACTICE TEST Orient students on how to perform a particular task which may require a subtle or major shifts in response behavior.
- 28. Summary Insights The choice of testing format The choice and wordings of instructions The value and feasibility of coaching the respondents in how to take the test