3. 1. A procedure for critical evaluation; a
means of determining the presence,
quality, or truth of something; a trial
2. A series of questions, problems, or
physical responses designed to determine
knowledge, intelligence, or ability.
3. A basis for evaluation or judgment
Meaning of Testing

4. TESTING IN THE
GUIDANCE PROGRAM
Reported by:
Sharlene Mae A. Georpe
III – 26 BS Psychology – Guidance & Counseling Stream

5. 
The Place of Tests in the Guidance Program

Planning a Testing Program
◦ Why Use Test
◦ The Administrator’s Role
◦ The Teacher’s Role
Guiding Principles of Test Selection
Administration of Tests
Interpretation and Use of Tests in Counseling
◦ Counselor Uses of Tests
◦ Administrator Uses of Tests
◦ Teacher Uses of Tests
 A Basic Testing Program
 Criteria for Determining the Effectiveness of a Testing
Program
 Different Kinds of Tests



Overview

6.  Impartial,
objective nature. The
large amount of available data that
can be collected about the child for a
case study is little more than
parental or teachers’ opinion and
needs verification by more objective
information. Tests provide this
necessary information.
Why Use Tests

7.  Time-saving
element. Using tests
allows one to obtain in a relatively
short time, a picture of the ability,
achievement, and interests of a child
otherwise obtainable only through
time-consuming and cumbersome
procedures.
Why Use Tests

8. 
Approximately same meaning results
for all trained personnel. No counselor
or teacher can be with a student
throughout his entire life; therefore he
must depend upon a clear and concise
method for transmitting information about
the student. Where words and opinions
may have different meanings for different
persons, a percentile rating or a standard
score has universal meaning for those
trained in their use.
Why Use Tests

9. 
Provide clues permitting the
counselor to gain facts not readily
observable. The elements of a
personality problem, for example, are
usually subtle and concealed; often it is
difficult for even a trained counselor to
get a disturbed person to express himself
honesty. An objective test, such as a
personality inventory, will frequently give
the counselor clues concerning the
direction in which the trouble lies.
Why Use Tests

10. 
Increases the probability of sampling
all the traits of the individual. Through
association and observation, many
abilities may be noted, but a disability or
talent entirely missed by other procedures
is frequently uncovered by a test.
Fortunately, the information gained from
tests permits us to perceive the individual
in terms of factual material that may
guide us in assisting him to meet his
problems.
Why Use Tests

11.  assure
a clear recognition of needs
to be served
 develop an understanding among all
staff members of their respective
roles and the contribution that each
can make to the program
PLANNING A TESTING
PROGRAM

12. 




should be specifically responsible for
selecting expertly-trained people who are
qualified to choose, administer, score and
interpret the tests
responsible for developing a well-defined
philosophy of education among his
educational staff in which the purposes of
standardized tests and the role that they play
in meeting the needs of the student will
clarified
help determine the number of areas to be
tested
establish a schedule for giving the test
provide the initiative and leadership in using
the test results
Administrator’s Role

13. acquainting the student in his classes with
the testing procedures with the nature of
the tests and with the value of tests
 evaluate critically the achievement tests
to be administered, especially in his own
subject matter field
 uses test results to individualize
instruction and to assist the student in
making desirable choices in life
adjustments

Teacher’s Role

14. According to Traxler:
 secure a statement of the school’s
objectives
 have high validity and reliability
 determine the usability of test
 easily and objectively scored
 ease of interpretation and application of
test
 consideration of the cost
 mechanical character of the test itself
Guiding Principles of Test
Selection

15. •
•
•
Select the tests carefully, preferably in
cooperation with a faculty committee
Order the tests well in advance of the
date on which they are to be used.
Allow plenty of time to get all the
material ready before the first day of
the testing sessions.
Plan in detail for the administration of
the tests. Choose examiners and
proctors with great care.
Administration of Tests

16. •
•
•
Ditto or otherwise duplicate an
examination schedule and see that
every person concerned receives a copy
of it.
Avoid overemphasis on the tests. Urge
the teachers to have the pupils take
them “in stride.”
Give pupils, who have never taken an
objective test, an opportunity to
examine old tests of this kind.
Administration of Tests

17. Do not distribute the tests to the examiners
before the day of the examination.
• Provide each examiner with a manual and a
sample copy of the test several days before
the examination and urge him to study the
manual and to practice by taking the test
himself.
• Provide each examiner and proctor with a
written set of instructions outlining his
duties during the examination.
•
Administration of Tests

18. When administering tests by large
groups:
Make arrangements so that there will be
no interruptions or distractions during the
testing period. Persons should not enter
or leave the room unless absolutely
necessary.
 Seat pupils in alternate chairs, if possible.
 See that each proctor understands what is
expected of him.

Administration of Tests

19. 

Make announcements slowly and clearly in a
voice that is loud enough to be heard
throughout the room. Assume a businesslike
and efficient attitude that will command
attention, but do not be unnecessarily
severe. Remember that some pupils become
nervous when faced with an examination.
Have proctors supply all pupils with test
material and pencils. Announce that the
pupils are not to write on the booklets nor to
open them until so instructed.
Administration of Tests

20. 
Have the blanks on the front of the
booklets or answer sheets filled out, and
in the code of certain kinds of answer
sheets, follow the directions for coding
them. Be sure to announce the date, how
names are to be written, and other items
that may need clarification. Spend
sufficient time on this step to see that the
information is given correctly by the
pupils. Age and birth dates are especially
important on tests of academic aptitude.
Administration of Tests

21. 
Hold faithfully to the exact wording of the
printed directions unless there is an
excellent reason for introducing a minor
variation in them. The preparation of
directions for a test is one aspect of test
construction and standardization. The
wording of the directions has been
carefully thought out by the test author.
Don’t improvise or introduce short cuts. If
you do; you may change the test results
significantly.
Administration of Tests

22. 
Time the examination with extreme care,
using a watch which has a second hand
and which has been checked for accuracy.
It is advisable to have one of the proctors
check your timing to be sure that no error
occurs. In some tests, accurate timing is
the most important single feature of the
entire procedure of administering them.
Administration of Tests

23. Move about the room occasionally to see
that all pupils are working on the right
part of the examination, but do not stand
gazing over a pupil’s shoulder until he
becomes self-conscious, and do not
constantly move nervously from pupil to
pupil.
 Stop the examination immediately when
the time is up and collect the booklets.

Administration of Tests

24. 
If the tests are administered with separate
answer sheets for scoring with the older model of
the IBM Test-Scoring Machine, make sure that all
pupils have made their response marks heavy,
black and glossy, and have erased stray marks
before the answer sheets are turned in. One
procedure is to allow a few moments for the
darkening of the responses and the erasing of
stray dots and other marks after the pupils have
handed in their booklets but before the answer
sheets are collected. If this procedure is
followed, the pupils should be very carefully
supervised to make sure that none of them mark
at random items which they did not reach during
the time limit for the administration of the test.
Administration of Tests

25. As soon as a certain test has been given,
have all examiners turn in their booklets
promptly. Alphabetize and check the test
papers against the class lists.
• If tests are given with separate answer
sheets and if the same booklets are used
with successive groups, be sure to have
them carefully inspected after each use.
•
Administration of Tests

26. Except in cases of protracted illness, see that
all absentees make up for the examination.
Compete data are essential if the results are to
be used successfully in either teaching or
guidance.
• See that the tests are scored promptly. Report
the results to the faculty in a form that they
can use and provide them with an explanation
of the meaning of the results.
• Have the scores of each pupil entered on an
individual cumulative record card and make
this card available to both the counselors and
the classroom teachers.
•
Administration of Tests

27. 
If the school has access to electronic computers, use
this equipment to summarize test score evidence
concerning individual pupils with respect to particular
guidance questions. Although some guidance
theorists questions whether testing is a legitimate
guidance activity, surveys indicate that in the schools
themselves “the testing program is the domination
and expanding aspect of guidance.” Interpretation of
test scores in relation to other data is often difficult,
and it may be possible to achieve the goal of sounder
interpretation by use of the computer and continuous,
longitudinal studies.
Administration of Tests

28. According to Willey and Andrew:
 when test scores are given to the student,
they be expressed in percentiles or in
such descriptive terms as above average
or below average
 if the student is going to understand the
meaning of his scores, they should be
explained in a descriptive manner
INTERPRETATION AND USE OF
TESTS IN COUNSELING

29. if test scores are to be given to the
student by means of a written report,
careful explanation should accompany the
report, clarifying the meanings of the
factors being measured and where the
pupil can receive individual interpretations
of his tests
 such terms as I.Q.’s maladjustments, and
so on, should be omitted in the process of
explanation

INTERPRETATION AND USE OF
TESTS IN COUNSELING

30. Test results can benefit the counselee by
indicating:
 how his pattern of interests compares with
the pattern of interests of successful workers
in given vocations
 whether his intellectual capacity will permit
him to profit from further schooling
 his areas of special aptitude
 what he has achieved in school subjects and
in learning skills
 whether there are any gross variations in his
personality traits from those of his peers
Counselor Uses of Tests

31. provide records of pupil achievement and
progress
 strengthen reports to parents
 makes available more systematic and
objective records when a pupil is
transferred to another school
 provide data for periodic reports of school
progress to the community

Administrator Uses of Tests

32. discover the scholastic aptitude of the
pupil and then adapt the instruction to the
level of the aptitude
 determine the achievement level of the
student so that he may begin his training
at the best place for him
 discover the exceptionally bright and
slow-learning pupils so that special
provisions may be made for them

Teacher Uses of Tests

33. diagnose individual pupil weaknesses and
abilities in the various subjects and give
remedial treatment based on the
diagnosis
 use test to classify students within the
schoolroom for instructional purposes
 evaluate methods and techniques of
teaching
 provide a basis for motivation

Teacher Uses of Tests

34. Grade
Kindergarten
First
Second
Third
Third
Fourth
Fifth
Sixth
Seventh
Eighth
Ninth
Ninth
Ninth
Tenth
Eleventh
Twelfth
Time of Administration
Type of Test
End of year
Beginning of year
Reading readiness
Mental abilities
Beginning of year
End of year
Beginning of year
Mental ability
Test of achievement
Prognostic reading
End of year
Test of achievement
Beginning of year
Beginning of year
End of year
Interest test
Mental ability
Test of achievement
End of year
End of year
Interest test
Achievement test
A BASIC TESTING PROGRAM

35. Is the testing program comprehensive? It
should indicate various kinds of tests and
give a profile of the student’s strengths
and weaknesses.
 Does the testing program include all the
pupils in the school? Effort should be
made so that all children are tested in
order to gain a more comprehensive
picture.

Criteria for Determining the
Effectiveness of a Testing Program

36. Are tests given at regular intervals? If
tests intervals are regular, growth of the
pupil will be easy to study.
 Are tests well-timed? They should be
given during the year where they will be
of maximum usefulness. They should be
given at the beginning of the subject,
before the semester is finished.

Criteria for Determining the
Effectiveness of a Testing Program

37. Are tests in the school testing program
comparable?
 Do the tests agree with objectives and
curriculum of the school?
 Are the specific tests carefully chosen? A
competent group of people should study
the test and all available statistical data.

Criteria for Determining the
Effectiveness of a Testing Program

38. 

Are the tests carefully administered to each
pupil? If teachers are to give the tests, they
should have instructions in proper
administration. They should understand the
purpose and value of tests and have a
favorable attitude toward them.
Are tests scored accurately? As a rule, a
trained clerical staff can score a group of
tests more accurately than a trained group of
teachers.
Criteria for Determining the
Effectiveness of a Testing Program

39. Are test results interpreted in terms of
appropriate norms? National norms are
useful in the average school, but not for a
remote rural area or a college preparatory
group.
 Are test results reported quickly to
teachers and counselors in
understandable terms?
 Are the test results recorded upon
individual cumulative record forms?

Criteria for Determining the
Effectiveness of a Testing Program

40. 


Is a definite effort made to relate the test scores
to other kinds of information? Test scores alone
do not give a complete picture of a person, they
must be considered along with other available
information.
In addition to the regular testing program, is
there special testing, as needed?
Does the school have an in-service program for
educating teachers in the use of test results? All
teachers should have an understanding of test
scores, class medians and percentile ranking so
that they may interpret and use the results
wisely in their fields.
Criteria for Determining the
Effectiveness of a Testing Program

41. A. Achievement
 General
 Reading
 Mathematics
 Science
 Language
 English
 Spelling
 Vocabulary
 Grammar
 History
 Social Studies











Geography
Handwriting
Health
Home Economics
Aeronautics
Commerce
Library Information
Psychology
Engineering
Journalism
Automobile Driving
Different Kinds of Tests(Woodruff)

42. B. Attitudes
C. Aptitude (General
Battery)
 Practical Judgment
 Scientific
 Mechanical
 Pen and paper
 Manual
 Clerical
 Sales
 Stenography and
Typing










Visual Tests
Arts
Music
Nursing
Supervisor
Vocational
Medicine
Educational
Law
Religion
Different Kinds of Tests(Woodruff)

43. D. Intelligence
I. Personal Selection
 General Mental Ability  College
 Primary Mental Ability  General
E. Interests
J. Critical Thinking
 General
K. Preschool Readiness
Test
 Vocational
L. Study Skills
 Academic
M. Status Information
F. Personality and
Adjustment
N. Concepts
G. Values
H. Rating Scales
Different Kinds of Tests(Woodruff)

44. Aquino, Gaudencio V. and Alviar, Cornelia
C., Principles of Guidance and Counseling:
A Modern Approach
Reference: