WESTERN OREGON UNIVERSITY
Special Educator Program
B. Brownbridge
BASIC STEPS IN TEST ADMINISTRATION
(Overton, 2000, pp. 157-172)
• When administering a norm-referenced standardized test, it
is important to remember that the test developer specified the
instructions for the examiner and the examinee.
• The test manual contains much information, which the
examiner must read thoroughly and understand before
administering the test.
• The examiner should practice administering all sections of the
test many times before administering the test to a student.
• Ideally, the first few attempts of practice administration
should be supervised by someone who has had experience
with the instrument.
• Legally, according to IDEA, any individual test
administration should be completed in the manner set forth
by the test developer and should be administered by trained
personnel.
• The examiner should carefully carry out the mechanics of test
administration.
• The first few steps are simple, although careless errors can
occur and may make a difference in the decisions made
regarding a student’s educational future
• The protocol of a standardized test is the form used during
the test administration and for scoring and interpreting test
results.
• The first page of the protocol provides space for writing basic
information about the student.
• The examiner must complete the top portion of the
protocol before administering the test.
• The remainder of the protocol is completed during and
after the administration of the test.
Beginning Testing
The following suggestions will help you, the examiner, establish a
positive testing environment and increase the probability that the
student will feel comfortable and therefore perform better in the
testing situation.
1. Establish familiarity with the student before the first day of
testing. Several meetings in different situations with relaxed
verbal exchange are recommended. You may wish to participate
in an activity with the student and informally observe behavior
and language skills.
2. When the student meets with you on test day, spend several
minutes in friendly conversation before beginning the test. Do not
begin testing until the student seems to feel at ease with you.
3. At a level of understanding that is appropriate for the student’s
age and developmental level, explain why the testing is being
conducted. It is important that the student understand that the
testing session is important, although the child/youth should not
feel threatened by the test. Introductory directions to be given to
test subjects are at the end of this document.
4. Be sure that the student has a comfortable chair to sit in and that
it and the table are at the proper height for the student. As well,
the examiner should be sure to arrange the test environment so
that she/he is able to observe the students’ performance and
easily record responses.
5. Begin testing in a calm manner. Be certain that all instructions
are followed carefully.
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General Guidelines for Test Administration
(Source: McLoughlin & Lewis)
Test administration is a skill, and testers must learn how to
react to typical student comments and questions. The
following general guidelines apply to the majority of
standardized tests.
Student Requests For Repetition of Test Items
Students often ask the tester to repeat a question. This is
usually permissible as long as the item is repeated verbatim
and in its entirety. However, repetition of memory items
measuring the student’s ability to recall information is not
allowed.
Asking Students To Repeat Responses
Sometimes the tester must ask the student to repeat a
response. Perhaps the tester did not hear what the student
said, or the student’s speech is difficult to understand.
However, the tester should make every effort to see or hear
the student’s first answer. The student may refuse to repeat
a response or, thinking that the request for repetition means
the first response was unsatisfactory, answer differently.
Student Modification of Responses
When students give one response, then change their minds
and give a different one, the tester should accept the last
response, even if the modification comes after the tester has
moved to another item. However, some tests specify that
only the first response may be accepted for scoring.
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Confirming and Correcting Student Responses
The tester may not in any way – verbal or non-verbal –
inform a student whether a response is correct. Correct
responses may not be confirmed; wrong responses may not
be corrected. This rule is critical for professionals who both
teach and test, because their first inclination is to reinforce
correct answers.
Reinforcing Student Work Behavior
Although testers cannot praise students for their
performance on specific test items, good work behavior can
and should be rewarded. Appropriate comments are
“You’re working hard” and “I like the way you’re trying to
answer every question.” Students should be praised between
test items or subtests to ensure that reinforcement is not
linked to specific responses.
Encouraging Students to Respond
When students fail to respond to a test item, the tester can
encourage them to give an answer. Students sometimes say
nothing when presented with a difficult item, or they may
comment, “I don’t know” or ‘I can’t do that one.” The tester
should repeat the item and say, “Give it a try” or “You can
take a guess.” The aim is to encourage the student to attempt
all test items.
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Questioning Students
Questioning is permitted on many tests. If in the judgment of
the tester the response given by the student is neither correct
nor incorrect, the tester repeats the student’s answer in a
questioning tone and says, “Tell me more about that.” This
prompts the student to explain so that the response can be
scored. However, clearly wrong answers should not be
questioned.
Coaching
Coaching differs from encouragement and questioning in
that it helps a student arrive at an answer. The tester must
never coach the student. Coaching invalidates the student’s
response; test norms are based on the assumption that
students will respond without examiner assistance. Testers
must be very careful to avoid coaching.
Administration of Timed Items
Some tests include timed items; the student must reply
within a certain period to receive credit. In general, the time
period begins when the tester finishes presentation of the
item. A watch or clock should be used to time student
performance.
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Calculating Chronological Age
• It is imperative that the calculation of an examinee’s
chronological age (C.A.) be correct because the
chronological age may be used to determine the correct
norm tables used to interpret the test results.
• The chronological age is calculated by writing the test date
first and then subtracting the date of birth.
• The dates are written in the order of year – month day.
• In performing the calculation, remember that each of
the columns represents a different numerical system,
and if the number that is subtracted is larger than the
number from which the difference is to be found, the
numbers must be converted appropriately.
• This means that the years are based on 12 months,
and the months are based on 30 days.
• Begin by calculating the days, subtracting the birthdate
days from the test date days; borrow if necessary from
the test date months column (adding 30 days to the test
date days)
• Next, calculate the months by subtracting the birthdate
months from the test date months; borrow if necessary
from the test date year column (adding 12 months to the
test date months)
• Finally, calculate the years by subtracting the birthdate
years from the test date years
e.g.,
Test date
Birthdate
Year
2001
1994
Month
3
10
Day
2
8
6
Test date
Birthdate
C.A.
2001 2000
3 2 + 12 = 14
1994
10
6
4
6 years, 5 months
Start Here
2 (+ 30) = 32
8
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• When determining the chronological age for testing, the
days are rounded to the nearest month
• Days are rounded up if there are 15 or more days by
adding a month.
• The days are rounded down by dropping the days and
using the month found through the subtraction process.
• Calculate the chronological ages using the following test
dates and birthdates.
Test date
Birthdate
C.A.
Test date
Birthdate
C.A.
Test date
Birthdate
C.A.
Year
2002
1991
Month
2
3
Day
4
11
4
7
4
5
9
11
4
22
__ years, __ months
2002
1993
__ years, __ months
2002
1984
__ years, __ months
7
Calculating Raw Scores
raw score: usually the number of correct items counted as
correct.
• The first score obtained in the administration of a test is
the raw score.
• On most educational achievement or aptitude measures,
the raw score is simply the number of items the student
answers correctly.
• Unless otherwise specified, a student’s correct responses
are marked with a |, and incorrect responses with a 0.
• The raw score is used to determine the derived scores,
which are norm-referenced scores expressed in different
ways.
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Determining Basals and Ceilings
basal a series of x test items answered correctly by the
examinee, below which it is assumed the student
would answer correctly all test items; only applies
when testing is begun above the first item of a
(sub)test
ceiling a series of y test items answered incorrectly by the
examinee, above which it is assumed all test items
would be answered incorrectly; the examiner
discontinues testing at this level
• basal and ceiling levels are used on standardized tests so
that unnecessary items are not administered
• some tests contain hundreds of items, many of which
may not be developmentally appropriate for all students
Basals
• most educational tests contain starting rules in the manual,
protocol, or actual test instrument
• these rules are guides that can help the examiner begin
testing with an item at the appropriate level for the
examinee
• these guides may be given as age-level recommendations
or as grade-level recommendations
• e.g., 6-year-olds begin with item 10
• e.g., fourth-grade students begin with item 25
• these starting points are meant to represent a level at
which the student could answer all previous items
correctly and are most accurate for students who are
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functioning close to age or grade expectancy
often, students referred for special education testing
function below grade- and/or age-level expectancies;
therefore, the guides or starting points suggested by the
test developers may be inappropriate
it is necessary to determine the basal level for the student
– the level below which the student could answer correctly
all easier items
• if the student fails to obtain a basal level, the test may
be considered too difficult, and another instrument
should be selected
once the basal has been established, the examiner can
proceed with testing the student to establish a ceiling
(ending) point
the rules for establishing a basal level are given in the test
manuals, and many tests contain the information on the
protocol
• the basal rule may be the same as a ceiling rule, such as
3 consecutive correct responses and 3 consecutive
incorrect responses, respectively
• the basal rule may also be expressed as correctly
completing an entire level
• no matter what the rule, the objective is the same: to
establish a level that is thought to represent a
foundation and at which all easier items would be
assumed correct
it may be difficult to select the correct item to begin with
when testing a student with special needs
• the student’s social ability may seem to be age
appropriate but his/her academic ability may be
significantly below expectancy for his age and grade
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placement
• the examiner may begin with an item that is too easy or
too difficult
• although it is not desirable to administer too many
items that are beneath the student’s academic level, it is
better to begin the testing session with the positive
reinforcement of answering items correctly than with
the negative reinforcement of answering several items
incorrectly and experiencing a sense of failure or
frustration
• the examiner should obtain a basal by selecting an item
believed to be a little below the student’s academic level
• even when the examiner chooses a starting item believed
to be easy for a student, sometimes the student will miss
items before a basal is established; in this case, most test
manuals contain instructions for determining the basal
• some manuals instruct the examiner to test backward in
the same sequence until a basal can be established
• after the basal is determined, the examiner proceeds
from the point where the backward sequence was
begun
• other test manuals instruct the examiner to drop back
an entire grade level or to drop back the number of
items required to establish a basal
• e.g., if 5 consecutive correct responses are required
for a basal, the examiner is instructed to drop back 5
items and begin administration
• if the examiner is not familiar with the student’s
ability in a certain area, the basal may be even more
difficult to establish
• the examiner in this case may have to drop back
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several times
• the examiner should always circle (or indicate in some
way) the number of the first item administered; this
information can be used later in the test interpretation
Two or More Basals (a.k.a. a False Basal)
• sometimes, an examinee may establish two or more basals;
that is, using the 5-consecutive correct rule, a student may
answer 5 items correctly, miss an item, then answer 5
consecutive items correctly again
• the test manual may address this specifically, or it may not
address this issue
• unless the test manual specifically states that the examiner
may use the second or highest basal, the first basal
established should be used to determine the raw score for
the subtest/test
• when calculating the raw score, all items that appear
before the established basal are counted as correct
• therefore, when counting correct responses, count items
below the basal as correct even though they were not
administered.
Ceilings
• just as the basal is thought to represent the level at which
all easier items would be passed, the ceiling is thought to
represent the level at which more difficult items would not
be passed
• the ceiling rule may be 3 consecutive incorrect or even 5
12
items out of 7 items answered incorrectly
• occasionally, an item is administered above the ceiling
level by mistake, and the student may answer correctly.
• because the ceiling level is thought to represent the level
at which more difficult items would not be passed, these
items usually are not counted
• unless the test manual states that the examiner is to count
items above the ceiling, it is best not to do so
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WESTERN OREGON UNIVERSITY
Special Educator Program
B. Brownbridge
Introductory Directions for Standardized Tests
Thank you, ____ , for agreeing to work with me today. We’re
going to spend about 60 to 90 minutes working together.
I’m going to ask you to answer some questions and to solve
some problems. Some questions will seem easy, while
others will seem more difficult. Please do your best.
Sometimes children/youth want to know how well they’re
doing. I’ll be willing to discuss how well you did after we’ve
finished working together and I’ve had time to score the
items, but I cannot tell you whether you got an item correct
or incorrect.
Again, please do your best on each of the tasks.
Thank you, ____ , for agreeing to
work with me today. We’re going to
spend about 60 to 90 minutes
working together.
I’m going to ask you to answer some
questions and to solve some
problems. Some questions will seem
easy, while others will seem more
difficult. Please do your best.
Sometimes children/youth want to
know how well they’re doing. I’ll be
willing to discuss how well you did
after we’ve finished working
together and I’ve had time to score
the items, but I cannot tell you
whether you got an item correct or
incorrect.
Again, please do your best on each
of the tasks.