The four stages of test administration
Stage 2: Administration
The second stage in test administration is the administration of the test itself.
This involves building up a rapport with the candidate(s); briefing them on the purpose of the assessment; using the standard instructions to admin-ister the tests; allowing sufficient time to complete example questions and deal with questions raised by the candidates; maintaining the test conditions to the standard given in the Test Manual and, finally, keeping strictly to the instructions for the timing of the tests. It also requires keeping a record (the log) of the testing session.
The Test Session Log
Recording the session is an important part of any testing session. You will find a number of copies of an example Test Session Log in Section 3 of the Test Pack.
These are for you to use when you are carrying out the practice test admin-istration exercises. Take one out now and have a look at it. Log sheets are included with some tests, but you will probably find it more convenient to design your own using a computer spreadsheet. Use the examples provided as a guide.
The Test Session Log:
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Allows you to record the names of the candidates and the tests they have taken. This is useful when you are collating information for the test user to use in feedback from the testing session. It is particularly use-ful when you do not know the candidates in advance as it can act as a register. Test scores can be recorded on this sheet after scoring is complete ( page 1).•
Provides a means of recording details of the timing. Noting the exact time that the session begins is a double safeguard should your stopwatch fail ( page 2).•
Provides a checklist against which you can count in and count out the materials you have used. This is vital for test security ( page 2).TEST ADMINISTRATION 77
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Allows you to record anything that may cause the test results to be questioned and which thus needs to be treated with caution when interpreting the test ( page 3).Fill in page 1 and page 2 of the log sheet before the session. Fill in the time (page 2) as each test is administered. Fill in page 3 as necessary. Sign and date the log sheet and keep it secure with the test data until the data are destroyed.
Introducing the test session
Testing is a very formal procedure. As you have learned in the preceding sec-tions, tests have been standardized under stringent conditions and, in order to be fair to your candidates, you must stick to the standardized instructions and conditions for the test so that the test user can compare the candidates with relevant norms groups or other criterion-referenced groups. This means following the test instructions rigidly. However, it does not mean that the whole session need be overly formal and rigid.
The initial introduction is the opportunity to welcome candidates, tell them about the length of the test and offer them the chance to have a final cigarette or a visit to the lavatory. Also ensure that they have all turned off any mobile phones, PDAs or other devices that might create an interruption or distraction. Make sure they know in advance that they will not be permitted to receive or make calls or text messages during the test session.
It is also a chance to set them at ease and to tell them about the purpose of the testing, what will happen to the results, and when they will be able to get feedback. It is a good opportunity to talk about what will happen to the data and (if applicable) to outline briefly how your client or your company com-plies with the Data Protection Act (see Section 2.2 of this Module). Do not, in your efforts to put the candidates at ease, underplay the importance of the tests and the necessity for them to do their best.
Think for a moment about the session you are planning for Test A:
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Why are your candidates doing this test?•
What will happen to their answers?•
Will you be storing information about them?•
If so, why?You need to think about this in two ways: (i) as a role play (where you and your candidates are pretending that this is a real test situation); and (ii) as a training situation (where you are gaining experience of how to administer a test, and the candidates are there to help you in your training).
The role play will involve working out an elaborate scenario and preparing information accordingly in order to script your introduction – just as you would if you were testing real candidates in a job selection situation. However, you need to make clear to your candidates – before moving into your role play – what the real conditions are of the training situation. That is:
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Your ‘candidates’ are doing the test only to help you.•
There will be no feedback to them as there are no normative data on the test and you, in any case, are not qualified as a test user.•
The candidates can put a fictitious name on their answered question book, and therefore the data will not be connected to them.•
The completed questions book will be kept by you as part of your port-folio for assessment purposes.If you have read through the whole of Module 2, attempt Exercise 2.1.4 now.
EXERCISE 2.1.4: Introducing the session to the candidates
Make notes now for the introduction to your session. Do not make a ‘tight’
script as it will defeat the object of the introduction, which is to put candid-ates at ease.
Remember, you need to:
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first, brief your candidate on the real purpose of the session (that it is part of your learning);•
second, provide a ‘role-play’ introduction.Administration of the test
The next step is giving the instructions to your candidate. This usually requires the administrator to read the instructions aloud, but be guided by the Manual for this. For some computer-based tests, you will simply be asked to tell the candidates to work through the instructions and examples at their own pace, as they appear on the screen. Test A requires you to read the instructions to the candidate. The transition between the informal intro-duction and the formal reading of instructions can be bridged by saying something like:
I am now about to administer the test. To be fair to every candidate, it is important that every person is given the same instructions and that those instructions are the same as the ones given to the group that you will be compared with. To be fair in this way, I will read the instructions to you. Are there any further questions before I begin?
From this point onwards, the test should proceed exactly as is stated in the Manual. Examples, if they are provided, should be carried out according to the instructions and for timed tests the timing should be precise. Any minor interruptions, such as someone entering the room, should be noted in the log.
Major interruptions, such as a fire drill or a power cut in a room that relies on artificial lighting, mean that the test session should be abandoned. If a candi-date has to leave the room he or she can be given no extra time, but a note should be made in the log against the candidate’s name. Candidates who arrive late can-not be admitted into the group once the formal administration has begun.
When the test time is up, stop the test promptly and collect in the materials.
Sometimes there are instructions in the Manual for doing this. It is important for test security reasons that you collect in all the printed materials that you have handed out. Check these in the log.
Thank your candidates and remind them about the next stage in the pro-cedure. Ask that they do not remove anything from the room that they did not bring in with them – including scrap paper etc.
When the candidates have left, collect in any other materials and attend to any machines (for example, computers) that have been used. Carry out all necessary procedures for saving data and making them secure before
TEST ADMINISTRATION 79 switching them off. If separate question books have been used, check these for marks before returning to stock.