Administration considerations for reliable and valid assessments

Reliability and rigorousness in sound judgment be of crucial importance. Issues in judicatory can abide a significant concern on the reliability and validity of sound judgement results and the inferences that argon make around students instruction execution establish on these results.It is essential therefore that proper techniques of administration be adopted in ensuring that the integrity of assessments is preserved and that the inference made most students movement be indeed reliable and valid.Administration devotions will differ based on the nature of the assessment, whether it is formal or informal. For formal assessments there are usually pre-established guidelines for the inspector to oversee the administration of the assessment instrument. It is important that the scrutinyiner familiarize him/herself with the proper techniques of administering the specific visitation so that the reliability and validity of the try on can be heard and preserved.While the asse ssment whitethorn not rent formal training to develop competence the examen executive director essential understand the protocols of the turn out, understand what is expected of the students, and follow correct and exact procedures during canvass administration to ensure that equal and fair conditions are provided for all students.McLoughlin and Lewis (2005) discourage that measures administered by untrained campaigners produce highly questionable results that essential be considered invalid ( p. 90). It is therefore essential that inspectors are comfortable with all exam procedures and follow these explicitly to avoid invalidating the results produced from much(prenominal) studys.Additionally the tester must also be sensitive to the needs of the students during assessment. The tester cannot praise, prompt or give information (McLoughlin & Lewis, 2005, p. 94). Examiners must understand correct protocol during test administration. Certain practices should be avoided.The t ester should refrain from confirming or correcting (McLoughlin & Lewis, 2005, p. 95) students responses during the test as well as they should avoid coaching students in put to elicit correct responses. Depending on the purpose and nature of the test the examiner may be permitted to repeat oral items for students.The examiner should also back up students to complete or respond to all items on the test and may use questioning during tests to encourage students to respond to items. Evidently the ability of the tester to satisfactoryly preside over the test is a very overcritical issue in ensuring that test results are valid and reliable.The test administrator sets the pace and the outcome of the test pivots around his/her ability to ensure transparency. By ensuring that the tester is adequately prepared for the test the possibility of incorrect administration procedures will be avoided.The test environment should also be such as provides an atmosphere in which the students can w ork successfully. As McLoughlin and Lewis (2005) indicate, this environment can influence test performance (p. 90).The test environment should be as comfortable as possible for all students, with good ventilation, adequate and comfortable seating for all(prenominal) student where necessary, adequate space for writing, allow for lighting, comfortable temperature, minimal external disruptions, minimal distractions such as a view through a window, passersby, other individuals passing freely in and out of the examination room or other visual distractions such as posters.Additionally the examiner has to ensure that all material requisite for the test are present including material students will need to complete test items.While it is ideal that the test environment is free of all these encumbrances, all these conditions do not have to be satisfied to ensure the validity and reliability of the test. In some instances some aspects of the environment, though they are not at their optimal levels, may not affect students performance.However, it is difficult to go out how students performance will be affected by the environment and thus the examiner should attempt to ensure that the setting is as close to ideal as possible. The examiner could also exercise discretion during test administration to determine if the location of the exam needs to be changed or the exam lay off completely because of environment. It is not far fetched that a well-prepared environment becomes inappropriate at some point during the exam.Based on the reaction of the students the examiner could determine if the distractions or disruptions are sufficient enough to affect student performance. These provisions ensure that, as far as possible, no external factors banishly impact student performance and that students are adequately provided with the right tools with which to reap success.Another consideration is the preparation of the students for the test. Students should be adequately informed of the time, date, location and purpose of the test as well as be aware of what exactly is required of them.The time of twenty-four hour period is of extreme importance. Researches have been conducted to determine the time of day that will produce the optimal results for students. Recently Hansen, Janssen, Schiff, Zee and Dubocovich (2005) found that students were more vigorous during the evening than in the morning and thus were in a better frame of mind to complete tests.It is difficult, however, for examiners of standardized test to have each impact on the time of administration since often the examining ashes has a preset time for completion.Another administration consideration is the rapport betwixt the students and the examiner. McLoughlin and Lewis (2005) recommend that the examiner familiarizes him/herself with the students and help them feel at ease with the examiner. The examiner should also explain the purpose of and orient them towards the test. This includes descri bing test activities, length and difficulty of the test.The examiner should also inform students of proper exam protocol, informing them how to quest for assistance during the test as well as explain to them each timing signals that may be condition. The examiner should encourage students to ask questions about aspects of the test administration that they are uncertain(p) about.Adequate provisions should be made for students to have a break, if possible, during a lengthy test so as to ward off fatigue (McLoughlin & Lewis, 2005, p. 99). These practices would ensure that students know what is expected of them forwards the test begins so that no time is wasted during the test.The procedures for administering informal schoolroom assessment are much the same. The classroom teacher should ensure that students are adequately prepared for the test, are aware of the test objectives, are given adequate time to complete it and that no unfair assistance is provided to any student.Also the teacher should make sure the environment is conducive to testing with well-provided seating and minimal opportunity for cheating. Additionally in administrating certain types of assessment such as observations and interviews, the teacher has to ensure that the objectives to be tested are clearly laid out, with clearly outlined criteria for scoring so that yield is avoided and each student is scored fairly.The use of rating scales, rubrics and checklists help to ensure that assessment is focused and that the correct behaviors are being observed. However at clock a teacher may later find that these instruments do not adequately measure all the attributes and that certain key attitudes are not catered for.This is one disadvantage with rating scales and checklists, if a student displays a autocratic behavior that is not outlined in the rating scale no provision is made for it and the child is disadvantaged.The purpose of assessment is to ensure that each students has an equal chance of performing at their best in the test and thereby demonstrate to the examiner whether or not they possess certain skills, knowledge or attitudes.Therefore once the examiner adopts these administration considerations the possibilities of measurement computer error are diminished and test administration conditions will have minimal, if any, negative effect, on student outcome. Students will therefore be able to meaningfully demonstrate their knowledge, skills and attitudes to the teacher. ReferencesHansen, M., Janssen, I., Schiff, A., Zee, P. C. & Dubocovich, M. L. (2005). The impact of school daily schedule on teenaged sleep. Pediatrics, 115, 15551561.McLoughlin, J. A. & Lewis, R. B. (2005). Assessing students with special needs. (6th ed.). NJ Prentice-Hall/Merrill.