Testing Procedures and Security Report (Assessment)
Overview of Literature
Testing is really a crucial part of student teaching and learning. Tests are administered in academic settings to provide data or performance indicators that inform decisions about pedagogic methods or programs. In accordance with Roshan (2016), testing is grounded in three premises: First, test scores are needed for the improvement of academic programs or courses. Second, testing informs changes to the curriculum and accommodations to reflect the learners’ needs. Third, test results are measurable (Roshan, 2016). However, the outcomes could be meaningful if the exam isn’t administered well. Thus, test administration is really a critical process in student assessment. District and statewide procedures exist to greatly help guide supervision and ensure fair and dependable outcomes.
An assessment cycle involves a number of logical steps, including test design, administration, and evaluation (Eriksson & McGee, 2015). Adequate procedures for exam supervision are crucial for assessing learners and making inferences concerning the outcomes. Information gleaned from scholarly research implies that issues of dishonesty in tests could be reduced by strengthening student identity verification. Educators administering the exams are obligated to implement specific measures and state policies on ethical test management. In accordance with Amigud (2013), validation protocols in proctored tests must involve physical authentication of identification documents before taking the exam or ascertaining of a student’s identity profile regarding remote invigilation. Biometric methods, such as for example fingerprint scanning, could also be used to validate the authenticity of test takers (Amigud, 2013).
The administration of statewide tests follows recommended testing procedures and security steps. The goal is to guarantee valid and accurate results and steer clear of giving some test takers undue advantage. Contemporary dishonest practices when taking tests are diverse and aided by technology. Student misconduct in face-to-face assessments may involve collusion with someone else beyond your test center using micro scanners or cameras (Kelley & Dooley, 2014). Weak testing procedures and security measures pose risks to the institution, including harm to reputation, equity issues for several learners, under-qualified graduates, etc. Therefore, effective institutional responses must assure assessment integrity.
Proper test administration entails two critical elements. The initial one may be the replication of the conditions that the assessment designers specified in the delivery requirements (Roshan, 2016). These contextual factors are the milieu where the test piloting occurred. The next element is reproducing these conditions for several examinees in order that nobody is advantaged or disadvantaged by the administration practices or policies. The goal is to remove extraneous resources of variation that limit the validity and meaningfulness of test scores. An important principle in exam administration is according all candidates the same possiblity to achieve optimal outcomes by reducing cheating issues or distractions (Roshan, 2016). Thus, the test environment should support test takers both physically and psychologically to achieve intended results.
Additionally, efforts to instill positive attitudes towards a test are needed. Based on the U.S. Department of Education (2013), student preparation should involve developing a healthy testing culture to help ease anxiety or pressure linked to the exams. Helping students approach the test with the proper attitude can minimize irregularities. Further, teaching them ethical student behavior by conveying expected standards can reduce unethical conduct. Additionally it is critical that administrators have adequate qualifications and preparation to control the test properly and guarantee valid and reliable scores. Moreover, they ought to show high-level accountability to improve the accuracy of the outcome (U.S. Department of Education, 2013). Therefore, a competent testing exercise requires adequate planning and preparation of both test takers and administrators.
Smooth test administration involves a repertoire of measures taken before, during, and following the exam. The security of testing materials is really a paramount initial part of administering tests. Based on the Florida Department of Education (2018), all testing instruments should be secured to avoid students from accessing the questions prior to the exam session. As an excellent practice, the materials could possibly be kept in secure rooms from test takers and assessors. This step takes its critical accountability role of exam administrators. The security may also be enhanced by way of a regular release of new standardized tests to cohorts (Thurlow & Kopriva, 2015). A smooth proctoring includes notifying candidates of the test time and making certain special needs students have assistive devices, lighting, etc. (Thurlow & Kopriva, 2015). Further, the administrator ought to be conversant with invigilation procedures, including timing and exam rules.
The pre-test security measures can only just yield valid outcomes if the test conditions meet administration standards. In accordance with Brewer, Knoeppel, and Lindle (2014), generally, the district exam guidelines require that the testing environment be fair and without prohibited activities, such as for example reading, discussing, copying, or explaining passages or questions. Further, the examiner should avoid giving clues to learners throughout a test. In case students seeks for clarification, it could be fair to explain the issue to the complete class. Unauthorized help or suggestions from the administrator or any party would affect the validity of the outcomes.
Good test administration also requires the examiner to patrol the exam room regularly and unobtrusively to avoid cheating (Kaukab & Mehrunnisa, 2016). Proctoring requires the physical presence of a teacher to deter the usage of unauthorized communication devices through the test. Additionally, informing the students concerning the time left would help them plan appropriately. The security of the test materials following a successful testing process rests with the administrator. She or he should gather and take into account all issued and unissued papers and keep them in a safe locker (Kaukab & Mehrunnisa, 2016). The examiner also needs to make sure that the test takers’ scripts tally with the identification details entered in the attendance list.
Ms. X is really a professional middle school counselor. She earned a bachelor’s in Psychology from the University of South Florida and a master’s degree in Counselor Education between your ages of 18-25. When she started college, Ms. X was on the Biomedical Science track until she reached Organic Chemistry and decided medicine and science weren’t for her. Throughout that time, she was signed up for a psychology course and fell deeply in love with the mind. Subsequently, she became interested in exploring human behavior and decided to switch gears at that point. She never thought or wished to be a middle school counselor when growing up or beginning college, but she felt as if the stars were aligned. Ms. X chose middle school counseling as her first job and has been working at Liberty Middle School in Tampa, Florida, for the past five years since graduating from college. She says, “It is more than likely I’ll not do this forever. In most of the days, I go home stressed to the max, but the kids are the reason I am here. I plant seeds every day in the hope that they will be watered and bloom whether I will be there to see it or not”.
Ms. X is a true example of a dedicated educational leader who understands the importance of academic achievement, curriculum assessment, instruction, and testing procedures and security in the state of Florida. She is also familiar with test design, knowledge and skills assessed, and accommodations for students with disabilities. Her input on assessment procedures and security would be useful in understanding best practices in the administration of tests.
Questions, Responses, and Interpretations
What are the training requirements of those administering the FSA (Florida State Assessment) assessment?
Answer: They must be instructional personnel trained by a testing chair (selected guidance counselor). They must also sign a testing agreement.
Interpretation: Test administrators of the FSA are licensed instructors in the district who have gone through relevant training offered by a guidance counselor. Thus, those who are not academic professionals or untrained cannot administer the FSA. Additionally, they must sign a test administration and security agreement for purposes of accountability.
Beyond the initial training for testing administrators, are additional resources available?
Answer: The FSA website (training and resources section) contains reference documents and manuals for administrators.
Interpretation: A smooth administration process requires well-trained staff. The online materials support the management of the FSA test. Administrators can consult or refer to downloadable training resources available on the agency’s website at any time. The information may be used to organize and manage test sessions in line with statewide or district rules and regulations.
What are the security protocols the test coordinator follows for receiving and disbursing testing materials?
Answer: They entail keeping all instruments in a locked room, testing administrators, checking in and out materials from a secure cabinet each day.
Interpretation: The standard testing protocol for FSA assessment entails safeguarding the facility or cabinet where the materials are kept before, during, and after the examination. The aim is to prevent leakage of the test questions to candidates, which would compromise the validity of the scores. The security of the materials is a role of the administrators. They must ensure that candidates do not access the questions before taking the test.
What are the school testing coordinator’s responsibilities after testing?
Answer: He/she handles reports, checks in all materials, sends off scripts to the district, and addresses any testing concerns.
Interpretation: Expected actions
after testing include accounting for all materials issued in a report. The school coordinator checks testing materials and scripts to ensure they tally with the information on the attendance register before dispatching them to the school district for evaluation. He or she also handles testing concerns and emergencies, including incidences of cheating, illness, etc., and makes a comprehensive report on these occurrences.
With test security, are test administrators informed during training on inappropriate actions and the consequences involved?
Answer: Yes, all this information is in the testing agreement that they sign and retain a copy.
Interpretation: The agreement on test administration and security specifies the expected ethical conduct of administrators. This binding document lays out the prohibited activities, permitted accommodations for special needs students, and testing and grading procedures. Thus, by signing this agreement, the administrator assumes liability and accountability for his or her actions during the assessment.
A Summary of Findings, Reflections, and Insights
From the literature review, it is clear that test administration is a critical component of the assessment process. District testing procedures and regulations must be followed to guarantee the security of the exam materials and integrity of the scores. Granting all candidates a fair opportunity to sit the test by providing conditions conducive to optimal performance is a fundamental practice in administration. Educators must also instill positive attitudes towards exams in test takers to reduce anxiety and promote ethical conduct. On the other hand, administrators must be supported through adequate training and clear guidelines on testing procedures and obligations to enhance accountability.
Testing is a foundational practice within the teaching-learning paradigm. In my view, vouching for integrity in high-stakes tests would translate into meaningful results. Invigilated individual exams provide a means of preventing academic misconduct, as they involve fair conditions to all test takers. Thus, test administration is an important pillar of a testing cycle. If tests are administered properly, the likelihood of exam irregularities and cheating will diminish significantly. For this reason, I would root for measures that build competencies of the administrators, including training and workshops, to ensure effective proctoring. Additionally, clear administration protocols coupled with district-administrator agreements could improve accountability and help achieve outcomes that are valid and reliable.
The analysis in this paper gives insights into the rationale for adopting test procedures and security during testing. The goal is to guarantee optimal student performance by providing a fair exam environment. The Florida State guidelines for FSA administration requires administrators to manage test sessions in line with their training and standard procedures (Wiley et al., 2015). They should assume the responsibility of securing the exam materials, facilitate accommodations for students with disabilities, address emergencies and concerns, report irregularities, and supervise test takers to prevent unethical conduct. They must also sign security agreements to affirm their commitment to a fair testing process.
Amigud, A. (2013). Institutional level identity control strategies in the distance education environment: A survey of administrative staff. The International Review of Research in Open and Distance Learning, 14 (5), 129-143. Web.
Brewer, C., Knoeppel, R. C., & Lindle, J. C. (2014). Consequential validity of accountability policy: Public understanding of assessments. Educational Policy, 29 (5), 711-745. Web.
Eriksson, L., & McGee, T. R. (2015). Academic dishonesty amongst Australian criminal justice and policing university students: Individual and contextual factors. International Journal for Educational Integrity, 11 (5), 1-15. Web.
Florida Department of Education. (2018). Florida standards assessments. Web.
Kaukab, S. R., & Mehrunnisa, S. (2016). History and evolution of standardized testing – A literature review. International Journal of Research – Granthaalayah, 4 (5), 126-132. Web.
Kelley, R., & Dooley, B. (2014). The technology of cheating. In Ethics in Science, Technology and Engineering: IEEE International Symposium (pp. 1-8). Chicago, IL: IEEE.
Roshan, N. A. (2016). The principles of good test administration. International Journal of Modern Language Teaching and Learning, 1 (4), 126-129. Web.
Thurlow, M. L., & Kopriva, R. J. (2015). Advancing accessibility and accommodations in content assessment for students with disabilities and English learners. Review of Research in Education, 39 (1), 331-369. Web.
U.S. Department of Education. (2013). Testing integrity symposium: Issues and recommendations for best practice. Web.
Wiley, A., Hembry, T. R., Buckendahl, C. W., Forte, E., Towles, E., & Nebelsick-Gullet, L. (2015). Independent verification of the psychometric validity for the Florida standards assessment: Final report. Web.