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IMPLEMENTING A NATIONAL ASSESSMENT OF EDUCATIONAL ACHIEVEMENT
leave the resolution of these problems to the data recording stage, scorers should resolve such problems and record their decisions. In the event of lack of agreement, the lead rater should make the final decision. When multiple-choice items are scored by computer, procedures for dealing with double answers will be built into the scoring program.
DATA RECORDING Attention to detail and careful recording of data will help reduce the amount of time spent cleaning data and rectifying errors. This section outlines general principles relating to the facilities and staff required for data recording, quality assurance, data cleaning, and data storage. Procedures for data cleaning and management are described in detail in part III of this volume (see also TIMSS 1998a).
Facilities for Data Recording In planning data recording, one should bear in mind the available budget and the date by which data are required. By calculating the amount of time necessary to enter and verify data for each test (such as one mathematics test booklet and one language test booklet) and each questionnaire (such as student and teacher questionnaires), one can estimate the amount of time that will be needed to enter or type and verify all the data. This estimate will give a rough guide to how many data entry personnel will be needed to complete the task on time. After determining how many staff members will be needed, one computer should be provided for each data entry person, as well as one for the supervisor. Ideally, computers should be linked to a network. Some national assessment teams use custom software (such as the International Association for the Evaluation of Educational Achievement’s WinDem or EpiData) for data entry; others use database packages such as Access and Excel. Examples of data entry using Access are presented in part III of this volume.