ADMINISTERING AND

SCORING
OBJECTIVE
PAPER-AND-PENCIL
TESTS
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While it is true that test
formats and
content coverage are
important
ingredients in
constructing
paper-and-
pencil tests, the
conditions under which
students shall take the
test are equally
essential.
ADMINISTERING AND
SCORING
OBJECTIVE
PAPER-AND-PENCIL
TESTS
•
This chapter is focused on
how tests should be
administered and scored.
ARRANGING
TEST ITEMS
BEFORE ADMINISTERING A
TEACHER-MADE TEST, TEST
ITEMS HAVE TO BE REVIEWED.
ONCE THE REVIEW IS
COMPLETED, THESE ITEMS
HAVE TO BE ASSEMBLED INTO
A TEST. THE FOLLOWING
GUIDELINES SHOULD BE
OBSERVED IN ASSEMBLING A
TEST (AIRASIAN, 1994;
JACOBSEN ET AL, 1993).

ARRANGING TEST
ITEMS
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1. Similar items should be grouped
together. For example, multiple choice
items should be together and separated
from the true-false items.
2. Arrange the test items logically. Test
items have to be arranged from the
easiest to the most difficult.
3. Selection items should be placed at the
start of the test and supply items
at the end.
4. Short-answer items should be placed
before essay items.
5. Specify directions that student have to
follow in responding to each set
of grouped items.
6. Avoid cramming items too close to
each other. Leave enough space for
the students to write
their answers.
7. Avoid splitting multiple-choice or
matching items across two different
pages. 8. Number test items
consecutively.
•
Test administration is
concerned with
the physical and
psychological setting
in which students take
the test, for the
students to do their
best (Airisian,
1994). Some
guidelines that
teachers
should observe in
administering a test
are discussed below.
Administering the Test
Administering the Test
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Provide a quiet and comfortable setting.
This is essential as interruptions can
affect student’s concentration and
performance on their test.
Anticipate questions that students may ask.
This is also necessary as students’
questions can interrupt test-tasking. In order
to avoid questions, teachers
have to
proofread their test questions before
administering it to the class.
Set a proper atmosphere for testing. This
means that students have to know in
advance that they will be given a test. In
effect, such information can leave
them to prepare for the test and reduce test
anxiety.
Discourage cheating. Students cheat for a
variety of reasons. Some of these
are pressures from parents and teachers,
as well as intensive competition in
the classroom. To prevent and discourage
cheating, Airisian (1994)
recommends the following strategies:
strategies before testing; and
strategies during testing.
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Teach well.
Give students sufficient time
to prepare for the test.
Acquaint the students with
the nature of the test
and its coverage. · Define to
the students what is
meant by cheating.
Explain the discipline to be
imposed when caught
cheating.
Strategies Before
Testing
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Require students to remove
unnecessary materials from
their desks.
Have students seat in
alternating seats.
Go around the testing room and
observe students
during testing period.
Prohibit the borrowing of
materials like pen and erasers.
Prepare alternate forms of the
test.
Implement established cheating
rules.
Help students keep track of time
Strategies During
Testing

​ ests
Scoring T
| ​After the administration ​of ​the test ​the ​teacher ​needs
to ​check ​the ​students​' ​test ​papers ​i​n ​order ​to
summarize ​their ​performance ​on ​the ​test​. ​The ​difficulty
of ​checking ​a ​test differs ​with ​the ​kind ​of ​test ​items
used​. ​Selection ​items ​are ​the ​easiest ​to ​score ​followed
by ​short ​answer ​response ​and ​completion ​items​.
Sc​oring Objective ​Test​. ​The ​following ​guidelines have
to ​be ​considered by ​a ​teacher ​in ​scoring ​an o
​ bjective
test​:
Key ​to ​correction ​has to ​be ​prepared ​in ​advance ​for
used ​in ​scoring ​the ​test ​papers ​. ​Ap​ply the same ​rules
to ​all ​students ​in checking students​’​, ​responses to the
test
questions
Score ​each ​part ​of the ​test ​to ​have ​a ​clear ​picture ​of
how ​students ​fared ​in ​order ​to ​determine ​areas ​they
failed ​to ​master ​Some ​up t​ he ​score​s ​for g​ rading
purposes​.

Conducting Post-test Review ​

After scoring ​a ​test ​and ​recording results​, ​teachers
have ​to ​provide ​students information on ​their
performance these can ​be ​done ​by ​writing ​comments
on ​the ​test ​paper ​to ​indicate how ​students ​fared ​in ​the
test answers ​to ​the ​item ​have ​to ​be ​reviewed ​in ​class
for ​the ​students ​to ​know ​where ​they ​committed
mistakes ​in ​so ​doing​, ​students ​will ​become ​aware ​of
the ​write ​answer ​and h
​ ow ​test ​was ​scored ​and ​graded​.

Thank you!