CTLT Home >> Services >> Opscan Evaluation >> User’s Guide >> How to Submit a Scanning Request

Opscan Evaluation: User’s Guide

Overview	Frequently Asked Questions	Test Writing Tips
User’s Guide	Grade Posting Policy	Frequently Asked Questions about Grade Posting and UIDs

 

How to Submit a Scanning Request

Types of Jobs Submitted to Opscan

An instructor or approved student assistant must submit scanning requests in person to staff at the Opscan office. In order for student assistants to pick up test results, you must supply Opscan with written authorization for the student that includes your signature. Authorization requests are available at our office, but a letter will also suffice. We keep a record of approved assistants for each academic year. It is each instructor’s responsibility to notify our office of any changes in authorized student assistants.

A job consists of: a job request form, an answer key, and student tests. To simplify the job submission process, you can submit multiple scanning jobs on one form when you want the same kind of output for all tests and you fall into one of the following circumstances:

• You have two or more sections of a class that took the exact same test, there is one answer key, and the point values for the tests are the same
• You have a single section of a class, you gave two or more versions of the test, there are separate answer keys, and the point values for the tests are the same
• You have two or more sections of the same class that took two versions of the test, there are separate keys, and the point values for the test are the same

In the following circumstances, we ask that you submit separate jobs:

• You want different reports for the two or more tests
• You have two or more sections of the same class but want to assign different point values to each version of the test
• You have two tests that use different versions of the scanner sheets

If you have multiple tests that use the same type of sheet, use the corner cut on the forms to make sure each test version is facing the same direction (i.e., version A faces one direction, version B the opposite direction, etc.). This speeds up the scanning process.

Return to Table of Contents

Creating the Answer Key

To create an answer key, take another Opscan sheet and enter your name (including the letter bubbles), the department number in the Dept field, and a correct answer for each test item. Unless you note that some questions have multiple correct answers on the job request form, it is assumed that there is one correct answer for each item. If any questions have multiple correct answers, be sure to mark all those answers on the answer key. If you are requesting Grade Book results, you will need to fill in the University ID field (or Social Security Number field on some of the older forms) in a special way. We do not need your Social Security Number (SSN) or University ID (UID). (If you are using the Grade Book option, please read more about it.)

When you turn it in, each key should be placed on the top of the relevant test sheets.

Return to Table of Contents

Filling in the Job Request Form

The following shows the request form filled out for a fictitious test.

On the job request form, we request the following information at the top:

Date:

Give today’s date.

Instructor’s last name/First initial:

Enter the name of the instructor who teaching the class.

Department number:

Give the three-digit number that refers to your department. The department number is the first three digits of your campus box number.

Number of forms:

To figure out the number of forms, multiply the number of versions of the test by the number of class sections receiving the test. For example, if two sections were each given two versions of a test to prevent cheating, then the total number of forms would be four.

Number of keys:

Enter the number of keys you are submitting with the job request.

Combine scores/grade book results for multiple forms:

When you submit a job with multiple versions of a test, we can combine the list of scores and the Grade Book results for easier bookkeeping. If you are submitting jobs that span several different sections and there are multiple versions of the test for each section, please use the “Special instructions” box on the form to indicate how we should combine results.

Print score on test:

If you desire, we can print the student’s score on the test sheet. However, if you plan to request individual student feedback, this is unnecessary.

For the next section, you can choose from electronic or print results. If we cannot provide a particular format for an output, the corresponding box is grayed out. You must check all options that apply to your job. Other sections of this website describe the outputs in more detail, including more information on the statistics generated. In the case of electronic results, most files will be created in Excel.

Scoring only:

Student scores are printed twice, first in order by university identification number (UID) and then in alphabetical order. The percentage correct, percentile rank, T-scores, mean, and standard deviation are also printed on the lists of scores. Use this option if you only want a printout showing students and scores with no additional statistical analysis. (In the case of the electronic file, the scores are only sorted alphabetically. There is no list sorted by identification numbers.)

Standard output:

In addition to the material printed out with the “Scoring only” option, standard output will print a frequency distribution of scores and a histogram to show the overall class performance.

Scores for WebCT:

Student scores are sorted in alphabetical order and the students’ university login IDs (ULIDs) are included. This report is delivered as an Excel file, which can be exported to CSV and used with WebCT’s grade posting system.

Long form item analysis:

Frequencies for all responses (i.e. answers), correct and incorrect, are printed for each item (i.e., question) as well as difficulty level and validity. In addition, the class is divided into the top scoring 27% of the class, the bottom 27%, and the middle 46%. Responses to each item by members of these three groups are presented in a table.

Short form item analysis:

Frequencies for all responses, correct and incorrect, are printed for each item. This option also provides point-biserial correlation, difficulty level and validity for each item.

Student test responses:

This compact report provides an alphabetical listing of students with their responses. Responses are listed in groups of ten (i.e., questions 1-10 are shown together, then questions 11-20, etc.) with correct responses being represented by a dash (-).

Individual student feedback:

One printout is produced for each student in the class. Students are given their own responses along with the correct responses for all items. In essence, it is a graded version of the test for each student. Note: During finals we will not print individual student feedback as the large volume of printing significantly slows the entire scanning process. If you are teaching a large class, carefully consider whether or not you need this printout. We can always print out individual reports for students if a grade dispute arises.

Grade Book:

If this option is checked, you receive a printout that shows all the tests and scores for your students for the entire semester. The student summary score program, called Grade Book, keeps a running record of all test results during a semester. In order to be on our list of Grade Book users, that option must be checked each time that a test is processed. In the spaces provided, also give us the course number, section number, and test number. If you want to use this report, please read up on the Grade Book system.

Tabulation:

Tabulation is only marked for non-scoring (no answer key) jobs, such as surveys. The standard tabulation provides frequencies, means, medians, and standard deviations.

Raw data:

We can provide you with the raw data, showing each student and the responses they chose for each question. This is useful for those instructors who want to do their own statistical analysis.

If you have requested that we send you any outputs electronically, please tell us how you want that information delivered: by diskette, flash drive, or email.

If you want your electronic results on a diskette or flash drive, check “Diskette” and be sure to include a 3.5" floppy or a flash drive with your job request. The test data can be copied in one of two formats: ASCII (plain text) and Excel. If you do not choose a format, we will assume an Excel file is desired. The Excel file will mimic the printout as much as possible.

If you want your results sent to you via email, select “Email, instructor address (Excel only)” and print your email address on the given line. Selecting this option will give you the Excel file as an email attachment.

Due to privacy issues involving student identification numbers (such as Social Security numbers or University IDs), we are required to password-encrypt any file containing such numbers. When you drop off your test for scoring, we will have you select a password and will keep it on file for future use.

In the box labeled “Number of points per question,” tell us how many points each question is worth (other than the default value of 1). Each of the four question groups can have a different point value per question. Lines divide the groups on most forms. Weights can range from .01 to 99.9. If the total number of points is not an integer, the total number of points will be rounded on some printouts. For example, if a test has 39 questions and each question is worth 2.5 points, the total score of 97.5 points is rounded to 98 on the list of scores. The maximum number of digits that an instructor can provide for a weight factor is 3, with a maximum of 2 digits to the right or left of the decimal point, e.g., 9.00, 6.43, 12.1, or 10.9.

It is important to let us know if there are any questions with more than one right answer. If there are, write down the question numbers on the line under the text “These questions have multiple correct answers.” While faculty may key more than one correct answer, students may choose only one answer. Multiple responses by a student will result in the item being counted as an incorrect answer.

Return to Table of Contents

Precautions

It is virtually impossible to carry out the functions of our operation without encountering some errors. However, if users observe a number of precautions, the number of errors can be significantly reduced.

Carefully stack the sheets so that they all face the same direction. One corner is cut off to make it easier to stack sheets the same way. If you have two versions of a test, turn the second set the other way so the corner cuts are opposite each other.

Make sure that the correct answers are marked on the key, including multiple correct answers.

Think carefully about how you want to weight the sections of the test. Remember that questions within the same weight group must have the same point value. Weight groups are separated by lines on the sheets.

Fill the job form out correctly. Opscan staff will be happy to help you.

Using rubber bands on sheets can tear or warp them. Use envelopes, paper clips or binder clips to keep your sheets together.

Avoid placing random marks or writing on the key. You can mark the key with the word “Key” in the white space along the edge, if that is helpful.

If you are using the Grade Book option, double-check the course, section, and test numbers on the job request form and the answer key. Also, ask your students to verify their UIDs when they enter the numbers on the sheets.

Tell your students to use a pencil to mark the sheet and to press hard in order to leave a dark mark in the desired space. If a student needs to change an answer, the first space should be erased completely.

Return to Table of Contents