Click the links below to find more information:
Contact Ruby Smith at (601) 984-1202 or by e-mail.
See Ruby Smith in Room U170 (across the wide hall from the entrance to the library). Before coming, please contact her at (601) 984-1202 or by e-mail.
To identify the correct answers, bubble in the following on a blank answer sheet:
To identify different parts, bubble in the following on a blank answer sheet:
To vary the credit students receive for given items, bubble in the following on a blank answer sheet:
On the answer key (ZZZKEY) as described above, leave the bubble blank beside the question number for which you want to give credit to all students.
Prepare a weight sheet (ZZZWEIGHTS) as described above, but leave the bubbles blank beside the item for which you do not want to give credit.
Leave the answer sheets in the "In Box" above the table in the lobby of Room U170 (across the wide hallway from the entrance to Rowland Library).
Always attach a Test Scoring and Analysis Request Form. They are available in Room U170 and may be duplicated.
Yes. You may request that the test report be sent by hard copy or e-mail according to the policies of your school.
The Kudor-Richardson formula 20 is a measure of reliability which indicates inter-item consistency. The value of KR-20 ranges between 0 and +1.00. If a test consists only of items that measure the same type of material and which require the same kind of thinking behavior from the students the KR-20 should be close to 1.00.
If a test consists of items that measure the different types of material and which require different kinds of thinking, the KR-20 will be closer to 0.00.
The KR-20 can be affected by the number of items on the test. Longer tests tend to have scores closer to 1.00. Occasionally part scores will have higher KR-20's than the total test because the parts have more homogenous items that the test considered as a whole. The higher the KR-20 value, the more confident the instructor can be in making judgments about the test results.
The Standard Error of Measurement is a second measure of reliability. A student's score is made up of a "true" score and a number of chance factors. These chance factors may raise or lower the student's score from his/her true raw score in an unknown fashion.
The instructor can assume with 68 percent confidence (2 times out of 3) that the student's true score is in a range of the achieved score plus or minus the standard error. For example, if the student' s score on the score sheet is 82 and the standard error is 4.5, then about 2/3 of the time, the instructor can assume that his score without any chance factors would be between 77.5 and 86.5.
To be 99% certain, the instructor would have to increase the range to three standard errors above and below the achieved score.
A small standard error is preferable to a large standard error.
Both these measures are designed to indicate to the instructor if students who scored well on the test as a whole correctly answered a given item and if students who scored poorly on the test as a whole answered a given question incorrectly. The values range from +1.00 to -1.00.
If the numbers of students taking the exam and/or the number of items is less than 50, the R Point Biserial should be used. If the numbers of students taking the exam and/or the number of items is less than 50, the discrimination index should be used.
Drop off the test in the usual manner. Someone else in the department will grade the test.
What if I need help with test construction or inteterpreting test results?
Contact Dr. David Fowler at (601) 815-1149 or firstname.lastname@example.org; or Dr. Jamil Ibrahim at (601) 984-1197 or email@example.com\ regarding test construction, administration, and interpretation of test results.
2500 North State Street
Jackson, MS 39216