Construction of an achievement test

It discuss on CONSTRUCTION OF AN ACHIEVEMENT TEST. It explains what is test, achievement test, history of the achievement test, STAGES OF ACHIEVEMENT TEST, types of achievement test, Basis of the purpose, content, time & quality. It also explain the weightage of the objectives, content, types of question, difficulty level, blue print and steps of blue print.

1. CONSTRUCTION OF AN
ACHIEVEMENT TEST

2. INTRODUCTION
AnAchievement testis an
assessment of developed knowledge
or skill.
Scores are often used to determine
the level of instruction for which a
student is prepared.
Tomeasurea person's level of skill,
accomplishment, or knowledge in a
specific area.
To evaluate what you know and your
level of skill at the given moment
Testsmeasure students' mastery of
a particular instructional domain in
order to make decisions regarding
the advancement and/or
competency of the students.
The content can be derived
from three different
sources:
the textbook, the course
syllabus, and the class
objectives.
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3. HISTORY …….
•In Francein the early 20th century, the
psychologistAlfred Binetdeveloped a
standardized test that would eventually
become the Stanford-BinetIntelligence
Test, a major component of the modern
IQ test.
•Achievement testsare developed to
measure skills and knowledgelearned
in a given grade level, usually through
planned instruction, such as training or
classroom instruction.
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4. CRITERIA OF THE GOOD TEST
To analyze the semester test items, there are some criteria of a
good test according to some expert. A good test should have
•(1)Validity
•(2)Reliability
•(3) Level of difficulty
•(4) Discrimination Powerand
•(5) The Quality of Options
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5. STAGES OF ACHIEVEMENT TEST
(1) The
preparation or
selection of
thetest
(2) The
administration
of thetestto
the examinees
(3) The scoring
of the answers
given
(4) The
interpretation
of the resulting
scores
Thereare four major steps inachievement testing:
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6. TYPES OF ACHIEVEMENT TEST
TYPES OF
ACHIEVEMENT
TEST
Basis of the
purpose
Based on
time or
period
factor
Basis of
content or
subject
matter
Basis of
quality
Achievement testscan be administered indifferentperiod of time.
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7. TYPES OF ACHIEVEMENT TEST
BASIS OF THE PURPOSE
Diagnostic tests
Prognostic test
Accuracy test
Power test
Split test
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8. TYPES OF ACHIEVEMENT TEST
BASED ON TIME
OR PERIOD
FACTOR
•Summative test
•Daily test
•Weekly test
•Slip test
•Monthly test
•Quarterly test
•Half yearly test
•Final examination
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9. TYPES OF ACHIEVEMENT TEST
BASIS OF CONTENT OR SUBJECT MATTER
Language
test
Reading
test
Spelling
test
History
test
Geography
test
Mathematic test
Science
test
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10. BASIS OF QUALITY
•Standardized test
•Teacher made test
TYPES OF ACHIEVEMENT TEST
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11. ACHIEVEMENT
TEST
STANDARDIZED TEST
WRITTEN
OBJECTIVE
RECALL
FILL UP
ONE
WORD
TRUE/
FALSE
RECOGNIZE
CHOOSE MATCH
SHORT
ANSWER
DETAIL
ANSWER
ORAL PRACTICALS
TEACHER
MADE TEST
ACHIEVEMENT TEST -
CLASSIFICATION
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12. MAjOR STEPS INVOLVED IN THE
CONSTRUCTION OF ACHIEVEMENT TEST
1. Planning of test
2. Preparation of a design for the test
3. Preparation of the blue print
4. Writing of items
5. Preparation of the scoring key and marking scheme
6. Preparation of question-wise analysis
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13. A. PLANNING OF THE TEST
1. Planning of the test is the first important step in the
testconstruction.
2. The main goal of evaluation process is to collect valid,
reliable and useful dataabout the student.
3. Must determine the maximum time, maximum marks
& the nature of the test –(units & sub-units)
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14. PREPARATION OF A DESIGN FOR THE TEST
a) Weightage to Objectives
b) Weightage to content
c) Weightage to form of questions
d) Weightage to difficult level
e) Scheme of Options
f) Scheme of Sections
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15. A. WEIGHTAGE TO CURRICULAR ObjECTIVES
•This indicates the total marks and weightage to be given to different
levels of objectives.
Sl. No
Objectives Marks Percentage
1.KNOWLEDGE
16 32%
2UNDERSTANDING
14 28%
3APPLICATION
18 36%
4. Skill
2 4%
TOTAL
50 100
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16. b. WEIGHTAGE TO CONTENT
•This indicates the total marks and weightage to be given to different topics and
aspects
•
Sl.No
TOPIC Marks Percentage
1.Unit 3 25 50
2Unit 5 25 50
TOTAL
50 100
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17. C. WEIGHTAGE TO FORM OF QUESTIONS
•This indicates the total marks and weightage to be given to different
types of questions
•
Sl.No
TYPES OF QUESTIONS Marks Percentage
1.Objective 12 24
2Very short answer 8 16
3. Essay 30 60
TOTAL
50 100
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18. D. WEIGHTAGE TO DIFFICULTY LEVEL
•This indicates the total marks and weightage to be given to different level
of questions.
•
Sl.No
LEVEL OF QUESTIONS Marks Percentage
1.Easy level 20 40
2Average level 20 40
3Difficult level 10 20
TOTAL
50 100
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19. E. SCHEME OF OPTIONS
1. Option or choices given to the students to select
certain questions.
2. External / Internal options
3. External means–the choice is given to the students for
selecting a given number of questions only from among the
total number of questions provided.4. Internal Options means–the choice is given within a
question (either or)
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20. F. SCHEME OF SECTIONS
The test will be in three sections
•Section A contains Objective type items
•Section B Short answer
•Section C Essay type items
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21. 3. bLUE PRINT
•In a test blueprint isa document that
reflects the content of an assessment
that you will give your students.
•The test blueprint insures that every
instructional objective is addressed by the
test—and conversely that every question on
the test addresses an instructional
objective.
Blue print is a three dimensional
model which consisting Content,
Objectives and types of question
with the mark.
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22. bLUE PRINT
OBJECTIVES/
CONTENT
KNOWLEDGEUNDERSTANDINGAPPLICATIONSKILLTOTALOBJSADAOBJSADAOBJSADAOBJSADA
UNIT 3
2(1)1(2)
#
1(5)2(1)1(2)1(5)2(1)1(2)
#
1(5)1(2)29UNIT 5
2(1)1(2)1(5)2(1)1(2)
#
1(5)2(1)1(2)1(5) 27
18 ( 1 SA in
choice)
18 (1 SA in
choice)
18
(1 SA in choice)
256
With in the ()denotes the markand out side the ()denotes the question
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23. 4. WRITING OF ITEMS
•Must write the items according to the blue print
•The difficulty levelhas to be considered while writing the items
•Itshouldalso checkedwhether all the questions included can
be answered within the time allotted
•It is advisable to arrange the questions in orderof their
difficulty level
Q.NO. UNIT DIFFICULTY LEVELTIME DURATION
1 3 Easy 1
2 5 Average 1
3 3 Average 1
Writing of items continues…..
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24. 5. PREPARATION OF THE SCORING kEY AND
MARkING SCHEME
•In the case of objective type items where the answers are
in the form of some letters or other symbol a scoring key
has to be prepared. Eg.,
QUESTION NO. & Unit No.ANSWER MARK
1 –Unit 3 C 1
2 –Unit 5 A 1
3 –Unit -3 B 1
4 –Unit -3 B 1
5 –Unit –5 D 1
6 –Unit –5 C 1
Scoring key Continues ……
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25. 6. PREPARATION OF QUESTION-WISE
ANALYSIS
Q.
NO
CONTENTOBJECTIVES FORMS OF
QUESTIONS
DIFFICULTY
LEVEL
MARKSESTIMATED TIME
( In Mins)
1Unit 3KnowledgeObjectiveEasy 1 1
2Unit 5UnderstandingObjectiveEasy 1 1
3Unit 3ApplicationObjectiveAverage1 1
4Unit 3UnderstandingObjectiveDifficult1 1
5Unit 5ApplicationObjectiveAverage1 1
6Unit 5Skill ObjectiveAverage1 1
Question wise analysis continues….
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26. •Provides basis for promotion to next grade
•To find out where each student standsin various academic areas.
•To measures present proficiency, mastery and understanding of general and
specific areas of knowledge.
•To measure what and how individual has learnt, viz. his present standard of
performance. The Scores indicate the academic status of the individual
learner in different subjectsas a whole or individually.
•To motivate the student before a new assignmenthas taken
•To expose the pupils difficultieswhich the teacher can help them to solve.
FUNCTIONS OF ACHIEVEMENT TEST
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27. REFERENCE
“
Teaching of Biological Science”
TNTEU –Study Material
Ram Publications
Sri Krishna Publications
Kaviyamala Publications
Google Images
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