Scoring and interpreting the test score

1. Scoring the test score

A. Definition scoring

giving a score (scoring) is the first step in the process of processing test results, namely the
process of changing the answers to questions into numbers in other words giving the score is an
act of quantification of the answers given by the testee in a test.

Scores: “A summary of the evidence contained in an examinee's responses to the items of a test
that are related to the construct or constructs being measured”

The assessment results are then converted into grades through a certain process. using a
symbol to declare the values of the test results are written in the form of numbers with a range
between 0-10, between 0-100, and there are also those who use the symbols of the letters A, B,
C, D and F (F means fail)

For objective questions, every correct answer is given a score of 1 (one) and every wrong
answer is given a score of 0 (zero); the total score is obtained by adding up the scores obtained
from all the questions. For essay questions, the scoring is usually used to give weight (weithing)
to each question according to the level of difficulty or at least the number of elements that
must be included in the answer that is considered the best. For example, for question no. 1 is
given a maximum score of 4, for question no. 3 is given a maximum score of 6, for a score of no.
5 maximum scores 10 and so on.

B. Types of Scores:

1. Raw scores

2. Scales Scores

1. Raw Scores: The number of points received on a test when the test has been according to
direction.

Example:

• A Student got 10 out of a 20 scores in item quiz.

• Raw scores reflect an immediate interpretation as a response to the scores.

• It does not yield a meaningful interpretation because it just raw scores.

• Thus, we have to interpret Ali’s score in a more descriptive and meaningful way.

2. Scaled Scores: Scaled scores are the results of transformation (usually transformed through a
consistent scale)

Examples :

• A child awarded scale score of 100 is judged to have met the “National Standard” in the area
of judged by the test.

• A child awarded scale score more than 100 is judged to have exceeded national standard and
demonstrated a higher then the expected knowledge curriculum for their age.

• A child awarded scale score less than 100 is judged to have not yet met the “National
standard” and perform below the expectation from their age.

C. various correction techniques

1. written test result correction technique

Tests for learning outcomes that are held in writing can be divided into two groups, namely,
learning outcomes tests (written) in the form of description (subjective test = essay test) and
the test of learning outcomes (written) in the objective form (objective test).

a. the technique of correcting the test results in the form of descriptions

In the implementation of correcting the results of the description test there are two things that
need to be considered, namely: (1) whether the processing and determination of the value of
the description test results will be based on absolute standards or (2) whether the later
processing and determination of test results will be based on an absolute standard! it will be
based on a relative standard. If later the processing and determination of the value of the
description test results will be based on absolute standards (where the determination of the
value will absolutely be based on individual achievement), then the correction procedure is as
follows:

1. Read each answer given by the testee and compare it with the prepared manual.
2. On the basis of the results of the comparison, the tester then gives a score for each question
item and writes it on the left side of the testee's answer.

3. add up the scores that have been given. In general, if later the processing and
determination of the value will be based on a relative standard (where the determination of the
value will be based on the achievement of the group), then the examination procedure will be
as follows:

1) check the answers to item number 1 given by the whole testee all available answers.
2) give a score to the answer to question number 1 for all the testees.
3) repeat the steps for the second, third, and so on test questions.
4) After the answers to all the questions given by all the testees can be completed, finally
the score is added (which will later be used as material for managing and determining
scores).

b. the technique of correcting objective form test results

checking or correcting answers to objective test questions is generally done by using an answer
key, there are several kinds of answer keys that can be used to correct answers to objective test
questions, as follows:

1. Strip keys This side-by-side answer key consists of the correct answers/answers that are
written in a straight column from top to bottom, the way to use it is to put the answer key in a
row, which will match the answer sheet? the answer given by the teste is correct then it is
given a sign (+) and if wrong is given a sign (-)

2. Carbon system key, In this system answer key the teste is asked to put a cross (X) on one of
the answers they think is correct and then the answer key that the teste has made is put on the
carbon sheet of the fish and then put on the carbon sheet of the fish circle for each correct
answer so that when it is raised, it can be known if teste's answer that is outside the circle
means wrong while the one inside is correct.

3. panprick system key Basically the puncture system key is the same as the carbon system key.
The location of the difference is in the key to this system, for the correct answer to be stabbed
with a nail or other awl while the testee's answer sheet is under it, so that the puncture
penetrates the answer sheet underneath. The correct answer will get stabbed while the wrong
answer will not.

2. Oral test result correction technique

corrections that are carried out in order to assess the answers of the testee's answers on the
test of learning outcomes are generally subjective, because in the oral test the testee is not
dealing with an answer sheet whose form is an inanimate object, but a living creature facing
each other and different characteristics that make it possible for the tester to act less or even
less objectively.

In this case, correction of the testee's answer should be controlled by definite guidelines, for
example as follows

1. completeness of the answers given.

2. fluency in providing answers.

3. the truth of the answer given.

4. ability to defend their opinion.

3. the technique of correcting the results of the action test.

In this action test, the examination of the test results is carried out using observation
(observation). The targets that need to be observed are behavior, actions, attitudes and so on.
To be able to assess the results of the test it is necessary to have certain instruments and every
symptom that appears is given a certain score as well

D. types of scoring keys

In terms of scoring or determining the number, three kinds of tools can be used, namely:

1. Helping determine the correct answer, called an answer key.

2. Help select the correct and incorrect answers, called the scoring key.

3. help determine the number, called the assessment guide.

2. Interpreting the test score

A. Definition interpreting

Interpretation of test Scores Test Interpretation Test Interpretation is the process of analyzing
scores in a test and translating qualitative data into quantitative and grading into numerical.
Score interpretation is same as test interpretation.

B. Method of interpreting test score

Referencing Framework A referencing framework is a structure you can use to compare student
performance to something external to the assessment itself. . The table below summarizes the
four types of frames of reference for interpreting test scores

Achievement tests, such as the FCAT, can provide two types of information:

1. Criterion referencing framework

2. Norm referencing framework

1) Criterion Referencing Framework

Criterion Referencing Framework permits us to describe an individual’s performance without

referring to the performance of other. Infers the kind of performance a student can do in a
domain, rather than the student’s relative standing in a norm group.

 Criterion: the domain of performance to which you reference a student’s assessment

results.
  Most widely used interpretation because of its ease of computation and there is a ready
transmutation table printed at the inside back cover of the teacher’s class record.
 A criterion referenced interpretation of score requires a comparison of particular
student score with subjective and pre-determined performance standard (Criteria).
 Criterion referenced and standard based interpretation of test result are most
meaningful when the test has been specifically designed for this purpose.

Criterion Referenced Interpretation

 Describes student performance according to a specified domain or clearly defined

learning tasks.
 Concerned with national examination and other assessment bodies.
 Used in the assessment of vocational and academic qualifications.
 Results are given on a pass/fail, competent/not competent basis.
 Results are conclusive and usually open to review.

2. Norm Referencing Framework

Norm referenced framework interpretation tell us how an individual compares with other
students who have taken the same test.

How much student knows is determined by his standing or rank within the reference group.
This means that student’s scores is not treated individually but as the part of the group where
the student belongs.

Norm Group

The well defined group of other students.

Basically ranking the scores of student from highest score to the lowest one provides an
immediate sample of for norm referenced interpretation. However, barely ranking “raw scores”
to interpret student’s performance formally is not proper and valid. “The raw scores converted
to derived scores.”

Derived score
A derived score is a numerical report of test performance on a scale that has well defined
characteristics and yields normative meanings.

NORM REFERENCED INTERPRETATION

ADVANTAGES

 It is very easy to use.

 It is appropriate to a large group of students that is, more than 40.
 It increases the healthy competition among the students.
 The teacher easily identifies learning criteria – the percentage of students who receive
highest grade or lowest grade.

DISADVANTAGES

 The performance of a student is not only determined by his achievement, but also the
achievement of the other students
 It promotes intense competition among the students rather than cooperation
 It cannot be used when the class size is smaller than 40.
 Not all the student can pass the given subject or course

CRITERION REFERENCED INTERPRETATION

ADVANTAGES

 The performance of the students will not be affected by the of the whole class.
 It promotes cooperation among the students.
 All students may pass the subject or course when they meet the set by the teacher

DISADVANTAGES

 It is difficult to set a reasonable standard if it is not stated in the grading policies of the
institution
 All students may not pass the subject or course when they do not meet the standard
set by the teacher or the institution.
Interpreting test score by percentile

The students’ scores in terms of criterion-referenced scores are most easy to understand and
interpret because they are straightforward and usually represented in percentages or raw
scores while norm-referenced scores are often converted to derive standard scores or
converted in to percentiles. Derived standard scores are usually based on the normal curve
having an arbitrary mean to compare respondents who took the same test.The conversion of
students’ score into student's percentile score on a test indicates what percentage of other
students are fell below that student's score who took the same test. Percentiles are most often
used for determining the relative standing position of any student in a population. Percentile
ranks are an easy way to convey a student's standing at test relative to other same test takers.

For example, a score at the 60th percentile means that the individual's score is the same as or
higher than the scores of 60% of those who took the test. The 50th percentile is known as the
median and represents the middle score of the distribution.

Percentiles have the disadvantage that they are not equal units of measurement.For
instance, a difference of 5 percentile points between two individual’s scores will have a
different meaning depending on its positionon the percentile scale, as the scale tends to
exaggerate differences near the mean and collapse differences at the extremes.

Percentiles cannot be averaged nor treated in any other way mathematically. However, they do
have the advantage of being easily understood and can be very useful when giving feedback to
candidates or reporting results to managers.
 If you know your percentile score then you know how it compares with others in the norm
group. For example, if you scored at the 70th percentile, then this means that you scored the
same or better than 70% of the individuals in the norm group.

Percentile score is easily understood when tend to bunch up around the average of the group
i.e. when most of the student are the same ability and have score with very small rang.
To illustrate this point, consider a typical subject test consisting of 50 questions. Most of the
students, who are a fairly similar group in terms of their ability, will score around 40. Some
will score a few less and some a few more. It is very unlikely that any of them will score
less than 35 or more than 45.

Interpreting test score by percentage

The number of questions a student gets right on a test is the student's raw score (assuming
each question is worth one point). By itself, a raw score has little or no meaning. For example if
teacher says that Fatima has scored 8 marks. This information (8 marks) regarding Fatima’s
result does not convey any meaning. The meaning depends on how many questions are on the
test and how hard or easy the questions are. For example, if Umair got 10 right on both a math
test and a science test, it would not be reasonable to conclude that his level of achievement in
the two areas is the same. This illustrates, why raw scores are usually converted to other types
of scores for interpretation purposes. The conversion of raw score into percentage convey
students’ achievements in understanding and meaningful way.

Interpreting Test Scores by ordering andranking

Organizing and reporting of students’ scores start with placing the scores in ascending or
descending order. Teacher can find the smallest, largest, rang, and some other facts like
variability of scores associated with scores from ranked scores. Teacher may use ranked
scoes to see the relative position of each student within the class but ranked scores does not
yield any significant numerical value for result interpretation or reporting.

Frequency Distribution

In case of giving a test to the students to know about their achievements, raw scores serve as
data. It has not yet undergone any statistical technique. To understand the data easily, we
arrange it into groups or classes. The data so arranged is called grouped data or frequency
distribution.
Types of Frequency

1. Relative Frequency Distribution

A Frequency Distribution where each of the class frequencies is divided by the total number of
observation.

2. Cumulative Frequency Distribution

A Frequency Distribution is the sum of class and all classes in a frequency distribution. All that
means you are adding up a value and all of the values that comes before it.

Advantages And Limitations of Frequency Distribution

 Condense and summarize large amounts of data in a useful formats

 Describe all variable types
 Facilitate graphic presentation of data
 Begin to identify population characteristics.
 Permit cautions comparison of data sets.
 There are a few methods can be used in formulating class intervals from 5-10 or over 55
& less than 30.