UNIT 7

ASSEMBLING, ADMINIDSTERING,
SCORING AND ANALYZING
CLASSROOM TESTS
 ASSEMBLING TEST ITEMS

• Assembling involves
– recording the test items,
– reviewing them,
– arranging the items and the formats,
– writing directions and
– reproducing the test.
 RECORDING TEST ITEMS

• each test item be recorded on a separate page

in our notebook.
• the content from which the item is extracted,
and the specific learning outcome the item is
measuring should be recorded.
– This enables us to make cross checking with table
of specification easily.
• We need to leave space to record item analysis
data.
 REVIEWING TEST ITEMS
• there are many chances errors might be
committed when we construct tests. Therefor,
they should be carefully reviewed.
• problems can be detected and minimized by
i. reviewing the items after they have been set aside
for a few days.
ii. asking a fellow teacher to review and criticize
them.
 ARRANGING ITEMS IN THE TEST

•test items should be arranged in sections. advantages for this are

– we will have a single set of direction for each type
– students can maintain the same mental set through out each section
– scoring will be easier 

• The suggest arrangement order

True False Matching Short Answer/completion Multiple
choice Essay
•one goes down the item types as ordered above difficulty of
items as a group increases.
•Beginning with easy items helps to instill confidence in students  
 PREPARING DIRECTIONS FOR THE TEST

• test directions generally should include:

i. Purpose of the test
ii. Time allowed for completing the test,
iii. Directions for responding
iv. How to record the answers,
v. What to do about guessing for selection type items, and

Wrong
Right 
Corrected Score = n 1
Where Right refers to the number of items the student got right
Wrong refers to the number of items the student missed
n refers to the number of alternatives in the items

vi. Basis for scoring open ended or extended response tests.

 ADMINISTERING TESTS
• consider physical and psychological conditions of testees
• Conducive physical environment includes that the testing
room should be quiet, there should be adequate light,
ventilation, adequate work space, comfortable seats etc.
• The psychological conditions influence students scores
more seriously than the physical ones. The psychological
conditions include mental preparedness of testees to
take and pass exams. Any condition that may result in
tension should be eliminated.
• According to Linn & Gronlund (2000: 357), the
following are some sources of anxiety among students
when taking tests.
1. threatening students with tests if they do not behave
in a required way
2. warning students to do their best because the test is
important
3. telling students to work fast in order to complete on
time.
4. threatening students on consequences if they fail
• there are some practices we need to avoid when
we administer our tests. Linn & Gronlund
(2000:357-358) list them as
1. Don't talk unnecessarily before letting students
start working.
2. Keep interruptions to a minimum.
3. Avoid giving hints to students about individual
items.
4. Discourage cheating.
 SCORING THE ANSWERS
• There are basically three types of scoring.
They are
1. hand scoring,
2. machine scoring and
3. self scoring.
• Which scoring method to use depends on
availability of scoring equipments, the speed
with which the test results are needed.
 ITEM ANALYSIS
• , Linn & Gronlund state that item analysis has the
following purposes in classrooms.
1. Item analysis data provide a basis for efficient class
discussion of test results
2. Item Analysis data provide a basis for remedial work.
3. Item analysis data provide a basis for the general
improvement of classroom instruction.
4. Item Analysis procedures provide a basis for
increased skill in test construction.