Achievement test ust bannu by khan-2.pptx

Achievement test ust bannu by khan-2.pptx

1. Presentation by Asma Saif M.Phil edu ,IER USTB Presented to Respected Sir Dr.Safdar Rehman Ghazi

2. According to NM Downie ‘’ Any test that measures the accomplishment of an individual after a period of training or learning’’. ‘‘ The type of ability test that describes what a person has learned to do is called an achievement test’’. (Thorndike and Hagen) Achievement Test

3. Achievement tests are mainly constructed to measure the nature and extent of learning of the students. It evaluate the current ability of the students or the extent of their knowledge in the area of a specific subject

4. Classification of students Solving student difficulties Motivation to the students Personal help Guidance and counselling Importance of Achievement tests

5. RELIABILITY VALIDITY OBJECTIVITY PRACTICALITY COMPREHENSIVENESS ACCEPTABILITY APPROPERIATE FOR TIME Characteristics of Achievement Test

6. 1) STANDARDISED TEST 2 ) TEACHER MADE TEST Types of achievement test

7. These are made by experts and psychologists They are constructed according to certain rules and principles. These are made for different classes and subjects.. The questions given have to be done according to the given instructions within the given time. STANDARDIZED TESTS

8. The class for which the tests are designed are quantified by using them at different places on hundreds of children of the same class. These are published by any organization or business firm . It is valid and reliable.

9. Test developed by the class teacher in order to assess the achievements of the students in particular subject is called a teacher made test It can be subjective and objective e .g., Achievement test in the subject of Biology for class 9 th . There may be difference in the level of questions prepared by two teachers on the same subject. Therefore, teacher-made tests are not considered reliable . Teacher made Test

10. Examples of Achievement test STANDARDIZED TESTS Diagnostic Test Placement test Norm- Reference test Criterion –reference test Language proficiency test Aptitude test Attitude test TEACHER MADE TESTS Essay type test Objective type test Short answer type

11. Standardized Test MERITES Well constructed by the expert. Well defined objectives helpful in decision making about aptitude /attitude/personality etc. Results are valid /reliable/ acceptable Maximum objectivity Specified with respect to the age/class/society/language/area Time etc. DEMERITES Difficult to construct/maintain standard. Not for all situations/subjects /skills etc. Expensive Time consuming with respect to the construction/review/ Cannot measure complex learning outcomes. Narrow the curriculum.

12. The standardize test is based on general content and objectives common to many schools all over the country, WHEREAS The teacher own test can be adapted to content and objectives specific to his own situation. Standardized vs Teacher made test

13. 1 ) Administrative use 2) Teacher use Practical Uses of Achievement Test

14. To evaluate the extent to which the objectives of education are being achieved. To help to classify school objectives . To understand better the needs ,abilities of students. To determine efficiency of the school, teachers. Discover backward children who need help and to plan remedial instructions. Administrative use

15. Know the abilities and need of students and help to choose appropriate materials of teaching for improvement in students learning. Diagnose difficulty and weakness for the students. Teacher use

16. Planning Preparation of a design for the test Preparation of the blue print. Writing the items. Scoring keys Preparation of question-wise analysis Major steps involved in the construction

17. Identification of instructional objectives . Each subject has a different instructional objectives. In the subjects of science and mathematics . The major objectives are categorized as knowledge , understanding , application and skill. In language the major objectives are categorized as knowledge , comprehension and expression . (1) PLANNING

18. (2) Preparation of a design for the test

19. weightage to content

20. Weightage to form of questions

21. Weightage to difficulty of level

22. (3) Blue print of achievement test

23. The paper setter writes items according to the blue print. Difficult level Time allotted Marking scheme (4) Writing of items

24. There should be no imbalance in the paper. The paper setter analyses each question on various parameters stated in the blue print. (5) Preparation of Question – wise Analysis

25. T H A N K Y O U V E R Y M U C H