Administering Assessment

‘Standardisation implies uniformity of procedure in administering and scoring the test. If the scores obtained by different persons are to be comparable, testing conditions must obviously be the same for all’.
Anastasi and Urbina (1997, p. 6)

 Aiken (1997) lists a number of considerations before administrating a test, such as scheduling the test, informed consent, becoming familiar with the test, ensuring satisfactory testing conditions and minimising cheating. He lists the examiner’s duties during the test as follows: following test directions, remaining alert, establishing rapport, preparing for special problems and flexibility. On this last point Aiken is referring primarily to flexibility in so far as it is possible, without jeopardising the standardised nature of the test.

Some practical considerations in administering a test include finding a room that is appropriate. Students completing a test in a room next door to a building site may perform differently than students who have total quiet. It is important to ensure that the students will not be interrupted by another class-group waiting to come in. Correct temperature, lighting and seating must all be sorted before the students arrive.

As the students will vary in relation to how anxious they are about the test, it is important to help them relax without unintentionally raising their anxiety levels. A calm approach, acknowledging that some of them may be worried makes sense. In my experience too much focus on ensuring that the students are not worried may be counter-productive as excessive reassurance can increase someone’s anxiety.

Tests can also be administered individually. Problem checklists such as the Porteous Problem Checklist (Porteous, 1997) may be much more beneficial given individually than in a group as the guidance counsellor can observe carefully the student’s manner in completing the items. A slight hesitancy at a particular item might be an invaluable clue as to what is really going on for a student. While good administration of tests obviously requires organisational skills, it also requires an empathic relationship, astute observation and sensitivity. In my view the “counselling” part of the guidance counsellor’s role is integral to testing at all stages, but particularly in the administration of tests and the feedback of the results.