SEMINAR

ON
ADMINISTRATION,
SCORING
AND
REPORTING

Submitted to: Submitted by:

Mrs Shahnaaz mam Salehabanu
HOD of OBG and principal MSc (n) Ist yr.
 STUDENT PROFILE

Name of the student: saleha banu

Class: msc n 1st year
Subjec: Nursing education.
Topic: Flip chart and pamphlet.
Method of teaching: Lecture cum discussion.
Group: Msc (n) Ist yr.
Date of presentation: /9/2018.
Place of presentation: Msc (N) Ist yr classroom.
AV aids: transparency, flipcharts, pull chart, handouts and
Stick chart
Supervised by: Mrs Shahnaaz mam
Principal and HOD of OBG
GENERAL OBJECTIVES:

By the end of my class room presentation the group will be able to gain in depth knowledge
regarding administration scoring and reporting.

SPECIFIC OBJECTIVES:

by the end of class room teaching the group will be able to

 explain about administering a test.

 Discuss process of evaluation.
 Illustrate scoring test.
 Enumerate methods of grading
 Describe objective test.
 Brief not on scoring essay test.
 Explain in detail about item analysis
 ADMINSTRATION

TEST ADMINISTERING

Introduction:

Effective classroom teaching begins with a test plan. that specifically describes the
instructional objectives. And content to be measured and relative emphasis to be given to each
intended learning outcome. This is followed by selection of the most appropriate item formula
eg: multiple choices and essay.

The only way we can ensure that a classroom test will serve a intended purpose is to identify
the learning outcome we want to measure than to construct test items

We must also assemble the items in to test, prepare direction, administer the test score the test
and interpret and appraise the result.

ADMINISTERING A TEST:

•SELECT UNIT
PLANNING THE TEST •OBJECTIVE OF SET
•PREPARING WEIGHTAGE

BLUE PRINT •ADVANCE PLAN

•PREPLAN FOR SELECT CORRECT QUESTION
PREPARATION •GIVING WEIGHTAGE FOR QUESTION

•ARRANGE TEST ITEM EASY TO DIFFICULT

PREPARING THE TEST •INSTRUCTIONS OF LEARNER IN WRITTING A TEST
•FIX NORMS FOR GRADING

•UNIFORMITY
ADMINISTERING THE TEST •PROPER ENVIRONMENT OF TEST

SCORING THE TEST •BAS\SED ON PRINCIPLES OF EVALUATION

•OUTCOME EDUCATIONAL OBJECTIVE

EVALUATING THE TEST •INDIVIDUAL PERFORMANCE
•GROUP COMPARIISONS
ADMINISTERING A TEST

Planning the test:

1. Unit plan has to be developed, teacher’s careful analysis of the content and his plan for
promoting pupils learning.
2. Preparing weightage table

To enhance content validity objectives has to be prepared in terms of knowledge,

understanding and application oriented, number and usability of concepts

Blue print:

It is a three-dimensional chart which has a provision for giving weight age for objective
content and form of question. It depicts the true nature and purpose of test.

It describes the feasibility of items, guides to correct question, helps the student to advance
plan for development of study learning experiences.

Preparing the test:

The teacher has to prepare the test in accordance with the blue print, arrange the test item
ascending order of difficulty, prepare instructions for the students in writing principles of
valuation and fix norms for grading.

Administering the test:

It plays a vital role in enhancing the reliability of the test scores. Test should be administered
in a congenial environment strictly as per the instructions planned and assure uniformity of
conclusion to all the people tested.

Scoring the test:

The principles of evaluation should be followed in scoring the test. It enhances the objectivity
and reliability of the test.
Evaluating the test:

Learning activity are the methods techniques which the class teacher employs to help pupils
to learn the content and realize the objective.

The mean of determining the extent to which the learning activity has been effective are
termed as evaluation procedure or testing.

The test square must be evaluated in relation to the objectives and learning experiences
planned so that the components may be modified. To evaluate the individual performance and
progress his scorers and his previous scores it helps to uplift the total programme.

The process of evaluation

 Identifying and defining general objectives.

 Identifying and defining specific objective.
 Selecting teaching poi8nt through teaching point objectives can be realized.
 Planned suitable learning objectives, teaching points and learning objectives.
 Evaluating; the teacher observes and measures the challenges in the behaviour of the
pupil through testing.

SUGGESTION FOR ADMINISTERING TEST

1. Do not talk unnecessarily before the test

2. Keep interruption to a minimum during the test.
3. Avoid giving hints to pupils who ask above individual items
4. Discourage cheat5ing if necessary.
SCORING THE TEST
If the pupils are recorded the test paper itself, a scoring key can be made by marking
the correct answers on a blank copy of the test.
As each test paper is scored, mark each item that is answered incorrectly.
Scoring objective tests
In scoring objective tests, each correct answer is usually counted as one point.
When pupils are told to answer every item on the test, a pupils score is simply the
number of item answered correctly.
Scoring essay question:
When the necessary preliminary steps have been taken in constructing essay question.
The following suggestion can be used to increase the reliability of scoring.
o Prepare an outline of the expected answer in advance
o Use the scoring method that is most appropriate.
o Decide how to handle factors that are irrelevant to the learning outcome being
measured
o Evaluate the answers to one question before going on the next one.
o Evaluate the answers without looking at pupil’s name
o If especially important decisions are to be based on the results obtain two or
more independent rating.
Bluffing a special scoring problem:
It is possible for students to obtain higher scores on essay question than they deserve
by means of clever bluffing, this is usually a combination of writing skills, general
knowledge and the use of common “tricks of the grade”
Following are some ways that students might attempt to influence the teacher and thus,
increase their marks
 Writing something for every question.
 Stressing on important of the topic covered by question
 Agreeing with the teachers view whenever it is appropriate
 Being a name dropper.
 Writing on a related topic and fitting to the question.
 Writing in general items that can fit many situations.
GRADING

MEANING OF GRADING:

Grades are standardised measurement of varying level of comprehension within a subject area

Definition:

Grading is a means for reporting the result for evaluation

Shabeer p.basheer.

Methods of grading:

Analytical method:

In analytical method the ideal answer to question is specified in advance, although it need not
to be in the ideal or model answer is broken down into specific points. The students sure are
based upon the no of points contained in his answer. In addition, component part such as
“effectiveness of expulsion.” Logical organization and support statement are specifying and
assigned points or values. In essence, it is a checklist that can be used quit objectively

Advantages:

a. It can yield very reliable source.

b. The preparation of detailed answer may bring to the teacher. Attention such error as
faculty wording extreme difficulty, completely of the question and unrealistic time
limit.
c. The subdivision of the model answers can make it easier to discuss with the students
the marks awarded to them

Limitations:

a. It is very laborious and time consuming.

b. In attempting to identify the elements, undue attention may be given to superficial
aspects.
Global method:

Sometime refers to the holistic and rating 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 standard assign a rating to the
responses use good average poor foe final discrimination use: superior quality, below average
quality and inferior quality. Standard: each set of responses should be read and classified at
least twice.

Advantages:

It is very effective when large number of essays is to be ready.

Sequential scoring:

In order to bring more objective, the answer can be scored beautifully. That is the same teacher
valuing the answer of a particular question.

Advantages:

a. Reliability will be higher.

b. More objective.

Grading Versus Marks

Traditionally, we resort to assign ‘marks’ for the learner’s performance in a test we generally
use 0 - 100 scale. Here we assume that the performance of a learner can be analysed into a
hundred constituent ‘units’ of equal ‘weight’. But the assumptions is false because,

a) All the learner task cannot be analysed into exactly hundred equivalent units.
b) Mathematical precision is an almost impossible aim to realise in the evaluation of
achievement of human abilities in the three domains the cognitive affective and
psychomotor.
c) This system of marking also suffers from two kinds of errors caused by subject
variability and examiners variability.

If the letters A B C D and E are used as grades the highest score are assigned a grade of A, the
next highest group a grade of B and so on. The letter grade is now here at exact as a percentile
rank but it is usually a crude approximation of percentile rank. It does not supply a more
information than a raw score. The grading system take the emphasis away from marks.

the use of percentile rank is a much more exact procedure in that it gives us the relative position
of every individual and does not merely place each individual in one of the board categories.

Some of the purposes which are served by grades and would not be the detail result of other
method of evolution are,

i. A grade provides is summarising appraisal. It gives us an overall assessment of many

procedures for evaluating achievement such as tests, oral recitation, observation of
performance, written assignments etc.
ii. A grade provides see pupil with a subjective judgement that he seems to Desire and that
can be of great value of him.
iii. A grade provides is simple summary for parents.
iv. Grades can serve a motivational function.

Advantages of Letter Grades

1. This method of grading gives a student immediate information about his relative
position in a group.
2. It also provides a somewhat fairer means of combining scores from several tests.
3. A grade estimate more realistically and reliably than the false precision in terms of
marks.
4. A grade reduces the broad range of scale to a viable short range.
5. The narrow range scale used in grading not only minimise the inter-examiners
differences in evolution but also lessens the disparity in the value is scores in different
subjects.
6. The grading system makes it possible to compare among various disciplines and within
various subjects in a particular discipline.
7. For teachers and examiner 'direct grading' is also possible. This definitely possesses
merits over the process of initial marking and then conversion into grades.
Limitations:

i. The letter grades are nowhere as exact as a percentile rating.

ii. The letter grades are merely a crude interpretation of a raw score.

How to assign grades:

There is no entirely scientific and objective procedure for assigning grades. One of the method
known as the dichotomous system involves only two categories- pass\fail or
satisfactory\unsatisfactory. This is highly subjective and based upon casual observation; and
such judgement is highly susceptible to error.

Teachers can use procedure that are quite objective for making assessment of a pupil’s
achievement, such as PRs and standard scores, etc.

To obtain them involves operations which are quite objective and mathematical. But when it
becomes necessary for the teacher to decide how many subjective judgements. The subjective
judgement is still a very big factor in determining the number of person who receive the
different grades.

One of the popular and supposedly objective procedure for assigning grades is called normal
curve method. Some persons feel that this provides a highly scientific method which is
independent of teacher’s judgement.

The basis of this procedure is the fact that many characteristics of a human beings such as
height weight and measurement of IQs if obtained for large representatives group of people for
the same age, will show a normal distribution.
Procedure for assigning the grades:

Grades are always call for certain arbitrary and subjective decision. However, in grading the
teacher should employ as much objective data as he can obtain and make use of certain
mathematical procedure

For this purpose, the following methods are suggested;

 Record the result for all methods of evaluation on a numerical basis.

 Transform these measures into PRs
 Multiply each such transformed score by the desired relative weight.
 Sum up the weigh score to get a grand total.
 Use the grand total as a basis for assigning a grand total as a basis of assigning a letter
grade. Here, some standard should be set by a school or school system, indicating the
percentages of students that should receive each letter grade.

Eg

 A: top 15% of the students.

 B: next 25%
 C next 35%
 D next 15%
 E bottom 10%

The overall goal of assessment is to improve students learning. Assessment provides

students, parents guardians with valid information concerning student progress and their
attainment of the expected curriculum.
 OBJECTIVE TEST

objective test items are items that can be objectively scored items on which person select a
response from a list of option.

Classification of objective type test;

i. Supply type or recall type:

 Short answer.
 Completion.
 Association.
ii. Selection type or recognition type:
 Alternate response test.
 Matching.
 Multiple choices.
iii. Context dependent type;
 Pictorial form
 Interpretative.

Short answer type items;

The 3 common varieties of the short answer form are:

o The question variety: here the item is presented as direct question eg who the founder
of modern nursing is.
o The completion variety; here an incomplete statement is used eg; sphygmomanometer
is used to measure blood pressure.
o The association variety; here a few items are given outside the bracket. Students are
expected to write the exactly related response in the bracket. Eg; write the measures of
the common instrument which measures the following temperature (……), blood
pressure (…….)
 Alternative response type test

An alternate Response Test item consists of a declarative statement that pupils is asked to
Mark true of false right or wrong correct or incorrect yes or no fact or opinion agree or
disagree and the like

 The item in this classification ask the students to match one meaning of a fact, Idea,
concept, convention, or definition, with the one presented to him/her
 The student is asked to accept or reject the statement given to them.
 This form to test item is used to most often in relation to the recall level of cognition.

Multiple choice type test items

A multiple-choice item consists of a problem and a list of suggested solutions. The problem
may be stated as a direct question or incomplete statement and is called the stem of the item.
The test of suggested solution may include words, number, phrases or symbols and are called
alternatives (also called choices or options). The student is typically requested to read the stem
and the list of alternatives and to select the one correct/best alternative.

A multiple-choice item has 2 parts:

1. Stem: consisting of direct question or an incomplete statement, this is answered or

completed by one of the alternatives.
2. Options or responses: there will be two or more alternative consisting of answers to
questions or completion of the statement in which there are ‘distracters’ and ‘key’. All
incorrect and less appropriate alternatives are called “distracters” or foils. and the student
task is to select the correct or best alternatives forms of all options, the correct or best
alternatives called as ‘key’.

Matching type test items

These items require student to match information in 2 columns. Items of left column are called
premises and those in the right-hand column are called responses. Students are required to
locate the correct response for each premise.
Tips for Constructing Essay Type Questions

i. Restrict the use of essay questions to those learning outcomes that cannot be
satisfactorily measured by objective items.
ii. Formulate questions that will call forth the behaviour specified in the learning
outcomes.
iii. Phrase each question so that the student's task is clearly indicated.
iv. The expected length of the answer of each question should be indicated on the test
form.
v. While preparing questions it should be kept in mind that the maximum subject
matter content is covered.
vi. The question should clearly indicate the significance of each part show that students
may determine the time to be devoted to each part. This can be done by dividing
the question into component parts and offering marks according to the significance.
vii. Avoid the use of optional questions.

Scoring essay questions

1. Prepare an outline of the expected answer in advance:

This should contain the major points to be included, the characteristic of the answer to
be evaluated and the amount of marks to be allotted to each preparing a scoring key
provides a common basis for evaluating the student' answers and keeps the standard
stable throughout the scoring.
2. Use the scoring method that is most appropriate:
There are two common methods of scoring essay. One is called the point method and
the other the rating method. With the point method, each answer is compared with the
ideal answer in the scoring key and a given number of points are assigned according to
the adequacy of the answer. With rating method, each paper is placed in one of the
number of files as the answer is read. These piles might be used ranging in value from
eight points to none. Usually between five and ten categories are used with the rating
method. Restricted response questions can generally be satisfactorily scored by the
point method. The extended response question, however, usually requires the rating
method.
3. Decide how to handle factors that are irrelevant to the learning outcomes being
measured: Several factors influence our Evolutions of answers to essay questions that
are not directly pertinent to the purposes of measurement. Prominent among these are
legibility of handwriting, spelling, sentence, structure, punctuation and neatness. we
should make an effort to keep such factors from influencing our judgement when
evaluating the content of the answers. In some instances, such factors may, of course,
be evaluated for their own sake. When this is done, we should obtain a separate score
for written expression for each of the specific factors. As far as possible, however, We
should not let such factors contaminate the extent to which out test scores reflect the
achievement of other learning outcomes. another decision concern the presence of
irrelevant factors is to decide in advance approximately how much the score on which
question is to be lowered when the inclusion of irrelevant material is excessive.
4. Evaluate all answers to one question before going to the next one: One factor that
contribute to unreliable scoring of essay questions is a shifting of standards from one
paper to the next. A paper with average answers may appear to be of much higher
quality with it follows a failing paper then when it follows one with their perfect
answers. One way to minimize this is to score all answers to the first question, shuffle
the papers, and then score all answers to the second question and so on, until all of the
answers have been scored. A more uniform standard can be maintained with this
procedure, because it is easier to remember the basis for judging each answer and
answers of various degree of correctness can be more easily compared. evaluating all
answers to one question at a time helps counteract another type of error that creeps into
the scoring of essay questions. When we evaluate all the answers on a single paper at
one time, the first few answers create a General impression of the student's achievement
that influence our judgement concerning the remaining answers. Thus, If The first
answers are of high quality, we tend to an underrate them. This" halo effect" is less
likely when the answers for a given student are not evaluated in continuous sequence.
5. Evaluate the answers without looking at the student's name: The general impression we
form about each student during our teaching is also a source of bias in evaluation essay
questions. When possible, the identity of the students should be concealed until all
answers and scored.
6. If especially important decisions are to be based on the results, obtain two or more
independent ratings: Sometimes essay questions are included in test used to select a
student for awards, scholarships, special train and the like. In such cases, two or more
Competent Persons should score the papers independently and their ratings should be
compared. after any large differences have been satisfactorily arbitrated the
independent ratings maybe averaged for more reliable results.