Achievement Test / Test Construction/ Blue print

Achievement Test

*Definition:* A standardized assessment measuring a student's knowledge, skills, and accomplishments in a specific subject or area, typically administered at the end of a course, grade level, or program.

*Purpose:*

1. Evaluate student learning outcomes
2. Assess mastery of skills and knowledge
3. Identify areas for improvement
4. Inform instruction and curriculum development
5. Compare student performance to standards or norms

*Types:*

1. *Summative tests*: Evaluate learning at the end of a course or program.
2. *Formative tests*: Monitor progress during instruction.
3. *Diagnostic tests*: Identify strengths and weaknesses before instruction.
4. *Criterion-referenced tests*: Measure performance against specific standards.
5. *Norm-referenced tests*: Compare performance to peer groups.

*Characteristics:*

1. Standardized procedures
2. Objective scoring
3. Time limits
4. Secure testing environment
5. Clear instructions

*Content:*

1. Multiple-choice questions
2. Short-answer questions
3. Essay questions
4. Performance tasks
5. Authentic assessments (e.g., projects, presentations)

*Benefits:*

1. Inform instruction and curriculum design
2. Evaluate program effectiveness
3. Identify student strengths and weaknesses
4. Provide accountability
5. Support college and career readiness

*Limitations:*

1. Limited scope of assessment
2. Test anxiety and bias
3. Overemphasis on rote memor

1. Introduction
A test is used to examine someone’s knowledge of something to determine
what that person knows or has learned. It measures the level of skill or
knowledge that has been reached. Achievement test is a test of developed skill
or knowledge. Achievement tests are often contrasted with tests that measure
aptitude, a more general and stable cognitive trait.
Achievement test scores are often used in an educational system to determine
the level of instruction for which a student is prepared. High achievement
scores usually indicate a mastery of grade-level material, and the readiness
for advanced instruction. Low achievement scores can indicate the need for
remediation or repeating a course grade.
Objective based Evaluation
At the time of evaluating teaching, we would consider three Domain of
personality of the learners like cognitive affective and psychomotor domain.
The teacher should see to what Extent theses domain developed by his in or
outside classroom teaching. Cognitive domain constitutes knowledge,
understanding, application, analysis, synthesis and evaluation. Affective
domain constitutes feelings, emotions, sympathy, Interest, values, and
attitude. Psychomotor domain constitutes pressure, speed, motion,
movement, articulation and Co-ordination and skills
Objectives
1. To measure whether students possess the pre-requisite skills needed to
succeed in any unit or whether the students have achieved the objective
of the planned instruction.
2. To monitor students learning and to provide ongoing feedback to both
students and teachers during the teaching-leaning process.
3. To identify the students learning difficulties- whether persistent or
recurring.
4. To assigns grades.

2. Methodology
Designing is most important step in the construction of a test. Test
Constructor should be careful about planning because success of test making
will depend upon it. The decision regarding how and what types of questions
are to be framed and weightage for different objectives and units in the course
must be made very clear. Following points help test constructor to design the
test in a systematic way.
Time Schedule
Test constructer had conducted the test 1
st
period of class timing, which was
1: to 10.30 pm and the Examination duration was 60 min. And also,
constructer much more preparation for test timing one day before. Time was
farmed on the basis of type and number of items. Sometime should be
reserved for distribution and collection of answer sheets.
Equipment
The necessary equipment taken by the examiner in the examination hall are
questions paper, answer sheets, additional answer sheets, examination
attendance sheets, chalk, Board, poster, notice board pencil etc. The test
constructer also Bring have a check-list of required equipment, and to ensure
what you were have to take with in the examination hall.
Population of the test
This test was conducted on the class 8th students. Their class strength was
40. Out of 40, 34 students were regularly attended the class. but, I had
conduct the Exam among the 15 students.
Procedure of test construction
Assigning Weightage to Selected Objectives:
After these objectives have been selected, the test constructor assigns the
Weightage to these objectives keeping the tasks done and importance of
objectives. It is desirable to use the following table.

3. Weightage to Content:
Content is used as the means of realizing objectives and questions have to be
constructed on its basis. Therefore, it becomes necessary to give Weightage to
it. There is distinction in the nature, importance and scope of each topic.
Therefore, the Weightage should be given to these facts in view; else the test
would not represent the whole subject. That’s why the test constructer giving
weightage to the content according to the instructional objectives.
Topics Numbers of Items Score Percentage
Delhi Sultanate 13 15 60
Their Dynasty 9 10 40
Total

Giving Weightage to the Type of Items:
The test constructer constructed test items according to the instructional
objectives and giving weightage to the test items on the basis of blooms
taxonomy.




Objectives Score Percentage
Knowledge 2 10%
Understanding 2 10%
Application 3 15%
Analysis 7 35%
Synthesis 4 20%
Evaluation 2 10%
Total 20 100%

4. Types of Items Numbers of Items Score Percentage
Long answer
Type questions
1 3 16
Short answer
Type questions
6 12 56
Objective type
questions
10 5 28
Total 17 20 100

Construction of Blueprint
The main objective of the test was to measure whether students possess the
pre-requisite skills needed to succeed in any unit or whether the students
have achieved the objective of the planned instruction to monitor students
learning and to provide ongoing feedback to both students and teachers
during the teaching-leaning process. For this purpose, the examiner
constructed a blueprint.
Note- O- Objective type, S- Short answer type, E- Essay type
The numbers inside the bracket indicate question number and outside
bracket indicate marks.




Objective Knowledge Understand
ing
Application Skill Synthesis Evaluation Tot
al
Content O S L O S L O S L O S L O S L O S L
Delhi
Sultanate
1

(2)
1

(2)
1

(2)
2

(1)
3

(1)
2

(1)
2

(1)
12
Their
Dynasty
1

(2)
1

(2)



4

2)
2

(1)
8
Total 2 2 3 7 4 2 20

5. Writing the Questions
After the finalization of the blueprint is writing appropriate questions in
accordance with the broad parameters set out in the blueprint. For this test
constructer went for an objective type paper pattern because students find it
easy to prepare for the same. Constructer set the paper according to the
elements of the same according to the difficulty level questions for students.
Examiner went for 17 questions for each test (diagnostic and achievement
test). As far as the evaluation is concerned it was clear that there has been a
significant improvement in children from one test to another. And the higher
scorer of the test was determined who scored the highest out of 25

8. OVERALL PERFORMANCE OF STUDENTS
Sl.No Name of the Students Roll. No Total
mark
Obtained
mark
Percentage
1 Mir Arhab 40 25 21 84 %
2 Sobiya Jann 33 25 22 88 %
3 Sharjeel Sabir 27 25 14 56 %
4 Wajid Mushtaq 28 25 23 92 %
5 Falak Naaz 31 25 18 72 %
6 Mohammod Zaid 11 25 15 60 %
7 Suhana Slilal 12 25 20 80 %
8 Mehreen Fayaz Dar 08 25 22 88 %
9 Adfar Farqu 06 25 17 68 %
10 Somiya Amin 32 25 15 60 %
11 Ayaan 24 25 12 48 %
12 Assalam Juaraid 07 25 16 64 %
13 Amaan Farooq 10 25 18 72 %
14 Sahil Aushiq Dar 17 25 22 88 %
15 Sholiya 14 25 16 64 %

Area of Improvement
In this stage the examiner compares the pre-test score and post-test score to
find out the Effectiveness of the teaching. In pre-test, the students averagely
secured 40% mark in pre-test (means before after teaching) whereas the
students secured 85% mark in post-test (means after remedial teaching). The
results shows that the students secured more marks in post-test than the
pre-test score which clearly demonstrated in the following histogram.
Therefore, it may be interpreted that the achievement test was found to be
effective in improving the Performance of students in selected concepts.

9. Graph: Comparison of pre-test score and post-test score
Conclusion
Examination is a test of a person’s capacity, knowledge, and ability. It proves
what standard of learning a person has acquired during a specific period of
time in a specific syllabus. It is the most heated and most shunned thing for
some students who never like to indulge in it with pleasure until they have a
charm of acquiring a degree.











8
17
0
2
4
6
8
10
12
14
16
18
Pre-Test Score Post-Test Score