Achivement test Power point presentation

Achivement test is an educational evaluation test

1. PRESENTED BY: GARIMA SHARMA M.Sc. Nursing 1 st year PRESENTATION ON ACHIEVEMENT TEST

2. CONTENT OUTLINE Introduction of achievement test Definition of achievement test F unctions of achievement test C haracteristics of achievement test C lassification of achievement test S tandardized test and teacher made tests S teps in achievement test construction

3. Achievement test is an important tool in school evaluation and has a great significance in measuring instructional progress of the students in the subject area. Achievement means one’s learning attainments, accomplishments, proficiencies etc. It is directly related to learner’s growth and development in educational situations where learning and teaching are intended to and so on. ACHIEVEMENT TESt Introduction-

4. DEFINITION- “Any test that measure the attainment or accomplishment of an individuals after a period of training or learning” - NM Downie . “The type of ability test that describes what a person has learned to do”-   Throndike and Hagen. “A systematic procedure for determining the amount of students has learned through instructions” - Groulund .

5. Other f unctions of achievement test- It helps determination about the placement of the student in a particular section. To know how effectively the student is performing in the theory as .

6. CHARACTERISTICS OF ACHIEVEMENT TEST- Reliability – The degree of accuracy with which an exam, test measures, what it seeks to measure a given variables. A test good reliability means that the test taker will obtain the same test score over repeated testing as long as no other extraneous factors have affected the score.

7. 2. VALIDITY- Validity is the quality of a test which measure what it is supposed to measure. It is a degree to which evidence, common sense, or theory supports any interpretations or conclusions about a students based on his or her test performance. A test is valid when it- Measures what it intends to measure. Produces consistent scores over time. Can be objectively scored. Has representative norms.

8. 3. Ease in administration- A test is good only when the condition of answering are simple ( scientific and logical).Its instruction should be simple and clear. 4. Cost- A good test should be inexpensive, not only from the view point of money but also from the view point of time and efforts taken in the construction of attest. Fortunately there is no direct relationship between cost and quality.

9. 5. Time- Generally the time given to students is always in short supply however the students too do not accept very long tests. Therefore a test should neither be very long nor very short. 6. Acceptability- A good test should be acceptable to student to whom its being given without regard to any specific situation that is the question given in the test should be neither very difficult nor very easy.

10. 7. Objectivity- A test objective when the scorer’s personal judgment does not affect the scoring. 8. Specificity- The items in a test should be specific to the objectives. 9 . Precise and clear- Items should be precise, clear so that the students can answer well and score marks.

11. Teaching objectives Selected teaching objectives Reason for selection All objectives of the cognitive domain (comprehension, Application, analysis, synthesis, evaluation). Knowledge   All objectives of the affective domain (receiving, responding, valuing, conceptualization). Comprehension   All skills of psychomotor domain (drawing skill, computational skill, constructional skill, observational skills, problem solving skill). Application   Steps of achievement test construction- Step – I Selection of teaching objective for measurement- There can be several causes of selecting teaching objectives which have to determine related teaching such as how much content has been studied, what is the need of students, what is the importance of specific topics in the content etc.

12. Sr. No. Selected Teaching Objectives Score Percentage 1 Knowledge  10  20 2 Understanding  Application Analysis Synthesis  20 8 5 5  40 16 10 10 3 4 5 6 Evaluation  2  4       Total  50  100 Step – II Assigning weightage to selected objectives- After these objectives have been selected, a teacher assigns weightage to these objectives, keeping the tasks done and importance of objectives.

13. Sr. no. Topic No. of items Score Percentage 1. 2. 3. 4. 5.        I II III IV V TOTAL    15 10 10 5 10 50  30 20 20 10 20 100 Step- III Weightage to content- Content is used as the means of realizing the objectives and questions have to be constructed on its basis. Therefore, it becomes necessary to give weightage to it. Therefore, it becomes necessary to give weightage to it.

14. Sr. no. Type of items Number of items Score Percentage 1.   2.   3. Long answer type Short answer type Objective type  1 5 25  10 15 25  20 30 50 Total 31 50 100 Step IV- Giving weightage to the type of items- In this step, a teacher determines the number of item, their types, their relative marks .

15. Step V- Determining alternatives- At this level, it is determined how alternatives may or options should be given according to the type of questions. Giving alternatives influences the reliability and validity of a test, therefore it is suggested that alternatives should not be given in the objective type test.  

16. Sr. no. Section Type of items Score Percentage 1.   2.   3.   A   B   C   Objective type   Long answer type Short answer type     Step VI- Division the section- If the scope or type of questions are uniform, then it is not necessary to divide the test into section. However, if it diverse and different types of questions have been specified and the nature of the test seems to be heterogeneous .

17. S. no. Type of items Number of items Time 1.     2.   3. Objective type   Long answer type Short answer type     Step VII- Estimation of Time- At this step estimation of the total time the whole test is likely to calculate. Time is estimated on the basis of the type and number of items. Sometime should be reserved for distribution and collection of answer sheet .

18. S.no Teaching objectives Knowledge Comprehension Application Skills         Type of question topics (L) (S) (O) (L) (S) (O) (L) (S) (O) (L) (S) (O) (L) (S) (L) (S) (O) 1. 2. 3. 4. 5.                                   Step VIII- Preparation of the blueprint- A blueprint provides a bird's eye view of the entire test. In it we can see the topics, teaching objectives, and types of questions, number of items and distribution of scores and their manual relationship .

19. Sr. no. Item serial Answer Score         Step IX- Preparation of score key- A score key increases the reliability of a test, so that the test construction should provide the procedure for scoring the answer script. For objective type- Sr.no. Item serial Outline of answer Score Remarks               For long and short answer type-

20. Types of achievement test

21. Elements Standardized tests Teacher made test Purpose Measurement of educational outcomes of students of a number of schools. Measure the outcome of a teacher’s teaching or outcomes of learning in his class. Scope Its scope is very wide. Its scope is limited. Accuracy More accurate. Less accurate. Refinement They are duly edited. It is crude. Norms Provide norms. Doesn’t contain norms.   Sources Uses several sources- teachers, experts, research workers. Based on experience of teacher. Publication and coverage of curriculum. Published Covers state or regional curriculum. Unpublished. Covers small areas of curriculum. Difference between standardized test and teacher made test -

22. I STANDARDIZED TESTS- Standardization means uniformity of procedures in scoring, administering and interpreting the results. A standardized test is one in which the procedure, apparatus, and scoring have been fixed so precisely that the same test can be given at different times and places. (Lee J Cronbach) Standardized tool is one for which norms have been established. A standardized test is prepared after several trials of test to a large number of students.

23. Characteristics of standardized tests- Content is standardized- item- selection done by competent judges. Administration is standardized - direction, time limits. Scoring has been standardized- rules of rules, scoring key are prepared . Interpretation has been standardized - norms are provided.. Before finalization, test is tried out and administered on a number of subjects for the expressed purpose of refining its items.    

24. Importance of standardized tests- Give impartial information about an individuals. Provides information in much less time than provided by any other devices. Tests measures those aspects of behaviors which otherwise could not be obtained. In subjective observation we may overlook shy children but these tests discover such cases also.

25. TYPES OF STANDARDIZED TESTS

26. II TEACHER- MADE TEST – These are very useful in evaluating the student’s progress report to parents and administrators. These tests assess students learning every period of time or after a particular unit of study.

27. Uses of teacher made tests- To know the ability and achievements of students. Helps the teacher to assess the strengths and weaknesses of students. Motivates the students. Provides continuous evaluation and feedback to the teacher. Helps to achieve the particular objectives. Helps the teacher to adopt better instructional methods.

28. Limitations of teacher made tests- Tests are often ambiguous and unclear. They are either too short or too lengthy. Tests do not cover the entire content. Tests are usually hurriedly conducted. Supervision is not proper. Lot of scope for copying. Conducted as rituals only. Answer book not marked with care.  

29. I Essay type- “An essay test presents one or more questions or other tasks that requires extended written responses from the person being tested” - Robert LE and David AF. “It is a test containing questions requiring the students to respond in writing. It emphasize recall rather than recognition of the correct alternatives” - Gilert Sax.   Features- No single answer can be considered throughout and correct. The examinee is permitted freedom of response. The answer vary in their degree of equality or corrections.      

30. Types- Based on the amount of freedom given to a student to recognize his ideas and write his answer. The essay questions are divided into two types-

31. 1.EXTENDED RESPONSE- No restriction is placed on the students as to the points he/she will discuss and the type of organization he/she will use. Most important, pertinent and relevant materials whatever he/she wishes can be used. This type of questions permits a student to demonstrate his ability to-Recall and evaluate factual knowledge. Organize his ideas in a logical, coherent fashion.  

32. Q:You are caring for a child diagnosed recently with HIV who lives with his parents and two teenage sisters. Describe how to plan a care of child with HIV positive status . Write an essay on care of child with HIV . example

33. Restricted response- Students will have less scope, limited nature in the form because he/she is told specifically the context in which his/her answer has to be made. Principles for preparing restricted essay type test- Do not give too many lengthy questions. Avoid phrases, e.g. “discuss briefly”. Questions should be well- structured with specific purpose or topic at a time. According to the level of students difficulty and complexity items has to be selected.      

34. 1. D escribe five pathophysiological changes associated with the diabetes mellitus. 2. Compare the metabolic and respiratory acidosis. Include the following in your response: definition, precipitating factors, clinical manifestations, diagnostic tests and interventions. EXAMPLE

35. II SHORT OPEN ANSWER TYPE TESTS- Short answer test items aim to test the knowledge by asking student to supply a word, phrase or a number that answer a question of complete a sentence. -R Ebel et al, 1986 Principles for preparing short type items- Use action oriented precise verbs. Question can be as long as possible, but answer should be short. Use precise, simple and accurate language in relation to the subject matter areas. Provide the necessary space for answers below each question asked.

36. FORMS OF SHORT ANSWER TYPE QUESTIONS:

37. Advantages- Easy to construct and is useful to the lowest level of cognitive taxonomy,i.e. knowledge of terminology, classification etc. Large sample of the content can be covered by including large number of short questions. Marking is relatively objective as compared to the essay type questions Disadvantages- not suitable for judging the power of analyzing an d reasoning of students and for measuring complex learning outcomes.

38. III Objective type tests- It refers to any written test that requires the examinee to select the correct answer from among one or more of several alternatives or supply a word or two and that demands on objectives judgment when it is scored. Forms of objectives type tests- Others - rearrangement, analogy, identification, and context – dependent type (pictorial form, interpretative). Greater reliability and better content validity.

39. Merits- Easy for scoring. Objectivity in scoring. It will not vary from time to time or from examiner to examiner. More extensive and representative sampling can be obtained. It reduces role of luck or cramming of expected questions. Disadvantages- Takes a lot of time and efforts in preparing the test. Provide little or no opportunity for measurement of student ability to recognize and to express thoughts .

40. Recall type -

41. Limitations- Ability to recognize matter, ability to provide matter logically coherent fashion cannot be evaluated. Guessing is possible. The construction of items is difficult, requires special abilities and is time consuming. Printing cost is high.   .

42. These are the most effective and flexible type of objective type test items and consist of two parts the stem- which presents the problem, presented in the form of an incomplete statement or a question. the option or responses - the list of possible/ correct answers/ possible distractors. Multiple choice items.

43. SINGLE CORRECT ANSWER FORM 5 types of MCQ The most heat sensitive vaccine is( stem ): distractors (a) BCG (b) MMR (c)OPV (d)TT

44. e.g. A manifestation of chlamydial infection in the neonate is: 1.Eye discharge 2.Nasal duct obstruction 3.Umbalical cord inflammation BEST ANSWER FORM

45. Which of the following elements are used to form water? a) Hydrogen b) Nitrogen c) Oxygen d) Carbon e) Helium MULTIPLE RESPONSE FORM

46. COMBINED RESPONSE FORM Q) Which of the following must be recorded on a patients clinical record? 1)Date of birth 2) Gender 3) Insurance carrier 1, 2 and 3 1 and 2 only 2 and 3 only 3 only

47. Active immunization is available against all of the following diseases EXPECT: a) Malaria b) Poliomyelitis c) Smallpox d) Tuberculosis e) Yellow fever NEGATIVE

48. Advantages- Ensure objectivity, reliability and validity. Provide constructive criticism. The range and variety of facts can be sampled in a given time. Provide precise and unambiguous measurement of the higher intellectual processes. Easy and rapid to score. Disadvantages- Careful testing is required to avoid question testing only recall. Takes a long time to construct items in order to avoid arbitrary and ambiguous questions. Provide cues that do not exist in practice.

49. 3. The alternate – response items. It is essentially a two- response item in which only one of the answer is presented and the student judges the truth or falsity of the statements. E.g. True/false, yes/no, right/wrong, Advantages- Good for young children with poor reading habits. Provide high reliability per unit of testing time. Can be scored quickly, reliably and objectively. Suitable to test beliefs, misconceptions, superstitions. Adaptable to most content area. Time saver. To distinguish facts from opinions.  

50. Limitations- More susceptible to ambiguity, misinterpretations, therefore low reliability. Undue influence by good or poor understanding or luck in guessing. Lend them most easily to cheating. Tend to be less discriminating.   2 . Matching type items. These items form a special form, prepared in two columns. One set is called ‘response column’ and the other is called ‘stimulus column’ the items have to be Matched.

51. Advantages- It should be used only when the teacher is constructing multiple choice items and discovers that there are several such items having the same alternatives. Used to determine whether a learner can discriminate among nouns, verbs, adjectives, adverbs etc. Can be constructed easily and quickly. Space can be saved. Limitations- If sufficient care is not taken in their preparation, they may encourage serial memorization rather than association. It is sometime difficult to get cultures of questions that are sufficiently alike so that a common set of responses can be used. Items are likely to include irrelevant clues to the correct answers.

52. Problem – situation test. It describes the situations followed by possible solutions or conclusions and a series of plausible reasons supporting these solutions are given. The problem is so constructed, the solution and the supporting reasons can be indicated by the student quickly and easily with minimum amounts of writing. Advantages- Used to represent those patterns of behavior that constitute nursing competence. Specification of acceptable level of competence. Less time consuming for the students to answer. Useful to determine ability to apply principles to new or relate situations.  

53. Disadvantages- Time consuming to prepare. Requires greater skills to prepare valid, reliable problem situations. Require more space than other objective type.   Oral examination. An examination consisting of a dialogue where the examinee asks questions and the candidate will reply.

54. Advantages- Provides direct personal contact with the candidates. Provides opportunity to take mitigating circumstances into account. Provides flexibility in moving from the candidate’s strong point to weak point. The candidates has to formulate his own replies without cues.   Disadvantages- Lacks standardization, objectivity and reproducibility of results. Permits favoritism and possible abuse of the personal contacts. Suffer from undue influence of irrelevant factors. Shortage of trained examiners to administer the examination.

55. Practical examination. To develop appropriate professional skills over a period of time with consistent practice. Transportation facilities should be provided to take the students to the place of examination. Purposes- The practical examination should be conducted in actual fields, i.e. hospital, clinics and health centers associated with parent school of nursing. To assess- The ability of students to give care in a practical situations. The attitude of the students towards the clients.

56. Expertise in practicing nursing techniques. Ability to give need based health education. Documentation skills Advantages- Provides the opportunity to test all the senses in a realistic situation. Possibility of performance evaluation in clinical situation. Tests for investigate abilities, apply ready-made recopies. Rapport will be established. Provide opportunity to observe and test attitudes and responsiveness to a complex situation .  

57. Disadvantages- Lacks standardization conditions in bedside examinations/providing care/doing a procedure with patient of varying degrees of cooperativeness. Lacks objectivity and suffers from irrelevant factors. Limited feasibility for large groups. Emergencies in a ward may act as hindrances. Takes longer time to complete the examination for the entire group. Unavailability of required cases with specific diagnosis. Noncooperation of community sometimes.  

58. SO, ACHIVEMENT TEST IS A systematic procedure for determining the amount of students has learned through instructions” CONCLUSION

59. SUMMARIZING- Today we have discussed about Achievement test I ts characteristics Importance F unctions and steps in achievement test construction C lassification of achievement test. Steps of achievement test construction