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test administration and reporting

test administration and reporting

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test administration and reporting

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  1. test administration and reporting Preparing student Test Assembly Test administration Analysis of student responses Reporting

  2. Preparing students • Assess maximum, not typical, performance of the student • Give students enough information about the assessment: • Time • Pop quizzes do not assess maximum performance • Test condition (timed, speeded, take-home) • Test content • Emphasis of the test • Scoring • Test use Poor test administration conditions have the potential to interfere with students demonstrating their full potential and puts at risk the accuracy and usefulness of the data (ODE, 2014 ).

  3. Test Assembly • Purpose of the assessment being assembled • Range of content/Learning Progression to be covered • Distribution of test items • Type the test and distribute it fairly • Organization of test items • Place easier items first  minimize test-anxiety and improve validity • Give clear directions to answer each item • Provide a balance of item types, content coverage, difficulty levels • Make sure adequate time is allowed

  4. Test administration considerations • Time of day • Time allotted • Proximity to teaching of targeted content • Other issues

  5. Analysis of Student Responses • Score student responses • Group students  upper-, middle-, and lower-scoring group • Did the group of students have particular difficulties? What might be done about this? • Compute item difficulty (percent of students passing item, or average score) • Analyze responses for the least and most difficult items, as well as items where most students could do • Distribution of scores per item • Does the item function differently for different groups of students?

  6. reporting • Reports should provide information about student achievement relative to the learning target (ODE, 2014).

  7. Bibliography • Nitko, A. J., & Brookhart, S. (2007). Educational assessment of students. Upper Saddle River, NJ: Pearson Education, Inc. • McMillan, J. H. (2007). Classroom assessment. Principles and practice for effective standard-based instruction (4th ed.). Boston: Pearson - Allyn & Bacon. • Oregon Department of Education. (2014, June). Assessment guidance. • Wilson, M. (2005). Constructing measures: An item response modeling approach. New York: Psychology Press, Taylor & Francis Group. • Wilson, M., & Sloane, K. (2000). From principles to practice: An embedded assessment system. Applied Measurement in Education, 13 (2), pp. 181-208. • Smarter Balanced Assessment Consortium. (2012, April). General item specifications.

  8. Creative Commons License Introduction to Test Administration and Reporting PPT by the Oregon Department of Education and Berkeley Evaluation and Assessment Research Center is licensed under a CC BY 4.0. You are free to: • Share — copy and redistribute the material in any medium or format • Adapt — remix, transform, and build upon the material Under the following terms: • Attribution— You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. • NonCommercial— You may not use the material for commercial purposes. • ShareAlike— If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original. Oregon Department of Education welcomes editing of these resources and would greatly appreciate being able to learn from the changes made. To share an edited version of this resource, please contact Cristen McLean, cristen.mclean@state.or.us.