ASSIGNMENT OF LANGUAGE TESTING
(TEST ADMINISTRATION)
Created By ;
KUSBANDIYAH 200712500107
PROGRAM STUDI PENIDIKAN BAHASA INGGRIS
FAKULTAS BAHASA DAN SENI
UNIVERSITAS INDRAPRASTA PGRI
2010
INTRODUCTION
The simple objective of language testing is to help language teachers write better tests. It takes the view that test construction is essentially a matter of problem solving. In order to arrive at the best solution for any particular situation; the most appropriate test or testing system; it is not enough to have at one’s disposal a collection of test techniques from which to choose. It is also necessary to understand the principles of testing and how they can be applied in practice.
The best test may give unreliable and invalid results if it is not well administered. Test administration is intended simply to provide readers with an ordered set of points to bear in main when administering a test. While most of these points will be very obvious, it is surprising how often some of them can be forgotten without a list of this kind refer to. Tedious as many of the suggested procedures are, they are important for successful testing. Once established, they become part of a routine which all concerned take for granted.
DISCUSSION
Preparing for the test
The key to successful test administration is careful advance preparation. The preparation consists of materials and equipment, examiners, invigilators or proctors, candidates and rooms.
1. Materials and equipments
§ Organize the printing of the test booklets and answer sheets in plenty of time. Check that there are no errors or any faulty reproduction.
§ If previously used test booklets are to be employed, check that there are no marks (e.g. underlining) left by candidates.
§ Number all the test materials consecutively; this permits greater security before, during and after test administration.
§ Check that there are sufficient keys for scorers and that these are free of error.
§ Check that all equipment (e.g. tape recorder) is in good working order in plenty of time for repair replacement.
2. Examiners
They are a person who tests knowledge or ability. Details instruction should be prepared for all examiners. In these, an attempt should be made to cover all eventualities, though the unexpected will always occur. These instructions should be gone trough with the examiners at least the day before the test is administrated.
Examiners should practice directions which they will have to readout the candidates. Examiners who will have to use equipment should familiarize themselves with operation. Examiners have to read aloud for a listening test should practise. Oral examiners must be thoroughly familiar with the test procedures and rating system to be used (only properly trained oral examiners should be involved).
3. Invigilators or Proctors
They are a person who watches over students in an examination. Detail instruction should also be prepared for invigilators and should be the subject of a meeting with them. Ideally, there are two invigilators in one room (or for about twenty students).
4. Candidates
Every candidate should be given full instructions, e.g. where to go, at what time, what to bring, and what they should do if they arrive late, etc. There should be an examination number for each candidate.
5. The Rooms
Rooms should be chosen which are clean, quiet, and large enough to accommodate comfortably the intended number of candidates; there should be sufficient space between to prevent copying. For listening tests, the rooms must have satisfactory acoustic qualities. The layouts of room (the placement of desks or tables) should be arranged well in advance. Ideally, in each room there should be a clock visible to all candidates.
Some factors are not under the control of the administrator :
ü How fatigued a test taker is.
ü Motivation level of the test taker.
ü Physical Discomfort
ü Test Anxiety
These are between subject variables which can affect the test results.
Because we know several factors exist which affect test scores for reasons other than ability, Test givers seek to standardize all aspects of the test under their control to minimize variability due to factors other than ability.
Different aspects of standardized Administration
Controlling the Physical Environment :
ü Light Levels
ü Temperature
ü Ambient Noise Level
ü Ventilation
Minimal Distractions; All must be suitable for the examination. If everybody takes the test at same time in same location, than any problems with the above factors should affect all tester’s equally. If more than one testing session given, than all sessions should be held under mostly identical circumstances. Controlling these factors helps to ensure a more reliable testing device.
Various Responsibilities of the Administrator
Scheduling the Exam : Of particular concern when testing children :
o Don't test during typical lunch or playground time.
o Don't schedule immediately after holidays or exciting events.
o Don't test longer than 1 hr. (30 min attention span for preschool and elementary school children)
o Don't test longer than 90 min. for secondary school children.
Inform students well before the test :
o When and where test is given
o What subject material will be given
o What type of test questions
o How much time will be allowed
This information allows the student to prepare and can reduce test taking anxiety.
Informed Consent ; Sometimes, test takers will have to give their informed consent before a psychological test is administered. Informed Consent means the person taking the test knows:
§ Why the test is being given
§ Who will see the results of the test
§ What the results will be used for
For schoolchildren, the parent or legal guardian must give consent. Depending on the state law, standardized educational testing and psychological testing done for research purposes may not require informed consent if :
ü The testing is mandated by law or governmental agency.
ü The testing is conducted as a regular part of school activities.
Even when consent is not legally required, test administrators should still inform test takers about the specifics of a test.
Other Administrative Responsibilities
ü Becoming familiar with test : Administrator should read the test manual , and take the test themselves before administering it to others.
ü Understanding the test from 'both sides of the fence' will make the testing session run more smoothly as the administrator will understand test-takers perspective.
ü Specific Directions and procedures should also be reviewed one last time immediately before the test begins.
ü Examiners must also become familiar with security procedures for Secure Tests such as the SAT, LSAT, and GRE. Each exam should be inspected and arranged in numerical order.
Ensuring Satisfactory testing conditions
Administrator must ensure sufficient seating. Left-handed accommodations, other physical considerations. Chances for cheating can be minimized through seating arrangements, preparing different exam forms, or multiple answer sheets. Proper ID may be required for certain tests.
Administration Duties during Exams
1. Ensure all test takers are given the proper instructions.
Instructions should be verbally given to ensure test takers hear the proper directions at least once. Directions should be slowly read and easy to understand. (Familiarity with test a +) Many test have standardized instructions, which serve to keep the test task identical for all respondents.
2. Establishing Rapport with test takers :
Test takers should feel they trust the examiner enough to fairly administer the exam and to answer correctly all reasonable questions concerning the exam.
Establishing a good relationship with the test taker is especially important in clinical testing situations. Psychological Traits of a good test administrator :Friendly, objective, authoritative, polite, and appropriate in manner and dress.
Administrative Duties during Testing (continued)
Remain Alert : Cheating should always be prevented. Employing a number a of proctors during large examinations to roam the room, answering questions and deterring cheating, is one way to help control for inappropriate test taking conduct. The Test-taking environment has be preserved against unwarranted intrusions or disturbances. Loud, unruly behavior can not be tolerated within a mass testing situation.
Preparing for special situations : Do students all understand English ? What type of equipment is allowable for the exam (calculators, translators, slide-rules, scrap paper) ? Can you deal with sudden medical problems ? Test Takers must remain alert and flexible to deal with special circumstances that may crop up during testing.
Flexibility : Standardized Directions may not cover all possible situations . Administrator should be always prepared to deal with novel problems. Experience is sometimes the best teacher when it comes to bizarre testing situations.
General Guidelines for Administrators to Follow
ü Provide ample time for exam
ü Allow sufficient practice on sample items
ü Use short testing periods if possible
ü Make arrangements for deficits in visual, auditory, and other sensory-motor systems.
ü Be aware of fatigue and test anxiety, and take them into account when interpreting scores. Use encouragement and positive reinforcement whenever possible.
ü Don't force examinees to respond when they repeatedly decline to do so.
Administrator's Post-Test Duties :
Collecting all exam material and ensuring :
o All tests have been handed in
o All answer sheets have been handed in with names or other identification indicating whose test paper was whose.
o Examinees know when grades or test papers can be collected or will be posted.
o Return the test room to its pre-test set up.
Scoring the Exams; Administrator may be responsible for scoring the exams herself or may mail them to a service or bring them to a computer grading service.
Scoring Essay Tests; The most subjective category of scoring, can be made more rigorous by developing a scoring scheme which lists the important facts or theories which should have been included.
Conducting Tests
When conducting tests, the tester must perform each test as described in the test case, evaluate the test results, escalate problems that arise until they are resolved, and document the test results. Before testing begins, the tester might need to modify the test lab setup to meet the requirements specified in the test case. When conducting a test, the tester needs to follow the written test cases carefully. To accurately assess results or to reproduce a test to compare results over time, team members need to know exactly which steps the tester took and the exact sequence in which those steps were performed.
When a test is complete, the tester must evaluate the results against the criteria in the test case to determine if the test passed or failed. Not all tests fail because there is a problem with your system implementation; tests can fail because there is a problem with the test itself, with the test lab setup, or with the proposed design. If one of these problems causes a test to fail, the tester should take the appropriate measures to remedy it. Table 2.2 shows some typical test problems and solutions.
There are some rules in test administration :
ü Candidates should be required to arrive well before the intended starting time for the test.
ü Candidates arriving late should not be admitted to the room. If it is feasible and thought appropriate they may be redirected to another room where latecomers (up to a certain time) can be tested.
ü The identity candidates should be checked.
ü I f possible, candidates should be seated in such a way as to prevent friends being position to pass information to each other.
ü The examiners should give clear instructions to candidates about what they are required to do.
ü Test materials should be distributed to candidates individually by the invigilators in such a way that the position of each test paper and answer sheet is known by its number.
ü The examiner should instruct candidates to provide the required details (e.g. date) on the answer sheet or test booklets
ü If spoken test instructions are to be given in addition to those written on the test paper, the examiner should read these, including whatever examples have been agreed upon.
ü It is essential that the examiner time the test precisely, making sure that everyone starts on time and does not continue after time.
ü Once the test in progress, invigilators should unobtrusively monitor the behavior of candidates.
ü During the test, candidates should be allowed to leave the room only one at time, ideally accompanied by invigilator.
ü Invigilators should ensure that candidates stop work immediately they are told to do so. Candidates should remain in their places until all materials have been collected and their number checked.
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