Empirical Analysis of the Relationship Between Student Examiners'
An review of article “Empirical Analysis of the Relationship between Student Examiners' Learning with Deliberate Test Practice and Examinees' Intelligence Test Performance”
Han Gao
Lander University
The article “Empirical Analysis of the Relationship between Student Examiners' Learning with Deliberate Test Practice and Examinees' Intelligence Test Performance” is written by author Edwards, O., & Rottman, A. (2011). Intelligence test as introduced by Edwards, O., & Rottman, A. (2011) is a form of standardized tests used for the purpose of measuring students’ multiple characteristics, screening for special needs and disorders, estimating future behaviors and securing school funding. Students’ intelligence test scores have profound consequences on their education consequences such as class assignment; therefore examiners must employ appropriate test administration, scoring and results interpretation skills minimizing systematic errors occurred in testing process which may affect students’ life adversely. It is worth to note novice examiner is prone to test administration mistakes as a result of human short term memory limitation. Human may only process a few chunks of information simultaneously, e.g. information about test administration, but experienced examiners could administer tests in the mode of automaticity which alleviate their conscious efforts during administration and make less errors. Novice examiners, on the other hand, could overload their limited working memory capacity while they process necessary test administration information chunks, the burdened mental efforts may results in test administration errors adversely affect examinee’s results. The hypothesis that novice examiners are prone to make more test administration mistakes comparing to experienced examiners, e.g. 8 years practitioner experiences is supported by data introduced by Edwards, O., & Rottman, A. (2011) that more than 98% of test administration protocols could be
Han Gao
Lander University
The article “Empirical Analysis of the Relationship between Student Examiners' Learning with Deliberate Test Practice and Examinees' Intelligence Test Performance” is written by author Edwards, O., & Rottman, A. (2011). Intelligence test as introduced by Edwards, O., & Rottman, A. (2011) is a form of standardized tests used for the purpose of measuring students’ multiple characteristics, screening for special needs and disorders, estimating future behaviors and securing school funding. Students’ intelligence test scores have profound consequences on their education consequences such as class assignment; therefore examiners must employ appropriate test administration, scoring and results interpretation skills minimizing systematic errors occurred in testing process which may affect students’ life adversely. It is worth to note novice examiner is prone to test administration mistakes as a result of human short term memory limitation. Human may only process a few chunks of information simultaneously, e.g. information about test administration, but experienced examiners could administer tests in the mode of automaticity which alleviate their conscious efforts during administration and make less errors. Novice examiners, on the other hand, could overload their limited working memory capacity while they process necessary test administration information chunks, the burdened mental efforts may results in test administration errors adversely affect examinee’s results. The hypothesis that novice examiners are prone to make more test administration mistakes comparing to experienced examiners, e.g. 8 years practitioner experiences is supported by data introduced by Edwards, O., & Rottman, A. (2011) that more than 98% of test administration protocols could be