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  • Publicado : 12 de abril de 2010
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Chapter 5
Administer Tests
1. How would you compare the procedures to be followed in administering both group and individuals tests?
Group administered: examiner reads the directions to small or large group, answers any questions and follows the standardized procedures outlined in the manual. This is the most cost effective method. However, the motivation and attitude of the test takers areunknown.
Individually administered: examiner administers test to one individual at a time following the procedures found in the examiners manual. The test giver assess the motivation and attitudes of the test taker as well as thought processes and cognitive level. The examiner can probe to get more information. But the advantages are that this method is expensive and only a few individuals can betested each day. The test giver needs special training and experience in administering individual tests.
2. What techniques should an examiner use to establish rapport with the test taker?
The examiner needs to establish a good rapport with the examinees. For some of the examinees (test takers) test taking is a nervous, frightening, and full of anxiety experience. Therefore, the examiner byhaving a good rapport can make the examinee feel a bit more comfortable and weaken the anxiety the examinee has.
In individual testing the examiner can asses the emotions of a examinee and positively give support but in a group testing it is a bit more difficult. To establish rapport the examiner should be warm, friendly and enthusiastic. The goal is for the examinee to feel more at ease andencourage him or her to do their best. Kowalchuck and Shwean emphasize that an administrator should demonstrate clear verbal articulation, calmness and positive anticipation and always treat all examinees the same.
3. What types of behaviors should an examiner avoid during test administration? Why?
All of the future problems encountered during testing can be bias, interrupt and throw out of focusexaminees. Also it can affect the results and affect the validity of the test.
The behaviors that should be avoided are as follows:



4. An examiner can take certain steps in the first contact with a client prior to the testing to be sure that the test session goes smoothly; for example, the counselor can discuss the purpose of the assessment and can describe the testadministrator. What other steps might be take, and why are they important? .
A counselor is responsible to provide information and orientation to an examinee before and after administrating so that the results may be put into the proper perspectives. The administer should establish rapport for better response from the examinee. The test giver should know legal and ethical guidelines. Look over the testmanual, booklet and answer sheet. also it is recommended that candidates for taking the test oriented for the purposes of the test and know the area of measurement, method of administrating and reporting the use of scores. This will all be valuable to the examinee so that he or she may feel more comfortable in taking the test. This will also result in the reduction of frustration, anxiety andhostility from the test taker because he or she is aware of what’s going on.
5. What dimensions in the testing environment might bias test results?
There are a couple of dimensions that can be bias within the test environment. Rapport is one of them, there should be a interpersonal relationship established which encourages tester do the their best. A warm personal interpersonal relationship mayresult in improving test results. Another factor is the verbal and nonverbal cues. Other factors such as lack of sensitivity to the psychological, emotional and intellectual needs of the test taker. The examiner can be a bias. It has six forms: race, communication skills, attitudes, and expectations. Gender, competence and test ethics. Examiners may exhibit paternalism (telling people what is...
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