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How to deal with the issue Monitoring class proctoring Feeling a ccountabl e for the exam

FOCUS GROUP B Melinda Moss Şenel (Koç University ) Aylin Ünaldı (Boğaziçi University ) Ayşe Ekici (Pamukkale University ) Zeynep Mısırcı (Yaşar University ), Dilek Eryılmaz Salkı (Özyeğin University ) Sultan Zeydan (Özyeğin University ).

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How to deal with the issue Monitoring class proctoring Feeling a ccountabl e for the exam

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  1. FOCUS GROUP BMelindaMoss Şenel (Koç University)Aylin Ünaldı (Boğaziçi University)Ayşe Ekici (Pamukkale University)Zeynep Mısırcı (Yaşar University),Dilek Eryılmaz Salkı (Özyeğin University)Sultan Zeydan (Özyeğin University)

  2. Scenario 1: During the administration of the test you notice that the proctor does not adhere to the proctoring guidelines, which affects test taker performance and exam reliability. What actions would you take?

  3. How to deal with theissue • Monitoring class proctoring • Feeling accountable fortheexam • Conveying clear messages to the instructor (this is not personal but institutional responsibility) • Warningthe instructor How to prevent the issue • Orienting/organizingthe groups accordingly throughout the year • Informingthestudents about the exam • Assigningtwo proctors toeach classifpossible • Clear and precise communication of guidelines. • Talkingabout what to do during an unexpected situation

  4. Scenario 2: While spot-checking marked writing/speaking tests you notice that one of the markers has low intra-rater reliability; that is, the marker has been inconsistent in the marks that s/he has given. This caused a high discrepancy between the first and second marker and affected the reliability of your test scores. What actions would you take?

  5. Peer training • Givinginstructorclearfeedback • Asking forthe 3rd marker (especially in theproficiencyexams) • In case of consistent inconsistency, we don’t use the marker again forhigh-stakesexams • Settingconsistentandclearstandardsat alllevels • Rotating the teachers among the levels to familiarizewith the other levels • Forming some focus groups and put the unreliable teachers in these groups.

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