- Achievement tests measure students' learning attainments and proficiencies after a period of instruction. They assess how well learning objectives were met. - The purposes of achievement tests include promotion, assessing teacher effectiveness, informing parents, and helping classify students. They provide information on students' knowledge, understanding, application, and skills. - Important criteria for a good achievement test are validity, reliability, objectivity, and practicality. Tests should be easy to administer, score, and interpret in an economical way.

1. BY
M.VIJAYALAKSHMI

2. ACHIEVEMENT TESTS
• Any test that measures the attainments of an
individual after a period of training or learning
• Learning attainments, accomplishments and
proficiencies etc., in educational situation
where learning and teaching are intended to
go on
• Measures quality and quantity of learning
• Differs from intelligence or aptitude tests

3. Purposes of achievement tests
• Promotion
• Beginning of a course or year – students
position
• Motivate
• To assess teacher efficiency
• Help to test the achievement of the
objectives
• Find out the knowledge, understanding,
application and skill of the students

4. • Find out the knowledge,
understanding, application and skill
of the students
• Useful in classifying the students
• Success of the method of teaching
• Inform the parents
• Help to have school records

5. Criteria of a Good Test
validity
Reliability
Objectivity
Practicability

6. Practicability
EASY FOR
ADMINISTRATION
EASY FOR SCORING
EASY FOR
INTERPRETATION
ECONOMY OF COST, TIME
AND ENERGY

7. ACHIEVEMENT
TEST
TEACHER MADE
ORAL WRITTEN
ESSAY OBJECTIVE
RECALL RECOGNITION
PRACTICAL
STANADARDIZED

8. RECALL
1.SHORT ANSWER QUESTION
2.ONE WORD ANSWER
QUESTION
3.FILL UP THE BLANKS
RECOGNITION
1.MULTIPLE – CHOICE ITEMS
2.MATCHING
3.YES – NO OR TRUE - FALSE

9. STEPS IN TEST CONSTRUCTION
• Planning the test
• Preparing the Blue print
• Blue print
• Designing questions and editing the
question paper
• Administration of Test
• Scoring Marks
• Evaluating the Test

10. Planning the test
•Objectives – marks
•Content – marks
•Types of question – marks
•Choices for essay and short
answers

11. BLUE PRINT
OBJECTIVES
CONTENT
QUESTIONS

12. WEIGHTAGE TO OBJECTIVES
OBJECTIVES MARKS PERCENTAGE
KNOWLEDGE 3 15
UNDERSTANDING 10 50
APPLICATION 5 25
SKILL 2 10
TOTAL 20 100

13. WEIGHTAGE TO CONTENT
CONTENT MARKS PERCENTAGE
LESSON 1 6 30
LESSON 2 9 45
LESSON 3 5 25

14. WEIGHTAGE TO TYPES OF QUESTIONS
TYPES OF
QUESTION
MARKS PERCENTAGE
OBJECTIVE TYPE 5 25
SHORT ANSWER 10 50
ESSAY TYPE 5 25
TOTAL 20 100

15. WEIGHTAGE TO THE NUMBER AND
TYPES OF TEST ITEMS
TYPE OF
QUESTION
NO. OF
QUESTIONS
MARKS TIME
MULTIPLE
CHOICE ITEMS
10 10 10 MTS
SHORT
ANSWER TYPE
4 8 12 MTS
ESSAY TYPE 1 7 18 MTS
TOTAL 15 25 40 MTS

16. CONTENT
OBJECTIVES
KNOWLEDGE UNDERSTANDING APPLICATION SKILL TOTAL
O SA E 0 SA E O SA E O SA E
LESSON 1 1(1) 1(2) 1(1) 1(2) 6
LESSON 2 1(1) 1(1) 1(5) 1(2) 9
LESSON 3 1(2) 1(1) 1(2) 5
TOTAL 3 10 5 2 20

17. SCORING KEY AND MARKING SCHEME
Teacher should prepare the correct
answer for all the questions
This is called scoring key and marking
scheme
Anybody can value the answer papers
mechanically
Marking becomes easy with this scoring
key.

18. EVALUATING THE TEST
 LEVEL OF DIFFICULTY
Average Difficult
Difficult Item
Easy Item
Very Easy Item
Very Difficult Item
 Lengthy or short question paper
 Clear print
 Guiding rules and regulations

19. Question-wise Analysis of the Test
Teacher has to find out
• The objectives tested by each question
• The behaviour involved in answering the question
• The type of question
• The topic or unit or lesson
• The time required for answering each question
• The estimated difficulty level

20. Question-wise Analysis of the Unit Test
OBJECTIVES SPECIFICATION TOPIC TYPE OF
QUESTION
ESTIMATED
DIFFICULTY
LEVEL
TIME

21. INTERPRETATION AND FOLLOW-UP
• Quality of student’s achievement
• The achievement of particular
objective
• The quality of teaching
• The quality of test
• The achievement of subject matter

22. STUDENTS/C
ONTENT
1 2 3 4 5 6 7 8 9 10
LESSON 1
LESSON 2
LESSON 3
LESSON 4

27. Objectives Related action verbs
Knowledge
Define, write, underline
state, recall, select, list
recognize ,reproduce
Comprehension
Identify ,illustrate,
explain, justify,
represent, judge, select,
name, label, measure
Key verbs based on Bloom’s Taxonomy

28. Application
Predict, choose, construct,
select, find, compute,
assess, show, use, explain,
demonstrate, perform

29. Analyze, select,
justify, identify,
separate, resolve,
conclude,
compare, break
down,
differentiate,
contrast, criticize
ANALYSIS

30. Combine, argue,
select, restate,
discuss, relate,
summaries,
organize,
generalize,
precise, derive
conclude
SYNTHESIS

31. Judge, support,
identify, evaluate ,
defend, avoid,
determine, attack, ,
select, recognize,
criticize, choose
Evaluation

32. Credit to the Sources
Sources are taken from
INTERNET