- Table of Contents
- Class Room Test Analysis
- Summary of Test Statistics
- Test Frequency Distribution
- Sample Total Test Program
CLASSROOM TEST ANALYSIS: THE TOTAL REPORT
This program analyzes data consisting of one or more test scores. It can
weight items differentially (e.g., 2 points for Item #1, 3 points for Item #2,
etc.) and accepts positive, negative and decimal fraction scores.
The TOTAL output consists of three parts: A summary of statistics, a test
frequency distribution, and a listing of students' scores. Any or all three
parts of the output may be printed. The first part consists of a summary of the
following test statistics: The number of items on the test, the mean, median,
standard deviation, Kuder-Richardson reliability 21 (KR-21), standard error of
measurement, the possible and obtained low and high scores, and the number of
scores. Only those scores that fall within the range specified by the user are
included in the analysis, so that the user has the option of disregarding
certain scores. Blank and invalid scores (those falling outside the specified
range) are counted but are omitted from the analysis. (See the ITEM ANALYSIS
program description for definitions of the statistical terms mentioned above.)
The second part of the TOTAL output displays a test frequency distribution.
The raw scores are ordered from high to low, with the corresponding standard
score, percentile rank, percentage of people in the total group tested who
received the given score, the frequency, and the cumulative frequency. The
accompanying histogram portrays the frequency of the scores at each score value.
(See the ITEM ANALYSIS program for a description of the statistical terms
mentioned above.)
The first two parts of the TOTAL TEST analysis can be processed overall,
i.e., for the entire class or group of data. It can also be processed by groups,
such as class sections. The summary of test statistics and the frequency
distribution can be processed for one to ten test scores per TOTAL program. Raw
and/or standard scores can be summed, optionally applying weights to each score;
a new summary of test statistics and a frequency distribution will be produced
for the summed scores. Since different examinations usually have unequal
standard deviations and different numbers of items on each examination, raw
scores cannot be compared directly across examinations. When raw scores are
summed to determine final score distributions and grades, the examinations with
the larger standard deviations will always carry the most weight in determining
the final score distribution. Since standard scores are comparable across
examinations, it is strongly recommended to sum standard scores instead of raw
scores or percent scores.
The third part of the TOTAL output is a listing of the students, sorted
alphabetically or by student number. The raw score, standard score, and
percentile rank for each test, and optionally for the summed raw and/or standard
scores, is presented for each student. If grades are based on an examination
score distribution, the summed raw score distribution, or the summed standard
score distribution, or determined by assigning a certain proportion of the class
different letter grades, then the assigned grades can print out in the listing
of individual scores. However, this method of assigning grades is not
recommended. Refer to Ebel & Frisbie (1986) or consult the staff of Measurement and Evaluation if you are interested in learning about valid
grading practices.
References
Ebel, R.L., & Frisbee, D.A. (1986). Essentials of educational measurement
(4th ed.). Englewood Cliffs, NJ: Prentice-Hall, Inc.
Gronlund, N.E., & Linn, R.L. (1990). Measurement and evaluation in
teaching (6th ed.). NY: MacMillan.
Table of Contents
* * * MERMAC -- TEST ANALYSIS AND QUESTIONNAIRE PACKAGE * * *
SAMPLE TOTAL TEST PROGRAM
QUIZ
SUMMARY OF TEST STATISTICS
NUMBER OF ITEMS: 80
(Number of items on the test.)
MEAN SCORE 60.92
(Arithmetic average; the sum of
all scores divided by the
number of scores.)
MEDIAN SCORE 63.15
(The raw score point that divides the
raw score distribution in half; 50%
of the scores fall above the median
and 50% fall below.)
STANDARD DEVIATION 12.24
(Measure of the spread or variability of
the score distribution. The higher
the value of the standard deviation,
the better the test is discriminating
among student performance levels.)
RELIABILITY (KR-21)1 0.915
(When item difficulties are approximately
equal, is an estimate of test
reliability indicating the internal
consistency of the test. The range of
the reliability is from 0.00 to 1.00.
A reliability of .70 or better is
desirable for classroom tests.)
S.E. OF MEASUREMENT 3.58
(The accuracy of measurement expressed
in the test score scale. The larger the
standard error, the less precise the
measure of student achievement.
Two-thirds of the test takers obtained
scores falling within one standard
error of measurement of their true score.)
POSSIBLE LOW SCORE 0
(The possible low score.)
POSSIBLE HIGH SCORE 80
(The possible high score.)
OBTAINED LOW SCORE 0
(The obtained low score.)
OBTAINED HIGH SCORE 80
(The obtained high score.)
NUMBER OF SCORES 603
(The number of answer sheets submitted
for scoring.)
BLANK SCORES2 0
(Number of test scores that could be not
computed.)
INVALID SCORES 0
(Number of test scores out of range
specified by the user.)
VALID SCORES 603
(Only those scores that fall within
the range specified by the user are
included in the analysis so that
the user has the option of disregarding
certain scores.)
1KR-20 is given in ITEM ANALYSIS and provides a more accurate estimate of the reliability when item
difficulties are not equal.
2Blank and invalid scores(those falling outside the specified range) are counted and are omitted from the analysis.
Table of Contents
* * * MERMAC -- TEST ANALYSIS AND QUESTIONNAIRE PACKAGE * * *
SAMPLE TOTAL TEST PROGRAM
QUIZ
TEST FREQUENCY DISTRIBUTION
RAW STANDARD PER- CUM
SCORE SCORE CENTILE PERCENT FREQ FREQ EACH * REPRESENTS 1 PERSON
80 656 99 0.2 1 600 *
79 648 99 0.7 4 599 ****
78 639 99 1.3 8 595 ********
77 631 98 1.0 6 587 ******
76 623 97 2.2 13 581 *************
75 615 95 2.7 16 568 ****************
74 607 92 2.5 15 552 ***************
73 599 89 3.7 22 537 **********************
72 590 86 3.2 19 515 *******************
71 582 83 3.2 19 496 *******************
70 574 79 2.8 17 477 *****************
69 566 77 5.0 30 460 ******************************
68 558 72 3.5 21 430 *********************
67 550 68 5.5 33 409 *********************************
66 541 63 3.2 19 376 *******************
65 533 59 5.0 30 357 ******************************
64 525 54 3.3 20 327 ********************
63 517 51 3.3 20 307 ********************
62 509 48 4.2 25 287 *************************
61 501 44 4.2 25 262 *************************
60 492 39 3.5 21 237 *********************
59 484 36 3.5 21 216 *********************
58 476 32 2.3 14 195 **************
57 468 30 2.7 16 181 ****************
56 460 27 2.7 16 165 ****************
55 452 25 2.3 14 149 **************
54 443 22 1.3 8 135 ********
53 435 21 1.8 11 127 ***********
52 427 19 2.7 16 116 ****************
51 419 17 1.3 8 100 ********
50 411 15 2.3 14 92 **************
49 403 13 1.2 7 78 *******
48 394 12 0.8 5 71 *****
47 386 11 1.0 6 66 ******
46 378 10 0.7 4 60 ****
45 370 9 0.5 3 56 ***
44 362 9 0.5 3 53 ***
43 354 8 1.0 6 50 ******
42 345 7 0.7 4 44 ****
41 337 7 0.7 4 40 ****
40 329 6 0.7 4 36 ****
39 321 5 0.2 1 32 *
38 313 5 0.2 1 31 *
37 305 5 0.3 2 30 **
36 296 5 0.2 1 28 *
Table of Contents
* * * MERMAC -- TEST ANALYSIS AND QUESTIONNAIRE PACKAGE * * *
SAMPLE TOTAL TEST PROGRAM
SECTION 11111
EXAM ESSAY 1 ESSAY 2 SHORT ANS SUMMED RAW SCORE SUMMED STD SCORE
ID NAME RAW STAND PCT RAW STAND PCT RAW STAND PCT RAW STAND PCT RAW STAND PCT RAW STAND PCT
357446186 ANDERSON 67 550 68 147 498 47 333 572 77 79 607 88 626 561 71 557 565 73
519689271 BROWN O 62 509 48 171 585 81 307 528 58 77 590 81 617 552 67 553 560 71
335527876 CURKS R 57 468 30 120 400 16 210 365 9 59 438 28 446 381 11 418 406 17
349385232 DUNN S 70 574 79 165 563 75 312 537 60 82 632 93 629 564 72 577 587 81
777788888 FRANKS D 20 166 1 42 118 1 127 225 1 42 294 4 231 166 1 201 158 1
555544544 FULTON F 62 509 48 162 553 73 314 540 63 63 472 38 601 536 59 519 521 55
338527846 GOLDMANN S 68 558 72 135 455 30 256 442 26 74 565 73 533 468 34 505 505 48
320527430 HALL M 71 582 83 159 542 67 366 628 93 69 522 58 665 600 84 569 578 78
336525686 KLEEN J 60 492 39 126 422 21 267 461 31 50 362 9 503 438 24 434 424 20
330502083 LANN K 50 411 15 174 596 86 256 442 26 70 531 61 550 485 40 495 494 43
357387636 NEWMANN D 63 517 51 72 226 1 263 454 29 60 446 30 458 393 14 411 398 14
320525308 PAULS N 69 566 77 150 509 52 305 525 56 59 438 28 583 518 53 510 511 51
337526133 PETERS E 69 566 77 174 596 86 333 572 77 76 582 79 652 587 81 579 590 82
396465677 RAYMOND J 36 296 5 193 520 57 273 471 35 65 489 43 527 462 32 444 435 23
326504741 SMITH G 69 566 77 180 618 92 317 545 65 70 531 61 636 571 75 565 574 77
347507887 SMITH P 17 141 1 0 0 1 67 124 1 27 167 1 111 46 1 108 52 1
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