Glossary

 

• accomodation: something fulfilling a need, want, etc.; convenience or facility
• assessment:  the act of assessing the evaluation of a student's achievement on a course
•  
• authencity:  the quality or condition of being authentic, trustworthy, or genuine
•  
• bottom-up processing: suggests that we attend to or perceive elements by starting with the smaller, more fine details of that element and then building upward until we have a solid representation of it in our minds
•  
• calibration: a set of gradations that show positions or values
•  
• content-based instruction:  is a significant approach in language education  designed to provide second-language learners instruction in content and language
•  
• halo effect: is a cognitive bias whereby the perception of one trait  is influenced by the perception of another trait (or several traits) of that person or object
•  
• high-stake testing: is a test with important consequences for the test taker 
•  
• plagiarism: the unauthorized use or close imitation of the language and thoughts of another author and the representation of them as one's own original work, as by not crediting the author
•  
• rhetorical pattern:  is a mode in which an article’s details are organized
•  
• top-down processing: states that we form perceptions (or focus our attention) by starting with the larger concept or idea
•  
• washback:  refers to the impact that tests have on teaching and learning

Administering Assessment

All possible opportunities should be given to students when administering a test. Administering the written test is perhaps the most important aspect of the examining process. The atmosphere the test administrator creates in the test room and the attitude the test administrator displays in performing his/her duties is extremely important.

Prepare...	Why Important...
Room Arrangement	To ensure that the room is large enough to accommodate all competitors comfortably with adequate light and ventilation and that the noise level will be such that competitors will not be distracted. Seating arrangements are such that all competitors will be able to see any instructions written on a blackboard such as time the test will end, etc.
Scheduling of test	To ensure that there is no conflict with other scheduled tests or with other functions- the test must not be interrupted. Monitors know they are to be in the examination room in advance of the scheduled time. A minimum of 30 minutes is recommended; for some situations where more specific advance preparations are required, more time will be needed.
Test monitors	Arrangements should be made for the proper number of test monitors. There should be one test monitor for every 30 competitors.
Order test materials	The test administrator should be certain that they have the correct tests and related materials.
Study directions for conducting test	The test administrator should study the Directions for Conducting the Test (DFC) carefully before the examination. He/she should be familiar with: The general make-up of the test; Time limits involved; Special directions; Method of indicating answers; Any sample questions (if they are to be answered in the test room); and Any changes to the instructions in the DFC. These instructions will be provided by the appropriate OPM Services Branch.
Review with monitors how materials are to be handled	The test administrator should review with the monitors the order in which materials are to be handed out and collected. He/she should also discuss how doors of the room are to be covered during entrance by competitors before the test and exit following the test. ( Note: Advance preparation can help preclude potential for compromise of test material by competitors leaving through unattended doors, taking test material with them - one of the more common reasons for reported test material losses).

 

A teacher's test administration procedures can have great impact on student test performance. As you will see in the guidelines below, test administration involves more than simply handling out and collecting the test.
	Before the test:     * Avoid instilling anxiety     * Give as many of the necessary oral directions as possible before distributing the tests, but keep them to a minimum.     * Tell students purpose of the test.     * Give test-taking hints about guessing, skipping and coming back, etc.     * Tell students the amount of time allowed for the test. You may want to put the length of time remaining for the test on the board. This can be changed periodically to help students monitor their progress. If a clock is prominently available, an alternative would be to write the time at which they must be finished.     * Tell the students how to signal you if they have a question.     * Tell the students what to do with their papers when they are finished (how papers are to be collected).     * Tell the students what they are to do when they are finished, particularly if they are to go on to another activity (also write these directions on the chalkboard so they can refer back to them).     * Rotate the method of distributing papers so you don't always start from the left or the front row.     * Make sure the room is well lighted and has a comfortable temperature.   * If a student is absent, write his/her name on a blank copy of the test as a reminder that it needs to be made up.