Scoring by Kamini Chaudhary2

PRAKASH INSTITUTE OF NURSING
GREATER NOIDA
SUBJECT - NURSING EDUCATION
ASSIGNMENT
ON
ADMINISTRATING, SCORING AND REPORTING
SUBMITTED TO :- SUBMITTED BY:-
MS MONALISHA KAMINI
ASSIST.PROFFESOR MSC (N) 1st Yr
PIPRAMS PIPRAMS
SUBMITTED ON - 14/FEB/2021
INTRUDUCTION –
Administrating the written test is perhaps the most important aspects of examining process.
The atmosphere the test administrator creates in the test administrator the test room and the
attitude the test administrator displays in performing his/her duties is extremely important.
The test administrator’s manner, bearing, and attitude many well inspire
confidence in competitiors and put them at ease while participating in the testing process.
ADMINISTRATING A TEST : -
A teacher’s test administration procedures can have great impact on student test performance.
 Before the test

 After distributing test papers
 During the test
 After the test
TYPES OF SCORE :
RAW SCORE:
A Raw score is simply the number of questions a student answers correctly for a test.
USES :
A raw score provides an indication of variability in performance among students in a

classroom.
LIMITATIONS :
A raw score by itself has no meaning. It can be interpreted only by comparing it with some
standard such as total number of items for a test or with raw scores earned by a comparison
group.
PERCENTILE RANK -
A percentile is a measure that tells us what percent of the total frequency scored at or below
that measures. A percentile rank is the percentage of scores that fall at or below a given score.
ADVANTAGES :
 Lay people easily understand them

 Easy to interpret
LIMITATIONS :
Percentile differences are not equal
STANINE [STANDARD NINE]:
Stanine scores express test results in equal steps that range from (lowest) to 9(highest). The
average is a score of 5. In general, stanine scores 1,2&3 are below average, 4,5& 6 are
average and 7, 8 & 9 are above average.
STANDARD SCORES:
 The standard scores indicate a student’s relative position in a group. It expresses test
performance in terms of standard deviation units from the mean.
 The mean is the arithmetical average. The standard deviation is a measure of spread
of scores in a group.
TYPES OF STANDARD SCORES :
Z- SCORE -
 It a mean and standard deviation can be calculated for a given set of raw scores, each
raw scores can be expressed in terms of its distance from the mean in standard
deviation units or z- scores.
 Z- score =
Raw Score - Mean /Standard deviation
T SCORES :
Any set of normally distributed standard scores that has a mean of 50 and SD of 10.
Multiplying the z- scores by 10 and adding the product to 50 can obtain T scores.
ADVANTAGES -
 Only positive integrates are provided.

 Interpretation is relatives simple once the concept of T- score is grasped.
GRADING -
Grading refers to the process of using symbols, such as letter to indicate various types of
students progress (Nitko 2001).
COMMON METHODS OF GRADING :
Letter grades :
There is a great flexibility in the number of grades that can be adopted i.e 3-11.
LIMITATIONS :
 Meaning of grades may vary widely.

 Do not describes strength /weakness of students.
STRENGTH :
 Easy to use
 Easy to interpret theoretically
 Provide a concise summary
NUMBER /PERCENTAGE GRADES :
(5,3,2,1,0) OR (98%, 80%, 60% etc.)
It is same as letter grades. Only difference is that instead of letters numbers of percentage
is used.
STRENGTHS :
 Easy to use
 Easy to interpret theoretically
 Provide a concise summary
 May be combined with letter grades
 More continuous than letter grades.
LIMITATIONS :
 Meaning of grades may vary widely

 Do not describe strength/weakness of students
 Meaning may need to be explained or interpreted
TWO CATEGORY GRADES:
It is good for courses that require mastery of learning
STRENGTHS :
Less emotional for students.

LIMITATIONS :
 Less reliable
 Does not contain enough information about students achievement
 Provides no indication of the level of learning.
CHECKLIST AND RATING SCALE-
They are more detailed and since they are too detailed it is cumbersome for teachers to
prepare.
STRENGTHS-
 Present detailed lists of students achievements.

 Can be combined with letter grades.
 Good for clinical evaluation.
LIMITATIONS -
 May become too detailed to easily comprehend.

 Difficult for record keeping.
ADVANTAGES OF GRADES-
 Grades are divided in to 5-7 divisions to which student’s performance is assigned as

compared to 101(0-100) divisions of conventional marking.
 It is a convenient method
 Chance of errors are minimized .
DISADVANTAGES OF GRADES -
 The assigned grades varies from teacher to teacher.

 Do not indicate students strengths or weakness.
 Foster unfair competition among students.
GLOBAL GRADING -
In this method the ideal answer is not sub divided into the specific point and component
points. The examiner is interacted to read the response rapidly from a general impression and
using some standard and standard assign.
Sequential Grading
In order to bring more objectivity more answers can be scored beautifully. This is the same
teacher valuing answer of a particular question.
Scoring Objective tests
Hand graded:
Due to human effort, mistakes may occur. Having two graders grade exams help to catch
90% of those simple mistakes in grading.
Machine scoring :
As accurate as the answer code given to the computer. Code given to the computer.
Some testing publishers will only release or sell their products to individuals who have
undergone special training or have a particular degree in a related field.
ITEM ANALYSIS :
Definition-
Item analysis is a process that examines students’ response to individual test items/questions
in order to assess the quality of those items. And of the test as a whole.
Benefits of iteam analysis :
 Provides a basis for efficient classroom discussion of the test results.

 Provides data for remedial work.
 Provieds a basis for the general improvement of classroom instruction.
 Provieds a basis for increased skill in iteam construction.
REPORTING -
GOALS -
 Accurate and useful reporting of assessment results enables teachers, students, parents
and the public to understand why various assessment instruments are being ap;ied and
how the results will be used part of the institute improvement proces
JOURNAL : Developing and scoring essay tests.

BIBLIOGRAPHY -
 Checkout
https://www.slideshare.net/manalihsolanki/administeringscoringandreportingate
stpptAdministering,scoringandreporting .

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PRAKASH INSTITUTE OF NURSING

SUBJECT - NURSING EDUCATION

ADMINISTRATING, SCORING AND REPORTING

SUBMITTED TO :- SUBMITTED BY:-

 Before the test

A raw score provides an indication of variability in performance among students in a

 Lay people easily understand them

Percentile differences are not equal

STANINE [STANDARD NINE]:

TYPES OF STANDARD SCORES :

Raw Score - Mean /Standard deviation

 Only positive integrates are provided.

COMMON METHODS OF GRADING :

 Meaning of grades may vary widely.

NUMBER /PERCENTAGE GRADES :

(5,3,2,1,0) OR (98%, 80%, 60% etc.)

 Meaning of grades may vary widely

TWO CATEGORY GRADES:

It is good for courses that require mastery of learning

Less emotional for students.

CHECKLIST AND RATING SCALE-

 Present detailed lists of students achievements.

 May become too detailed to easily comprehend.

 Grades are divided in to 5-7 divisions to which student’s performance is assigned as

 The assigned grades varies from teacher to teacher.

Scoring Objective tests

Benefits of iteam analysis :

 Provides a basis for efficient classroom discussion of the test results.

JOURNAL : Developing and scoring essay tests.

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