Test Evaluation Report
Test Evaluation Report
The report is going to address a number of issues in relation to the test meant for administration. The paper will evaluate whether the content covered through the questions asked will attain the intended purpose. It will identify the level that the exam will be relevant either by use of the age or grade levels. It will determine the test’s appropriateness to the candidate’s capability. It will evaluate the practicability of administering the test in terms of its affordability, period, space requirements, specialized supervision and invigilation, and specialized materials and equipment. The report will highlight the test’s friendliness to the candidates on issues of clarity of the instructions, expectations from the examiner and scoring procedures. Moreover, the paper will assess the test’s reliability by pointing out the types of reliability noted and their adequacy. Finally, it will address validity issues, distinguishing the kinds of validity noted and their sufficiency.
Test Content and Purpose
Mastery of any language requires an individual to be competent in four language skills namely speaking, listening, reading and writing. This explains why the English language exam is incorporating sections to assess the mastery of the four skills. For instance, the reading section will test the candidate’s ability to comprehend academic written material. In listening part, the examiner will assess the student’s capability to decipher dialogues and lectures. The speaking section will examine the candidate’s ability to give an oral presentation on various topics. Finally, on writing the test will measure the examinee’s capacity to write in an academic milieu. (See the test) Therefore, the exam through its respective sections stipulates the constructs clearly as expected in any standard test. In this case, from the scoring and analysis, the examiner will determine the areas of strengths and weaknesses of the students hence direct efforts in areas that require improvement. (Pitoniak et al, 2009, p.8-9)
The test is relevant to the students aged at least fourteen years. This is because they will have to be proficient in English to comprehend any subject’s information and communicate effectively through different means. This applies to both the native and foreign speakers of English language. (Pitoniak et al, 2009, p.6) The test is relevant to candidates that have had formal schooling with varying knowledge on different disciplines. For instance, the reading section is on geographical issues, listening part is on a conversation between a student and a basketball coach, and a lecture on Literature. Speaking entails sharing about pleasant memories, reading about movie fans, Psychology and a dialogue between two students then one answers questions orally. Lastly, writing section involves answering questions in written form on voting issues.(See the test) The test requires a relatively above average proficiency in English hence one needs not to conversant with the concepts in the test thus accommodating examinees of the age previously mentioned. (Pitoniak et al, 2009, p.6-7)
The exam is likely to be relatively expensive because it involves four different sections, where listening and speaking may require specialized administration in terms of materials, equipment and marking. (ETS, 2010, p.11) The test has four different sections with each having its respective time for completion. Despite some sections like listening lacking clear period of doing the exam, this is exam will utmost require one and a half hours for average candidates which will be sufficient. However, for special needs students they may seek reasonable extension as in the case of reading section. (See the test) Considering the standard measurement for any classroom the examiner can administer the test to twenty-five candidates seated separately in one classroom.
Reading and listening sections have questions with objective answers hence may not require specialized administration and scoring as in the case of speaking and writing sections. However, in case of disabled candidates specialized attention would be needful. (ETS, 2010, p.12).This will entail braille and sign language use for the blind and dumb respectively. The use of the two languages will require specialized training in the same making the exam more expensive. Listening will also require sound transmission equipment to facilitate examination of the same. Moreover, for speaking and writing the examiner has to be competent in pronunciation and writing to administer and score these sections accordingly.
User Qualities of the Test
As previously noted, each section of the exam elaborates its main aim distinctly. The directions go further to explain the expectations of the examiner during its administration and in some cases scoring. Although, reading, speaking and writing give clear timing in the listening section this is lacking. The test does not give an example on how the examinee should answer the questions. All sections of the test have distinct separation of questions and answers where applicable. Similarly, the exam indicates how scoring will be done. In addition, the test does not have any manual giving explanations on the instructions since they are in the directions. Moreover, there is no elaboration on the interpretation of the scores. This is to aid decision making as regards the scores analysis. (See the test)
Reliability and Validity of the Test
In relation to reliability, the test has test-retest reliability and measures of equivalence. That is, the examiner can administer it to the same group at different times and it covers the same content respectively. Moreover, it can give both inter-rater and internal consistency reliability. This is because one can determine consistency in scoring and performance in specific items of the test. In relation to validity, one can determine the following types of validity namely content validity, criterion related validity and construct validity. That is, the exam measures the required abilities through its respective sections. (Phelan & Wren, 2006)
Conclusion and Recommendations
The exam evaluated addresses the issues for consideration averagely. This is because it gives clear instructions to the candidates in almost all its sections. It distinctly, separates questions and answers. Its cost may vary depending on the number of disabled candidates present. In addition, it covers almost all the types of reliability and validity as expected. Despite all these, it lacks clarity on the maximum time of extension for the disabled students, on interpretation of the scores and lack of the instructions manual. The exam also does not give examples on how to answer the questions. Therefore, the test directions should clarify the period of extension for the learners with special needs and the listening section should have time for the section. It should give examples on how to answer the questions of the test. The exam must elaborate how examiners will interpret the results. Lastly, the test must have a manual for its proper administration.
ETS. (2010, ). Test Administration Procedures TOEFL ITP Assessment Series. Princeton, USA: Educational Testing Service.
Phelan, C. W. (2006). Exploring reliability in academic assessment. Retrieved 02 20, 2014, from Reliability and Validity.
Pitoniak, J. e. (2009). Guidelines forthe Assessment of English Language Learners. Princeton, USA: Educational Testing Service.