“A standardized test is one in which the procedure, apparatus and scoring have been fixed so that precisely the same test can be given at different times and places.” -Lee J Cronbach ACHIEVEMENT TEST Assess the knowledge and skills in certain areas and the competence in those certain areas of knowledge. One’s learning attainments, accomplishments, proficiencies etc Standardized by the experts to find out the achievement towards the individual. ACHIEVEMENT TEST Often contrasted with tests that measure aptitude Directly related to pupil’s growth and development in educational situational DEFINITION “Any test that measures the attainments or accomplishments of an individual after a period of training and learning” -N.M. Downie DEFINITION “Achievement test is a type of ability test that describes what a person has learned to do” -Throndike and Hagen DEFINITION “A systematic procedure for determining the amount a student has learned through instruction” -Groulund DEFINITION “The achievement test focuses upon an examinee’s attainment at a given point of time.” -Popham HISTORICAL VIEW Designed to measure what you already know. In 1962, the Scholastic Aptitude Test replaced the essay test used by the College Entrance Examination Board. This test and the advent of machine scoring led to a rapid increase in the use of standardized achievement tests in the U.S. FUNCTIONS Provides basis for promotion to the next grade To find out where each student stands in various academic areas. Helps determination about the placement of the students in a particular section. To motivate the students before a new assignment has taken up FUNCTIONS To know how effectively the student is performing in the theory as well as the clinical areas. To expose pupil’s difficulties which the teacher can help them to solve Helps to identify the teaching and learning process problems and prognosis FUNCTIONS Produces evidence of improvement Developed to identify individual abilities with the supporting events. PURPOSES Assess level of competence Diagnose strength and weaknesses Assign Grades Achieve Certification or Promotion Advanced Placement/College Credit Exams Curriculum Evaluation Accountability Informational Purposes TYPES OF ACHIEVEMENT TEST STANDARDIZED TEST Comprises carefully selected items administered to a number of samples or group under standa

1. “A standardized test is one in which the procedure,
apparatus and scoring have been fixed so that precisely
the same test can be given at different times and places.”
-LeeJ Cronbach

2. Ms. SuchetaPanchal
ACHIEVEMENT TEST
&
SOCIOECONOMIC STATUS
SCALE

3. Group will be able to:
– define achievement test and socioeconomic status
scale
– Identify the use of achievement test and
socioeconomic status scale
– Develop achievement test and socioeconomic
status scale
– Classify achievement test
– Describe the approaches for tests
OBJECTIVES

4. – Concept
– Available
socioeconomic status
scale
– Accepted
socioeconomic status
scale
Socioeconomic status scale
– Definition
– Historical view
– Functions
– Purposes
– Characteristics
– Achievement test
construction
– Types of achievement test
– Approaches
Achievement test
TITLE AND CONTENT

6. • Assess the knowledge and skills in certain areas and
the competence in those certain areas of knowledge.
• One’s learning attainments, accomplishments,
proficiencies etc
• Standardized by the experts to find out the
achievement towards the individual.

7. • Often contrasted with tests that measure aptitude
• Directly related to pupil’s growth and development in
educational situational

8. “Any test that measures the attainments or
accomplishments of an individual after a
period of training and learning”
-N.M. Downie

9. “Achievement test is a type of ability test that
describes what a person has learned to do”
-Throndike and Hagen

10. “A systematic procedure for determining the
amount a student has learned through
instruction”
-Groulund

11. “The achievement test focuses upon an
examinee’s attainment at a given point of
time.”
-Popham

12. • Designed to measure what you already
know.
• In 1962, the Scholastic Aptitude Test
replaced the essay test used by the College
Entrance Examination Board.
• This test and the advent of machine scoring
led to a rapid increase in the use of
standardized achievement tests in the U.S.

13. • Provides basis for promotion to the next grade
• To find out where each student stands in
various academic areas.
• Helps determination about the placement of
the students in a particular section.
• To motivate the students before a new
assignment has taken up

14. • To know how effectively the student is
performing in the theory as well as the clinical
areas.
• To expose pupil’s difficulties which the teacher
can help them to solve
• Helps to identify the teaching and learning
process problems and prognosis

15. • Produces evidence of improvement
• Developed to identify individual abilities
with the supporting events.

16. • Assess level of competence
• Diagnose strength and weaknesses
• Assign Grades
• Achieve Certification or Promotion
• Advanced Placement/College Credit Exams
• Curriculum Evaluation
• Accountability
• Informational Purposes

17. 1. STANDARDIZED TEST
– Comprises carefully selected items
– administered to a number of samples or group
under standard conditions for which norms
have been established after careful evaluation
– Produced by some test agency or by joint effort
of experts

18. 1. STANDARDIZED TEST
– Deal with larger segment of knowledge and skill
than the TMT
– Use a standardized procedure of administration
– Scoring key is provided
– Test manual provides norms for the test

19. 2. TEACHER MADE TEST
– Useful in evaluating student’s progress
to report parents and administration

20. 2. TEACHER MADE TEST
Uses:
– assess the student’s ability
– assess the student’s strength and weakness
– Motivates the students
– Provide continuous evaluation and feedback to the
teachers
– Help to achieve the objectives
– Help the teacher to adapt effective instructional method

21. 2. TEACHER MADE TEST
– Limitations:
• Ambiguous and unclear
• Either too short or too lengthy
• Do not cover the entire content
• Usually hurried conducted

22. 2. TEACHER MADE TEST
– Limitations:
• supervision is not proper
• Lot of scope for copying
• Conducted as rituals only
• Answer sheets are not marked with care

23. 2. TEACHER MADE TEST
– Techniques:
• Observational techniques
• Sociometric techniques
• Self report techniques
• Projective techniques

26. Phase I Phase II
Phase IV Phase III

27. Phase IPhase I Phase II
Phase IV Phase III
1. Formulation of objectives………Shipman M (1979)
– Spelling out the actions necessary for attainment of
objectives
– Spelling out the criteria by which the attainment of objectives
to be assessed.
– Spelling out the personnel whose judgments are involved in
each component of the plan

28. 2. Determining the purposes of testing
– Pretest
– Testing during placement (formative test &
diagnostic test)
– End test (summative test)
Phase I

29. 3. Developing the TOS (table of specifications)
– A list of instructional objectives
– Blueprint
– Learning outcome to be tested
– Number of items
– Percentage of items
Phase I

30. 3. Developing the TOS (table of specifications)
– Item placement
– Type of test (format of test)
– Number of recitation
– Tabulation
Phase I

31. 4. Selecting appropriate type of questions
– Essay type
– Short answer type
– Objective type
Phase I

32. 5. Preparing relevant test items
– Matching the test items with learning outcome
– Selecting most representative items
– Preparing test items
– Avoid all possible barriers in test items which prevent
examinee from responding
– Avoid clues
Phase I

33. • Assembling the test
– Writing each item on separate card
– Review the items
– Arranging the test items according to well
defined criteria
– Provide proper instruction to the examinee
Phase IIPhase I Phase II
Phase IV Phase III

34. • Administering the test
– Avoid long announcements
– Written instructions
– Test administration should not respond to
the individual problems of the examinees.
Phase III
Phase I Phase II
Phase IV Phase III

35. • Scoring the test should be done
objectively
Phase III

36. High achievement scores
a mastery of grade-level material, and the readiness for
advanced instruction.
Low achievement scores
need for remediation or repeating a course
grade.

37. • Appraising the test
Procedure used to judge the quality of the
items
“ITEM ANALYSIS”
Phase III

38. In M. Sc Nursing 1st year, there are 18 students. A teacher has
conducted an achievement test of total 10 marks to find out
the need of special classes of nursing education. Find out the
group of students require special classes.
Roll no. 1 2
1 5 4
2 3 5
3 2 3
4 4 3
5 4 5
6 2 5
Roll no. 1 2
7 5 4
8 3 5
9 2 3
10 4 3
11 4 5
12 2 5
Roll no. 1 2
13 5 4
14 3 5
15 2 3
16 4 3
17 4 5
18 2 5

39. BENEFITS OF “ITEM ANALYSIS” RESULT
– Help to judge the worth and quality of
test
– Aids in subsequent test revision
– increase test construction skills
– Help in future activity planning

40. BENEFITS OF “ITEM ANALYSIS” RESULT
– Provide basis for decision making
regarding promotion of student
– Provide basis for improvement in
teaching methods and techniques

41. • Evaluating the test
– Identifying and defining general and specific objectives
– Selecting teaching points
– Planning suitable learning activities
– Evaluating (knowledge, skill and attitude)
– Using the result as feedback
Phase IV
Phase I Phase II
Phase IV Phase III

43. 1. Summative Evaluation
– Testing is done at the end of the instructional unit.
– The test score is seen as the summation of all knowledge
learned during a particular subject unit
2. Formative Evaluation
– Testing occurs constantly with learning
– Teachers can evaluate the effectiveness of teaching
methods along with the assessment of students' abilities.

45. Socio Economic Status is established determinant of health

46. • Evaluation of SES of a family means the
categorization of the family in respect of
defined variables
– Education
– Occupation
– economic status
– physical assets
– social position etc.

47. 1. Rahudkar scale 1960,
2. Udai Parikh scale 1964,
3. Jalota Scale 1970,
4. Kulshrestha scale 1972,
5. Kuppuswamy scale 1976,
6. Shrivastava scale 1978, and
7. Bharadwaj scale 2001(1-7)

48. An important tool in hospital and community
based research in India which was originally
proposed in 1976

49. • Widely used to measure the socio-economic
status of an individual in urban community
• Based on three variables
1.Education,
2.Occupation
3.Income.

50. Modification of Kuppuswamy scale:
Determine the socioeconomic status of family based
on:
1. Education
2. occupation of head of the family
3. per capital income per month

51. Modification of Kuppuswamy scale:
Recently, Mishra et al have suggested an economic
revision of Kuppuswamy's scale in 2012
• to account for the devaluation of rupee
• to measure the socio-economic status of the family
• To state that it is neither based on the individual nor on
the head of the family

52. • Developed for only those subjects who reside in
urban areas
• This scale contains
– Manual
– Two information blanks (one for the person-
concerned and second for the father or guardian)
– Score card

55. • For each factor, seven possible alternatives are
available
• Range of scores = 3 to29
• The norms which were established
– can only be applicable for urban population
– cannot be used for a rural population
• The highest level of income is also inconsistent across
various economic groups in the present time

56. TOTAL SCORE SOCIOECONOMIC CLASS

57. LIMITATION:
– There is an overemphasis on income rather than
educational and occupational factors, but
nevertheless income commensurate with
education and occupation.

58. UTILITY:
– The revision enables and equips community related
scientists in their quest for socioeconomic status.

59. • Examine the socio.-economic status for the rural or
mixed population only
• Consists of
– a manual
– one information blank
• It has nine factors which assess the socio-economic
status of the individual:

60. Caste Occupation Education
Social
participation
Land House
Farm
powers
Material
possession
Family

61. • LIMITATIONS:
– does not emphasize the economic aspect
– can only be used for rural subjects.
• The reliability of the scale was found to be
very high(r = 0.93)

62. TOTAL SCORE
SOCIAL CLASS

63. “A Study of Impact of
Globalization On The Socio-
Economic Status Of Neo-Buddhist
Community In Akola District”

71. • Kuppuswamy B. Manual of Socioeconomic Status (urban), Delhi, Manasayan, 1981.2.
• Mishra D, Singh HP. Kuppuswami’s socioeconomic status scale: A Revision.Indian JPediatr 2003; 70:2734.
• Neeraja KP; textbook of nursing education; edition 2003; jaypee publication; page no 451-464
• Patidar. Anurag bhai, Communication and nursing education; edition 2012; Pearson Education India Publication; page
no 231-237
• Tiwari SC, Kumar A, Kumar A. Development & standardization of a scale to measure socio-economic status in urban &
rural communities in India. Indian J Med Res. 2005;122:309–14.
• http://www.education.com/reference/article/Ref_Norm_Referenced/
• http://my.safaribooksonline.com/book/medicine/9789332501461/firstchapter#X2ludGVybmFsX0h0bWxWaWV3P3htbG
lkPTk3ODkzMzI1MDE0NjElMkZoaWcxMV94aHRtbCZxdWVyeT0=
• http://www.slideshare.net/manusethi927/achievement-tests
• httpshodhganga.inflibnet.ac.inbitstream1060337741717_appendix.pdf
BIBLIOGRAPHY