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Test Score Equating in Chinese Language Classroom Assessment Chieng Zouh Fong, Dr. Rahimah Adam and Dr. Shahrir Jamaluddin
Equating test scores is an important issue in large scale assessment. Almost all standardized tests have several forms which vary in difficulty. Two parallel forms of a test are considered “equated” for a single group of examinees when the standard deviations and the means of the two test forms are equal (Baghaei, 2010). Scores obtained from different tests are often added up by teacher to get students’ total score. When scores are treated in this manner, they are assumed to be interchangeable or comparable, even when they are not. The urge to use raw scores to make comparisons compel teachers to add up students’ scores from different tests and divide by total number of tests in to get the relative test performance and students’ achievement in the class. This act of adding up raw scores may lead to misinterpretation of marks because each assessment tool is crafted for a specific purpose and may not have the same mean and standard deviation. Therefore, for any comparison to be made over students’ achievement in tests, their test scores should be standardized through an appropriate method. However, teachers in schools usually lack the knowledge to do test equating in classroom assessments. Thus, this paper describes a proposal to help teachers to ascertain the relative efficiency of test score equating methods in the comparison of students’ continuous classroom assessment measures of Chinese Language test in primary Chinese schools in Kuala Lumpur, Malaysia. The proposal addresses the practical implications of score equating by describing aspects of equating and practices associated with the equating process which is going to be implemented by the teachers. It is hoped that by applying test equating in classroom assessments, teachers are able to make better judgement of students’ performance.
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