PREPARATION OF BLUEPRINT FOR TEST

The next step in construction of a test is preparing a blueprint according to the design. Normally a blue print for a test is prepared as a three dimensional chart, indicating the distribution of questions, objective-wise, content-wise and form-wise.

For example a test blueprint for unit on oxygenation can be prepared as given below

Content	Knowledge\comprehension	Application	Analysis \synthesis	Evaluation	Total items
Principles	2	2	2		6
Factors affecting	3	3	4		10
Pathophysiology	3	3	4		10
Assessment	1	3	4	2	10
Nursing measures		3	3	4	10
Evaluation of care		1	1	2	4
Total items	9	15	18	8	50

CONSTRUCTION OF ITEMS

The blueprint gives very definite idea, regarding the number of questions to be set from each subunit, their forms and scope. While setting the questions and making the final selection, care has to be taken to maintain the weightage of difficulty level suggested by the design. It should also be checked where there is sufficient time to answer all the questions included.

ORGANIZATION OF THE TEST

After finalizing the items, these have to be arranged according to the scheme of section as suggested in the design. Before that, the preliminary details such as the name of the examination, maximum marks and time, instructions for answering each part, etc. have to be written at appropriate places.

Next concern is the arrangement of questions. It will be advisable to arrange the items in the order of difficulty level.

PREPARATION OF THE SCHEME FOR EVALUATION

One of the steps suggested for maintaining objectivity is to make the scoring strictly in accordance with a predesigned scheme of evaluation. In the case of the objective-type items, a scoring key showing the number of the question and its correct answer is to be prepared. Point method is used to evaluate short answer type questions. Point method or rating method is used to evaluate essay questions.

TEST ADMINISTRATION

The steps to be followed in the administration of group tests are:-

1. Motivate the students to do their best.
2. Follow the directions closely.
3. Keep time accurately.
4. Record any significant events that might influence test scores.
5. Collect the test materials promptly.

The guiding principle in administering a test is that all students must be given a fair chance to demonstrate their achievement of the learning outcomes being measured. This means a physical and psychological environment conducive to their best efforts and the control of factors that might interfere with valid measurement. Student will not perform at their best if they are tense and anxious during testing.

The things to avoid while administering a test are

1. Do not talk unnecessarily before the rest.
2. Keep interruptions to a minimum during the test.
3. Avoid giving hints to pupil who ask about individual items.
4. Discourage cheating.

ETHICAL STANDARDS

TEST PREPARATION AND ADMINISTRATION

IT IS APPROPRIATE AND ETHICAL TO

1. Communicate to students, parents and the public what any test does and does not do, when and how it will be administered, and how the results may be appropriately used.
2. Teach to the Essential Learning Requirements at each grade level so that students will learn the skills and knowledge they need to accurately show what they know and can do.
3. Incorporate all subject area objectives into the local curriculum throughout the year including, but not limited to, the objectives of the tests to be administered.
4. Review skills, strategies, and concepts previously taught.
5. Teach and review test-taking and familiarization skills that include an understanding of test characteristics independent of the subject matter being tested.
6. Use any test preparation documents and materials prepared by the test-maker, the Office of the Superintendent of Public Instruction or the Commission on Student Learning.
7. Read and discuss the test administration manual with colleagues.
8. Schedule and provide the appropriate amount of time needed for the assessment.
9. Take appropriate security precautions before, during and after administration of the test.
10. Include all eligible students in the assessment.
11. Actively proctor students during tests, keeping them focused and on task.
12. Seek clarification on issues and questions from the administrative team responsible for ethical and appropriate practices.
13. Avoid any actions that would permit or encourage individuals or groups of students to receive scores that misrepresent their actual level of knowledge and skill.

BEFORE THE TEST – IT IS INAPPROPRIATE AND UNETHICAL TO

1. Use any test preparation material that promises to raise scores on a particular test by targeting skills or knowledge from specific test items, and does not increase students’ general knowledge and skills.
2. Materials which target the general skills tested may be appropriate if they reflect school or district priorities and best practices.

3. Limit curriculum and instruction only to those skills, strategies, and concepts included on the test.
4. Limit review to only those areas on which student performance was low on previous tests.
5. “Cram” test material just before the tests are given.
6. Train students for testing using locally developed versions of national norm-referenced tests.
7. Reveal all or any part of secure copyrighted tests to students, in any manner, oral or written, prior to test administration.
8. Copy or otherwise reproduce all or any part of secure or copyrighted tests.
9. Review or provide test question answers to students.
10. Possess unauthorized copies of state tests.