Achievment Test.pptx

achievement test

1. Achievement Test FARHANA KHATOON M.Ed Second Year 2020-22

2. Achievement Test An Achievement test is an assessment of developed knowledge or skill. The teacher is interested in knowing the level of achievement of each student in each of the learning points and evaluate on the basis of his pre-determined instructional objectives is called Achievement Test. Achievement test measures present proficiency, mastery and understanding of general and specific areas of knowledge. Achievement tests attempt to measure what and how individual has learnt, viz. his present standard of performance. Scores of achievement test indicate the academic status of the individual learner in different subjects as a whole or individually

3. Definition of Achievement Test NM Downie Any test that measures the accomplishments of an individual after a period of training or learning Throndike and Hagen The type of ability test that describes what a person has learned to do

4. Objectives of Achievement Test Identify and explain reasons for performing tests. Understand testing terminology to communicate clearly with students and colleagues. Evaluate a test’s validity and reliability. Select appropriate tests. Administer test protocols properly and safely.

5. Functions of Achievement Test It provides basis for promotion to the next grade. To find out where each student stands in various academic areas. It helps in determination about the placement of the students in a particular section. To motivate the students before a new assignment has taken up. To expose pupil’s difficulties which the teacher can help them to solve.

6. Classification of Achievement Test Achievement Test are generally classified into Teacher-made tests and Standardized test. We normally use Teacher-made test in schools. Their results indicate student achievement in relation to the instructions provided in a school.

7. Ac h i e vement Test

8. Difference Between Teacher- Made and Standardized Achievement Test Teacher- Made Test Prepared by teachers who may not know very well the principles of test construction. Often prepared hurriedly and haphazardly to be able to meet the deadline for administration. Given only to a class or classes for which the tests are intended. Usually no norms are computed. Standardized Test Prepared by specialists who know very well the principles of test construction. Prepared very carefully following accepted principles of test construction Teacher- Made Tests Given to a large portion of the population for which they are intended for the computation of norms.

9. Difference Between Teacher- Made and Standardized Achievement Test Te ache r - Mad e Test Not subjected to any statistical procedures to determine their validity and reliability. Maybe objective and may be essay in which case scoring is subjective. Have no norms unless the teacher computes the median, mean and other measures for comparison and interpretation. Generally measure subject achievement only. Standardized Test Generally correlated with other tests of known validity and reliability or with measures such as school marks to determine their validity and reliability. Highly objective Have their norms computed for purposes of comparison and interpretation. Measure innate capacities and characteristics as well as achievement.

10. Difference Between Teacher- Made and Standardized Achievement Test Te ache r - Mad e Test Intended to be used only once or twice to measure achievement of students in a subject matter studied during a certain period. Not copyrighted. Standardized Test Intended to be used for a long period of time and for all people of the same class in the culture where they are validated. Generally copyrighted.

11. Difference Between Teacher- Made and Standardized Achievement Test

12. Characteristics of Achievement Test

13. Validity Validity is the quality of a test which measures what it is suppose to measure It is a degree to which evidence, common sense, or theory supports any interpretations or conclusion about a student based on his/her test performance Characteristics of Achievement Test

14. accurate judgement of what a student knows, understands and can do . Objectivity is rooted in observable facts and evidence rather than feelings or opinions . Objectivity Characteristics of Achievement Test

15. A test is good only when the conditions of answering are simple ( Scientific and logical ). Its instruction should be simple and clear Ease in Administration Characteristics of Achievement Test

16. Cost A good test should be in expensive, not only from the view point of money but also from the view point of time and effort taken in the construction of the test Characteristics of Achievement Test

17. Characteristics of Achievement Test

18. Characteristics of Achievement Test

19. Specificity The items in the test should be specific to the objectives Precise and Clear Items should be precise, clear so that the students can answer well and score marks. Characteristics of Achievement Test

20. Construction of Achievement Test Steps Planning of the test Preparation of Design Preparation of Blue Print Writing of Questions. Preparation of a Question Paper Preparing Scoring Key / Marking Scheme Question Wise Analysis Moderation of Question Paper

21. 1. Planning of the test Determining the objectives of the test Determining the Maximum Time allotment and Maximum Marks 25 marks 1 Hour 50 m arks 2 hour

22. 2. Preparation of Design Important factors to be consider in design are Weightage to Objective Weightage to Content Weightage to Form of Question Weightage to difficulty level

23. 2.1 Weightage to Objective Indicates what objectives are to be tested and what weight has to be given per objective. Example: No Objective Marks Percentage 1 Knowledge 2 8 2 Understanding 6 24 3 Application 10 40 4 Skill 7 28 Total 25 100 A p p li cati o n Skill

24. 2.2 Weightage to Content Indicates the various aspects of the content to be tested and the weight to be given. Exam p le: No Content Marks Percentage 1 UNIT - 1 4 16 2 UNIT - 2 6 24 3 UNIT - 3 7 28 4 UNIT - 4 8 32 Total 25 100 Unit 1 (4 Marks)

25. 2.3 Weightage to Form of Question Indicates the form of questions to be included in the test and its weight. Example : No Form of Question Mark Percentage 1 Objective type (O) 5 20 2 Short Answer Type(S.A) 10 40 3 Essay Type (E) 10 40 Total 25 100 S . A Es s a y

26. 2.4 Weightage to difficulty level Indicates weight to be given to different levels of q u e s ti o n s . Example: No Level of Question /Difficulty Mark Percentage 1 Easy 7 28 2 Average 12 48 3 Difficult 6 24 Total 25 100 A v er a ge ? m o re Average stud ents

27. 3. Preparation of Blue Print Instructional Objectives Knowledge Understanding Application Skill Total Marks For m o f Question Content O S.A E O S.A E O S.A E O S.A E Topic 1 (1)2 (2)1 4 Topic 2 (2)1 (2)1 (2)1 6 Topic 3 ( 1)2 (5)1 7 Topic 4 ( 1 )1 (2)1 (5)1 8 Grand Total 2 2 4 1 4 5 2 5 25 Mark shown in bracket and number of question is shown outside the bracket It is a three dimensional chart giving the placement of objective, content and form of questions.

28. 4. Writing of Questions. Frame questions in such a way that their language is simple, clear and within the comprehension level of students. Questions should measure useful learning outcomes. They should be of varying difficulty level and at the same time discriminating adequately between bright and poor student. Before selecting questions for the questions paper, each and every question must be discussed thoroughly in a group of experts .

29. 5. Preparation of Question Paper ok e d, After writing the questions, they need to be relo modified and finalized into a question paper. The following should be done: Write general instructions clearly The instruction should be specific depends on subjects Any specific or related to particular question should be written before the question Questions can be arranged according to form of questions, instructional objectives, content units, difficulty level or according to the convenience of administration in the examination. Arrangement of question should be such that it facilitates the examinees as well as the evaluation process. 2020

30. 6. Preparing Scoring Key / Marking Scheme Preparing Scoring Key - In case of objective type questions, scoring key is prepared on indicating one and only answer as correct answer. Question No: 1 2 3 4 Key A C A D

31. Marking Scheme – It is for essay type questions. A detailed marking scheme helps a lot in minimizing the variability in marking. It should be clear and cover all major points, clearly reflected, indicate break-up of marks for each points. Q.No Value Point Mark allotted to each value point Total Marks 1 Time Movement ½ 1 1 ½ 2 S a v e e n e r gy Keep time 1 1 2

32. 7. Question-Wise Analysis After preparing a question paper, it is desirable to know whether the question paper is set in conformity with the blue print and design. Q No Content Domine Specifica tion Type of Question Difficulty level Marks Time In mints 1 work process uses objective easy 1/2 1

33. 8. Moderation of Question Paper Before printing a committee of experts reviews two sets of question paper which have been finalized earlier. These are examined from various angles and finally one set is selected.

34. Standardization of Achievement Test As in the construction of an achievement test, the design and blue print may be prepared to ensure face-validity and content-validity . The pilot test or preliminary test is tried on the sample, and the scripts are valued or scored. The next step is item-analysis

35. Item-analysis Here Bad items are eliminated and good items are retained. A good item is one which is attempted successfully by 50% children. A good item must discriminate between superior children and backward children. Suppose an item is successfully answered by all children, that item is a bad item with no discrimination power

36. Objective Type Question (Selection Type Question) I n selected type questions, students are supported to answer the question by selecting the correct answer among the provided choices. These are divided into True/false type Fill in the blank type Matching type Multiple choice type questions Objective type questions have only one correct answer which the student has to choose out of the given choices. As these questions can be marked objectively, they are called objective type questions.

37. Selection Type Questions Alternative Response type Matching Type Multiple Choice Type True/False Right/ Wrong Yes/No Single Double Key/ Check List Matrix Fill in the Blank Question Form In c ompl e t e Statement

38. Merits of Objective Type Question It is easy to conduct . It can be used to simple a wide range of subject matters. It can be easily scored. Less time consuming. Objective and reliable

39. Demerits of Objective Type Question Difficult to construct items Not giving freedom to students for his own opinion Encourage rote learning Shorter time for response Probability of guessing answers. G u e s s

40. Short Answer Question Short answer questions are good via media between essay type questions which suffer from lack of objectivity and reliability and objective type Criteria : May be within 50-60 words, may be two to six-seven lines, may be 2 to 4 credit points, can be answered in 3 to 5 minutes.

41. Merit of Short Answer Question Useful in both internal and external exam. Useful to test all the objectives of learning. Develop the ability of organizing and selecting relevant facts. Scored more objectively No probability of guessing answers D e me r it s o f Shor t Answe r Questi o n Unsuitability of measuring complex learning outcomes Difficult of scoring

42. Essa y Typ e Questions It is a type of examination in which the subject or examinee is asked to discuss, enumerate, compare, state, evaluate, analyze, summaries or criticize and involves writing at specific length on a given topic involving the processed listed above. It is examinee responds one. Its answers consist of many sentences to several pages. Students have full freedom to answer.

43. Merits of Essay Type Questions Easy to prepare and administer Can be used in measuring complex learning outcomes Largely eliminates guessing Objectives like an ability to organize idea, justify a statement, ability to interpret . All degree of comprehensiveness and accuracy are possible. De m erit s o f Essa y Typ e Questions Subjective in scoring Scoring is time consuming Inefficient for measuring knowledge of factual information