UTILIZATION OF

TEST RESULTS

DR. TWILA G. PUNSALAN

Philippine Normal University
 Use of Test Results

STUDENTS
TEACHERS

Test
Results

OTHER
STAKE-
PARENTS HOLDERS
 Use of Test Results

STUDENTS
STUDENTS TEACHERS
New
understanding
of what and Test
how they are Results
learning OTHER
STAKE-
PARENTS HOLDERS
 Use of Test Results
STUDENTS
Review the examination
with the students
Model correct Teach
written them a
answers. Return powerful
their study
tests skill.
 Have students analyze their
performance
Do they Did they Did they
understand
how they know the prepare for
material? the test
did on a effectively?
test, and
why?
Is there anything
How well they would do
did they differently if they
perform had to study for
during and take the test
the test? again?
Have each student fill out a
test-analysis questionnaire

A powerful
tool for
helping Thinking
students About My
improve their
test-taking Test
abilities.
Thinking about My Test
Name: __________________________
Date:____________________
Tests are one of the many ways to find out what I know and
understand about a topic.

My mark on the ____________________ test was

_________________________________.
This mark tells ________________________
______________________________________.
I did well on the following questions:
__________________________________________
__________________________________
I was successful on these questions
because
__________________________________________
_______________________
__________________________________________
_______________________
To be even more successful on future
tests I need to
__________________________________________
_______________________
__________________________________________
_______________________
My teachers and parents can help me
improve my learning by
_______________________________
_______________________________
_______________________________
_______________________________
_____
© 2004 Smart Tests by Catherine Walker and Edgar Schmidt.
Permission to copy for classroom use. Pembroke Publishers.
Smart Tests: Teacher-Made Tests that Help Students. Catherine Walker.
Copyright © 2004. All rights reserved. No reproduction without written
permission.
 Self-reflection
• Students become more
confident and
motivated about their own
learning.

•They see how effort

contributes to learning – to
a test score.
 Self-reflection
• They realize that their marks are a
result of effective preparation,
persistent commitment, and hard
work.

• They realize that test results can

identify areas of strength as well
as areas that need improvement.
 Self-reflection

• Students can use test results

to set goals and develop
action plans for improving
their learning.
 Use of Test Results

STUDENTS
TEACHERS
TEACHERS
• rich information for
improving instruction
Test
• better
Results meeting the
needs of students,
both individually
OTHER and
collectively
STAKE-
PARENTS HOLDERS
Use of Test Results
-TEACHERS

TEST
RESULTS..
…can give excellent
feedback on how
successfully the
material was taught.
Use of Test Results
-TEACHERS

TEST
RESULTS..

… provide insight into

ways to adjust your
teaching, both the entire
class and for individual
students.
 USING TESTS FOR
GRADING

Norm-
referenced Absolute or
(Grading on criterion-
the Curve). referenced.
 USING TESTS FOR
GRADING

  Each student’s
Norm-
referenced grade indicates
(Grading on
the Curve). how the student
performed in
comparison with
the other students
in the class or
several classes in
school.
 USING TESTS FOR
GRADING

Norm-
referenced
(Grading on
the Curve).

Certain proportions
of students are given
designated grades.
 USING TESTS FOR
GRADING

Norm-
referenced
(Grading on
the Curve).

No indication of how

much students master
or what percentage of
test items were
answered correctly.
 USING TESTS FOR
GRADING

Norm-
referenced
(Grading on
the Curve).

The standard is
relative depending
on student
competitiveness
 USING TESTS FOR
GRADING

Norm-
referenced
(Grading on
the Curve).

Fosters student
competitiveness
 USING TESTS FOR
GRADING
Absolute
or
criterion-   Grading is
referenced
determined by
what level of
performance
is obtained.
 USING TESTS FOR
GRADING
Absolute
or
criterion-
referenced

No comparison with

other students, possible
for all students to get the
same grade
 USING TESTS FOR
GRADING
Absolute
or
criterion-
referenced

Absolute levels of
performance is
called percentage-
based grading
 USING TESTS FOR
GRADING
Absolute
or
criterion-
referenced

Standard set by the

percent of correct items
for each grade, but may
not be true due to
variation in item difficulty
 USING TESTS FOR
GRADING
Absolute
or
criterion-
referenced

Another type is the

use of performance-
based assessment of
skills and products,
e.g. scoring rubrics
 ISSUE on the
CURVE
Cut point
Cut point

(a) Normal Cut point

Scores
C B A
 ISSUE on the
CURVE
(b)
Sculpted
Cut point
Cut point

Scores
C B A
 ITEM Difficulty Issue

Score of Score of
=
70 70

Difficult Easy
Test Test
 ITEM Difficulty Issue

Score = Score
of 85 of 85

Teacher Teacher
A B
 Which is a more difficult item?

A. Name three energy-sources that

are non-renewable.

B. Of the following energy sources,

which energy source is non-renewable?

A. Coal B. Solar
C. Geothermal D.Falling water
 What is the difference between…

92 ? 93

• Percentage Points Issue:

• The discriminations by a scale of 1
to 100 are much finer that what can
be reliably assessed.
 What is the difference between…

77 ? 78

• Percentage Points Issue:

• There is no meaningful difference between
scores differentiated by one or two points.
 Is Percentage correct the same
as percent mastered?

75 ? %
%
• % of Mastery Issue:
• The tendency to equate percentage of
items correct with percent mastered. Items
can differ tremendously in item difficulty.
 Characteristics of Norm- and
Criterion-referenced Assessment
Norm-referenced Criterion-referenced

Interp Score compared to Score compared to

the performance of predeter-mined
retati other students standards and
on criteria
Nature Percentile rank; Percentage correct;
of standard scores; descriptive
Score grading curve performance
standards
 Characteristics of Norm- and Criterion-
referenced Assessment
Norm-referenced Criterion-referenced

Diffi- Uses ave. to diff. Uses average to

culty of items to obtain spread easy items to result
of scores; very easy in a high percentage
Test and very difficult of correct answers
Items items not used

Use of To rank order and To describe the level

Scores sort students of performance
obtained
 Norm-referenced
Effect on Dependent on
Motivation
comparison group;
competitive
Strengt Results in more difficult
assessments that
hs
challenge students
Grades determined by
Weak comparison to other
nesses students; some students are
always at the bottom
Criterion-referenced
Challenges students to
meet specified learning
target
Matches student
performance to clearly
defined learning
targets;
Establishing clearly defined
learning targets; setting
standards that indicate
mastery
 What to Include in the
Academic Performance
based on learning Final Grade?
goals for the grading
period
Tests?
Papers?
Quizzes?
Homework?
Projects?
Participation?
 What to Include in the
Academic Performance
based on learning Final Grade?
goals for the grading
period

• Those that are primarily

formative in nature, i.e. give
students practice and
feedback, may be viewed as
instruction than assessment
and may not be included in
the final grade.
 What to Include in the

Final Grade?
Academic
Performance
based on
learning goals
for the grading
period

ATTENDANCE?
EFFORT?
PERSONAL
CHARACTRISTICS?
 What to Include in the
Academic
Performance Final Grade?
based on
learning goals
for the grading
period
• The best rule for this is: the grade
should be determined only by
student academic performance.
This is essentially a matter of
maintaining appropriate validity so
that your inferences about
academic performance are
reasonable.
 How Many Assessment
The rule Grades Are Needed?
of
thumb

     The
more, the better, as
long as assessment time
does not interfere
significantly with
instructional time.
 What weight do you
give each assessment?

More important
assessments are
given greater
weight.
The most significant assessments are those that:

(1) correspond most closely to learning

goals and targets (content-related evidence
for validity),
(2) reflect instructional time,
(3) are most reliable, and
(4) most current.
 How do you Combine Different
3 Basic Scores and Grades?
Methods

     1. Eyeball method-

Simply review the scores and
grades and estimate an average for
them, without performing any
calculations. (NOT recommended)
 How do you Combine Different
3 Basic Scores and Grades?
Methods
 2. Percent Correct Method –
Combine scores to obtain a
composite percentage correct score,
which is readily converted to a grade.
One important principle here is to
convert each score or grade to the
same scale
 How do you Combine Different
3 Basic Scores and Grades?
Methods

3. Total Points Method –

Same as the percent correct
method except that give each
assessment a number of points
(instead of percent) and add the
points obtained to get the total.
 Writing Assessment Reports

General and Specific Purpose of

how test results will help the
school to improve instruction
and learning.

•Clear statement of
rationale is important
 Writing Assessment Reports

Be equally clear about what

information is to be
communicated, for what
purposes, which reporting
techniques to use
•text-based, graphical, or both.
•lengthy and elaborate,
• brief and straightforward.
 2-Step
Reporting Results
Process to Students
1.    The first step is a briefing
provided to the entire group of
who received individual results.
This briefing should present:
        An overview of the
assessment program and the
assessment instruments.
 2-Step
Reporting Results
Process to Students
        The uses that the division,
the school, and the teachers have
made or will make of the results.
        The process used to review
student results with each
individual student.
 2-Step
Reporting Results
Process to Students
        An explanation of what
results have been provided or will
be provided to students.
        The plans (if any) that have
been made to recognize
outstanding performance on the
assessment.
 2-Step
Reporting Results to
Proces Students
s

2.  The second step is individual

follow-up with students. This
meeting should focus on:
         The student's assessed
strengths and weaknesses.
 2-Step
Reporting Results to
Proces Students
s

• The relationship of these strengths and

weaknesses to other available information
about the student (from other
assessments or teacher observations).

• A recommended plan of action to address

the individual needs of the student.  
 Use of Test Results

STUDENTS
TEACHERS

PARENTS
• better Test
understanding of Results
how they can
support and motivate OTHER
their children to STAKE-
become better HOLDERS
learners
 Reporting Results to Parents:
• Students should make corrections
before they share their test results with
parents.  
• Parents also want to know how the entire
student body is performing in
comparison with other schools.
• Keep in mind that parents want to know
how the school scored overall, even if
their own children were not assessed.
 Reporting Results to Parents:

Four strategies suggested for reporting

results to parents:

(1)  individual parent/teacher conferences     

(2)  an individual written report sent home 
(3)   parent group meetings    
(4)   parent newsletter articles 
 Reporting Results to Parents:

• Written reports also should

include information
concerning how parents can
actively participate in a plan
of action to address the
instructional needs of their
child.
Learning Conferences
1.Parent–teacher–student
learning conferences.

a. A marked and corrected test

b. Tasks in which students were
successful
c. Those demonstrating areas of
difficulty
d. Highlighting areas of strength at the
beginning of the conference
Learning Conferences

e. Make both parents and students

feel more at ease and encourage
a more open and constructive
dialogue.
f. Select only one or two areas of
focus for slower students
g. A lengthy list of problems will
be discouraging for everyone.
Learning Conferences

h.  Include students in the

discussion, they may be
more willing to set goals and
make commitments
I. Encourage students to
set short-term goals that are
attainable and meaningful to
them.
 Use of Test Results

STUDENTS
OTHER
TEACHERS
STAKEHOLDERS

• help build
Test support for
Results
schools and for
initiatives that
school heads
PARENTS wish to carry
out.
 Reporting Results to the School
3-Part Board
Reporting
Strategy

First Report: Background information:

A. what was assessed,

B.what type of assessments was used,
C. why they were used, and
D. how the results will be applied and
reported.
 Reporting Results to the School
3-Part Board
Reporting
Strategy

Second report :Results of the assessment at the

school and district levels.
It should answer that typical Policymakers often ask
such as:
1. How well did each school and the district/division
perform on the assessment?
2. Are scores from each school and the district/division up
or down from last year?
 Reporting Results to the School
3-Part Board
Reporting
Strategy

3. Are students scoring at or above desired

levels?
4. What steps are being taken to examine the
assessment results and make instructional
improvements?
5. How will the results be reported to parents
and the public?
 Reporting Results to the School
3-Part Board
Reporting
Strategy

•    Third report :Status Follow-up

(Optional)
A. Follows up on the status of efforts
to improve instruction at the school
and the effectiveness of these
changes.
 Reporting Results to the School
3-Part Board
Reporting
Strategy

•  B. Conveys to the school board

that the real purpose of student
assessment is to help improve
teaching and learning, not to serve
as a scorecard on the quality of
the school.
 Reporting Results to the School
3-Part Board
Reporting
Strategy

•  C. The largest pitfall is reporting

assessment results in an unclear
manner. To eliminate this pitfall,
various school staff members to
ensure clarity should review
reports
Suggested Techniques for Reporting

60

50

40

30

20

10

0
LC 1 LC 2 LC 3 LC 4 LC 5 LC 6 LC 7
Year 2005
Year 2006
BAR GRAPH
Suggested Techniques for Reporting

60
40
20 Year 2006
Year 2005
0
LC LC LC LC LC LC LC
1 2 3 4 5 6 7

Year 2005
BAR GRAPH
Year 2006
 Suggested Techniques for Reporting
60

50

40

30

20

10

0
LC 1 LC 2 LC 3 LC 4 LC 5 LC 6 LC 7

Year 2005 50.2 38.6 47.6 45.9 56.2 55.6 50.5

Year 2006 45.9 46.9 45.2 43.9 59.1 50.3 45.2

LINE GRAPH
 Suggested Techniques for Reporting
70
95
85 60
75
50
65
55 40
45
30
35
25 20
15
10
5
-5 0
LC 1 LC 2 LC 3 LC 4 LC 5 LC 6 LC 7
Year 2005
Year 2006
LINE GRAPH
 Suggested Techniques for Reporting
60

55

50

45

40

35
LC 1 LC 2 LC 3 LC 4 LC 5 LC 6 LC 7
Year 2005
LINE GRAPH Year 2006
 Suggested Techniques for Reporting

LC 10 -4

Percentage
-3.2
LC 9 Increase/Decrease
Year 2005 and 2006
LC 8 3

LC 7 -1.8

LC 6 3.5

LC 5 4.5

LC 4 1.3

LC 3 -2.3

LC 2 8.6

LC 1 10

-4 -2 0 2 4 6 8 10

Horizontal BAR GRAPH

 Changes in Test Scores

TEST-RELATED
• Change in Tests/TOS/LCs
• Different Difficulty Indices
• Different Discrimination Indices
• Different Attractiveness/
Plausibility of Options
Changes in Test Scores

INSTRUCTION-RELATED
• Teacher’s Professional Judgment
• Student Ability/Personality Differences
• Class Density
• Teacher Training and Attitude
• Support from Administrators and
Stakeholders
Thank you.
and
Good Day!