machine-scoring: 1.
General Administration 1
There should be a meeting of all teachers concerned, at which the supervisor would actually teach the proper procedure for scoring the test.
2 The manual and scoring key should be studied and discussed.
3 An actual demonstration should be presented.
4 The specifics of scoring should be discussed – kinds of symbols to use in
marking, how double checks should be made, the type of pencil to use, and where and how to record the score.
2. Actual Scoring: If it is possible for two teachers to work together, the process
is completed more quickly, and with less chance for error, since the second person checks the first
‘s scoring as the process continues. 1
Reread the scoring directions so that they are clearly in mind. 2
Score the same page on all of the tests before proceeding to the next page. This makes the procedure more rapid and reduces the chance of error.
3 Use the symbols agreed upon for marking or follow the suggestions in the
manual. Most test parts ask for total right. Therefore, you may mark the correct ones with a C or mark the wrong ones with a tick V counting
omissions as wrong. Sometimes teachers use a + for a correct one, - for an incorrect one, and 0 zero for omitted items.
4 Draw a horizontal line under the last item attempted.
5 When the tests are scored, repeat the process using a different colored
pencil to check your scoring. 6
Count the number right if this is the procedure, or apply the correction formula, and place the final score in the space provided. Recheck your
result. 7
Transfer the score to the profile page.
3.1.5 Developing authentic assessment items
Assessment items should be based on authentic language and tasks which are grounded in the cultural and social context of the learners. Inauthentic or peculiar
language and tasks are likely to reduce learner s‘ capacity for applying their prior
knowledge to the task, thus reducing assessment validity Davis, 2004:49. Authenticreal-life tasks can provoke more interest and motivation for adult learners to
improve their literacy skills. Jones 1997:123 introduces Murphy ‘s guidelines which
emphasize the importance of authentic test items, as follows: ―Each task must look real. If the stimulus is to be a medicine label, whenever
possible obtain an actual label rather than merely typing the text on a separate piece of paper. The same holds true for pamphlets, forms, contracts, newspaper
advertisements, etc. The task must copy as faithfully as possible the real world of reading. As a task writer, one of your major concerns will be the face validity of
the materials you produce. They must look
‗real‘, have some evident benefit to the respondent, and be directly related to the kinds of reading most people do.
‖ Davis 2004:48-49 provides some other scholars
‘ guidelines on the same issue as follows:
• Gray – ―The best way to measure functional literacy is to ask students to engage in literacy activities
– such as reading and understanding short notices posted in the village or reading and writing a letter. Reading from
the types of materials most familiar songs, sacred literature, newspapers, etc. are recommended
‖ cited from
The teaching of reading and writing
, 1961:25.
• Anthony et al. – ―Evaluation should be based on natural language
authentic texts, which are contextually grounded and therefore facilitate comprehension
‖ cited from
Evaluating literacy: A perspective for change
, 1991:77. • Klich and Davidson
– ―One must beware of the hazards implicit when subjects in one culture are required to respond to stimuli and procedures
designed by researchers from another culture ‖ cited from ―Australian
aboriginal competence in cognitive functions‖ in J.R. Kirby. ed.
Cognitive strategies and educational performance
. 1984:155-202. Orlando, FL: Academic Press.
Davis ibid.:49 also highlights additional critical elements included in Klich and
Davidson ‘s rigorous and culturally-oriented testing procedures: 1 instructions must be
provided in the vernacular language, 2 tests should be administered by the regular
mother tongue speaking teacher or within sight and hearing of other mother tongue speakers, 3 practice items should be included which assure comprehension of each
procedure, and 4 test instruments should be refined based on previous testing. Moran 1997:49-51 offers the following guidelines for writing natural and clear
test items: 1
All the test items should be written ―with the fewest and the simplest words that convey their meaning in order to minimize reading and
language skills as a barrier to successful performance on the test. ‖
2 Ambiguities should be avoided when individual test items are written.
When using fewest words conflicts with avoiding ambiguities, the latter should take precedence over the former.
3 Any clues to correct answers should be avoided.
4 Soliciting reviews or critiques from colleague practitioners and other
stakeholders outside the learning setting is good practice to enhance the quality of the test.
3.1.6 Communicating data-driven assessment results
