Administering, Analyzing, and

Improving the Written Test

Assembling the test

• You have already–Written objectives–Written test items

• Now you have to– Package test– Reproduce test

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

Packaging cont.

• Check your answer key• Determine how student record

answers• Provide space for name (and date)• Check test directions• Proofread test

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

Test Assembly ChecklistYES NO

1. Are items of similar format grouped together? _____ _____2. Are items arranged from easy to hard levels of

difficulty? _____ _____3. Are items properly spaced? _____ _____4. Are items and options on the same page? _____ _____5. Are diagrams, maps and supporting material above

designed items and on the same page with items? _____ _____6. Are answers random? _____ _____7. 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? _____ _____

Administering the Test

• Maintain a positive attitude• Maximize achievement motivation• Equalize advantages• Avoid surprises• Clarify rules• Rotate distribution

Administering cont.

• Remind students to check copies• Monitor students• Minimize distractions• Give time warnings• Collect test uniformly

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

Analyzing the Test• Quantitative item analysis• Qualitative item analysis• Key• Distracter• Difficulty index (p)• Discrimination index (D)– Positive– Negative– Zero

(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)

Example

Example for item Y (Class size = 28)Options A* B C DUpper4 1 5 4Lower1 7 3 3

p ?D ?

Example

Example for item Z (Class size = 30)

Options A B* C DUpper3 4 3 5Lower0 10 2 3

p ?D ?

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

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

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!