This includes the process how you can construct a test for academic achievement of the students. Characteristics, principles, types, steps all are discussed here. Calculation of weightage and difficulty level and also making of blue print is also included.
Topic: Norm Referenced and Criterion Referenced
Student Name: Madiha Shahid
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Achievement test - Teacher Made Test and Standardized Test - Characteristics,...Suresh Babu
Achievement test - Teacher Made Test and Standardized Test - Characteristics, Steps in Construction (blueprint) and Standardization, Types of Test Items - objective, short answer and long answer- its merits and demerits.
The content provider has been teaching in a B.Ed. College. He was searching for content on this topic on the internet. But he failed to get relevant materials. eventually, he prepares one on his own and uploads the same in slideshare for the convenience of the learners. This topic will help B.Ed. trainess to a great extent.
Topic: Norm Referenced and Criterion Referenced
Student Name: Madiha Shahid
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Achievement test - Teacher Made Test and Standardized Test - Characteristics,...Suresh Babu
Achievement test - Teacher Made Test and Standardized Test - Characteristics, Steps in Construction (blueprint) and Standardization, Types of Test Items - objective, short answer and long answer- its merits and demerits.
The content provider has been teaching in a B.Ed. College. He was searching for content on this topic on the internet. But he failed to get relevant materials. eventually, he prepares one on his own and uploads the same in slideshare for the convenience of the learners. This topic will help B.Ed. trainess to a great extent.
Topic: Test, Testing and Evaluation
Student Name: Urooj Fatima
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Essay Type Test
Student Name: Shakti Lal
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
SCORING AND MARKING KEY, QUESTION WISE ANALYSIS OF ACHIEVEMENT TESTrkbioraj24
Achievement test is an important tool in school evaluation and has great significance in measuring instructional progress and progress of the students in the subject area.
Accurate achievement data are very important for planning curriculum and instruction and for program evaluation
Project method is one of the modern method of teaching in which, the students point of view is given importance in designing the curricula and content of studies. This method is based on the philosophy of Pragmatism and the principle of ‘Learning by doing’. In this strategy pupils perform constructive activities in natural condition. A project is a list of real life that has been imparted into the school. It demands work from the pupils.
Assessments for learning -B.ed Second year notesAbu Bashar
Understand the nature of assessment and evaluation and their role in teaching-learning process.
2. Understand the perspectives of different schools of learning on learning assessment
3. Realise the need for school based and authentic assessment
4. Examine the contextual roles of different forms of assessment in schools
5. Understand the different dimensions of learning and the related assessment procedures, tools and techniques
6. Develop assessment tasks and tools to assess learners performance
7. Analyse, manage, and interpret assessment data
8. Analyse the reporting procedures of learners performance in schools
9. Develop indicators to assess learners performance on different types of tasks
10. Examine the issues and concerns of assessment and evaluation practices in schools
11. Understand the policy perspectives on examinations and evaluation and their implementation practices
12. Traces the technology bases assessment practices and other trends at the international level
ASSESSMENT: The term assessment refers to the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students.
TYPES OF ASSESSMENT:
There are four types of assessments
1) Prognostic assessment
2) Diagnostic assessment
3) Formative assessment
4) Summative assessment
Topic: Test, Testing and Evaluation
Student Name: Urooj Fatima
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Essay Type Test
Student Name: Shakti Lal
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
SCORING AND MARKING KEY, QUESTION WISE ANALYSIS OF ACHIEVEMENT TESTrkbioraj24
Achievement test is an important tool in school evaluation and has great significance in measuring instructional progress and progress of the students in the subject area.
Accurate achievement data are very important for planning curriculum and instruction and for program evaluation
Project method is one of the modern method of teaching in which, the students point of view is given importance in designing the curricula and content of studies. This method is based on the philosophy of Pragmatism and the principle of ‘Learning by doing’. In this strategy pupils perform constructive activities in natural condition. A project is a list of real life that has been imparted into the school. It demands work from the pupils.
Assessments for learning -B.ed Second year notesAbu Bashar
Understand the nature of assessment and evaluation and their role in teaching-learning process.
2. Understand the perspectives of different schools of learning on learning assessment
3. Realise the need for school based and authentic assessment
4. Examine the contextual roles of different forms of assessment in schools
5. Understand the different dimensions of learning and the related assessment procedures, tools and techniques
6. Develop assessment tasks and tools to assess learners performance
7. Analyse, manage, and interpret assessment data
8. Analyse the reporting procedures of learners performance in schools
9. Develop indicators to assess learners performance on different types of tasks
10. Examine the issues and concerns of assessment and evaluation practices in schools
11. Understand the policy perspectives on examinations and evaluation and their implementation practices
12. Traces the technology bases assessment practices and other trends at the international level
ASSESSMENT: The term assessment refers to the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students.
TYPES OF ASSESSMENT:
There are four types of assessments
1) Prognostic assessment
2) Diagnostic assessment
3) Formative assessment
4) Summative assessment
PLANNING CLASSROOM TESTS AND ASSESSMENTSSANA FATIMA
Classroom tests and assessments play a central role in the evaluation of student learning like
Motivating the students
Measuring achievement
Assessing students prior knowledge
Identifying areas for review
Check instructional effectiveness
Maintain learning atmosphere
The main objective of classroom tests and assessments is to obtain valid, reliable, and useful information concerning student achievement.
PLANNING CLASSROOM TESTS AND ASSESSMENTS:
Grounlund and Linn (1990) have suggested the following 8 basic steps in classroom testing:
1. Determining the purpose of classroom tests and assessment.
2. Developing specifications for tests and assessment.
3. Selecting appropriate types of items and assessment tasks.
4. Preparing relevant test items
5. Assembling the test
6. Administering the test
7. Appraising the test
8. Using the results.
ggfgggvfghghhhhh Competencies
-A general statement that describes the use of desired knowledge, skills, behaviors and abilities. Competencies often define specific applied skills and knowledge that enables people to successfully perform specific functions in a work or educational setting. Some examples include:
Functional competencies
Skills that are required to use on a daily or regular basis, such as cognitive, methodological, technological and linguistic abilities
Interpersonal competencies
Oral, written and visual communication skills, as well as the ability to work effectively with diverse teams
Critical thinking competencies
The ability to reason effectively, use systems thinking and make judgments and decisions toward solving complex problems
•A key differentiator between learning competencies, objectives and outcomes is that learning objectives are the specific abilities necessary to accomplish the learning competency.
Learning Objectives
•A statement that describes what a faculty member will cover in a course and what a course will have provided students. They are generally broader than student learning outcomes. For example, “By the end of the course, students will use change theory to develop family-centered care within the context of nursing practice.” Statements like this help determine what the student learned and what the teacher taught.
•Overall, learning objectives determine what the course will have provided to the student. Both learning outcomes and learning objectives are used to gauge the effectiveness of a course
Learning Outcomes
•A specific statement that outlines the overall purpose or goal from participation in an educational activity.
•These statements often start by using a stem phrase—a starter statement at the beginning of each learning outcome—such as “students will be able to.” This is then followed by an action verb that denotes the level of learning expected, such as understand, analyze or evaluate.
• The final part is to write is the application of that verb in context and describe the desired performance level, such as “write a report” or “provide three peers with feedback.” An example of a well-structured outcome statement is: “Students will be able to locate, apply and cite effective secondary sources in their essays.”
•These statements written at a class level help students have a clear picture of where the course is taking them and what is expected of them in order to be successful in the course. These statements also help educators guide the design of courses through the selection of content, teaching strategies, and technologies so that course components are aligned to specific outcomes.
S.M.A.R.T
What are SMART goals in education?
•SMART goals are becoming more frequent in schools, and they help students and teachers set a clear plan to achieve goals. Rather than setting generic targets like getting better at Math, students and teachers can be more specific about the
History of mathematics - Pedagogy of MathematicsJEMIMASULTANA32
It includes Prehistory: from primitive counting to Numeral systems, Archaic mathematics in Mesopotamia and egypt, Birth of mathematics as a deductive science in Greece: Thales and Pythagoras and Role of Aryabhatta in Indian Mathematics.
It includes Concept, Exponents, Metaphysics, Epistemology, Axiology, Fundamental Principles, Aims of Education, Curriculum, Methods of teaching, Role of Teacher, Role of students, Discipline, School, Merits and Demerits of Buddhism.
It includes Concept, Exponents, Metaphysics, Epistemology, Axiology, Fundamental Principles, Aims of Education, Curriculum, Methods of teaching
Role of teacher, Role of students, Discipline, School, Merits and Demerits of Jainism
It comprises Principles,Epistemology, metaphysics, axiology of Vedanta. Also it included methods of teaching, role of teacher, role of students, discipline, school etc.
It includes comparison of various behaviour theories of learning, concept of Reinforcement and Punishment, Reinforcement schedule, Mechanism of Operant Conditioning etc.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Chapter 3 - Islamic Banking Products and Services.pptx
Construction of Test
1. Steps of Test Construction
By-
Jemima Sultana
Department of Education
Aligarh Muslim University
2. Introduction
A test refers to a tool, technique or a method that is intended to measure students knowledge or their ability to
complete a particular task. In this sense, testing can be considered as a form of assessment. Tests should meet
some basic requirements, such as validity and reliability.
❖ testing is generally concerned with turning performance into numbers.
[Baxten,1998]
❖13% of students who fail in class are caused by faulty test questions.
[World watch- The philadelphia
trumpet, 2005]
❖ It is estimated that 90% of the testing items are out of quality.
[Wilen WW,1992]
❖ The evaluation of peoples progress is a major aspect of teachers job.
[Ornaldo & Antario, 1995]
3. Characteristics of a good test
Uniformity in
measurement
Cost and
time
effective
Free from
extraneous
source of
errors
How well a
test measure.
What it
supposed to
measure.
Reliability Utility Consistency Validity
4. Principles of test construction
1. Measure all instructional objectives
• Objectives that are communicated and imparted to the students.
• Designed as an operational control to guide the learning
sequences and experiences.
• Harmonious to the teachers instructional objectives.
2. Cover all learning tasks
• Measure the representative part of the learning task.
3. Appropriate testing strategies or items
• Items which appraise the specific learning outcome.
• Measurements or tests based on the domains of learning.
5. Principles of test construction
4. Make test valid and reliable
• reliable when it produce dependant, consistent, and
accurate scores.
•Valid when it measures what it purports to measure.
•Test which are written clearly and unambiguous are
reliable.
•Tests with fairly more items are reliable than tests with less
items.
•Tests which are well planned, covers wide objectives, &
are well executed are more valid.
6. Principles of test construction
5. Use test to improve learning
• tests are not only an assessment but also it is a learning
experience.
• Going over the test items may help teachers to reattach
missed items.
• Discussion and clarification over the right choice gives
further learning.
6. Norm referenced and Criterion referenced tests
• Norm Referenced: higher and abstract level of cognitive
domain.
• Criterion Referenced: lower and concrete levels of
learning.
7. Types of Test
Placement
tests
Diagnostic
Test
Achievement
tests
Proficiency
tests
They help teachers
and learners to
identify strengths
and weaknesses.
Help educators place a
student into a
particular level or
section of a language
curriculum or school
They measure a
learner’s level of
language.
They are intended to
measure the skills and
knowledge learned
after some kind of
instruction.
8. 4 main steps of Test Construction
1.
Planning
the Test
2.
Preparing
the Test
4.
Evaluating
the Test
3.
Try Out
the Test
9. Step # 1. Planning the Test
Planning of the test is the first important step in the test
construction. The main goal of evaluation process is to collect
valid, reliable and useful data about the student.
Therefore before going to prepare any test we must keep in
mind that:
(1) What is to be measured?
(2) What content areas should be included and
(3) What types of test items are to be included.
10. Therefore the first step includes three major considerations.
1
• Determining the objectives of testing.
2
• Preparing test specifications.
3
• Preparation of item types to be
included
11. 1. Determining the Objectives of Testing:
•A test can be used for different purposes in a teaching learning process. It
can be used to measure the entry performance, the progress during the
teaching learning process and to decide the mastery level achieved by the
students.
•Tests serve as a good instrument to measure the entry performance of the
students.
•It answers to the questions, whether the students have requisite skill to
enter into the course or not, what previous knowledge does the pupil
possess.
•Therefore it must be decided whether the test will be used to measure the
entry performance or the previous knowledge acquired by the student on the
subject.
12. 2. Preparing Test Specifications:
❖In order to be sure that the test will measure a representative sample of
the instructional objectives and content areas we must prepare test
specifications.
❖One of the most commonly used devices for this purpose is ‘Table of
Specification’ or ‘Blue Print.’
Preparation of Table of Specification/Blue Print:
▪ Preparation of table of specification is the most important task in the
planning stage.
▪ It acts, as a guide for the test construction.
▪ Table of specification or ‘Blue Print’ is a three dimensional chart
showing list of instructional objectives, content areas and types of items in
its dimensions.
13. It includes four major steps:
Determining the weightage to different instructional
objectives.
Determining the weightage to different content areas.
Determining the item types to be included.
Preparation of the table of specification.
14. (i) Determining the weightage to different instructional
objectives:
For example if we have to prepare a test in General Science for Class X we
may give the weightage to different instructional objectives as following:
Table Showing weightage given to different instructional objectives in a test
of 100 marks:
Objectives Weightage in % No. of Questions
(marks)
Knowledge 15% 15
Understanding 45% 45
Application 30% 30
Skill 10% 10
Total 100% 100
15. (ii) Determining the weightage to different
content areas:
For example if a test of 100 marks is to be prepared then, the weightage to
different topics will be given as following.
Weightage of a topic =
No. of pages in the topic
Total number of pages in the book
Topic-2
45%
Topic-3
25%
Topic-1
30%
x total number of items or
marks
16. If a book contains 150 pages and 100 test/items (marks) are to be
constructed then the weightage will be given as, following:
Topic No. Topic page no. No. of
items/Marks
% of
items/Marks
1 1 to 25 17 16.7%
2 26 to 75 33 33.3%
3 76 to 110 23 23.3%
4 111 to 150 27 26.7%
Total 100 100%
17. (iii) Preparation of item types to be included
⮚Items used in the test construction can broadly be divided into two types like
objective type items and essay type items.
⮚For some instructional purposes, the objective type items are most efficient where as
for others the essay questions prove satisfactory.
⮚Appropriate item types should be selected according to the learning outcomes to be
measured.
⮚For example; when the outcome is writing, naming then supply type items are useful.
If the outcome is identifying a correct answer selection type or recognition type items
are useful. So that the teacher must decide and select appropriate item types as per the
learning outcomes.
18. (iv) Preparation of the table of Specification:
VSA: very short Answers
SA: Short Answers
LA: Long Answers
• Number in bracket shows number of questions
• Number outside the bracket shows marks given
to each questions
19. Step # 2. Preparing the Test
After planning, preparation is the next important step in the test
construction. In this step the test items are constructed in accordance with
the table of specification. Each type of test item need special care for
construction.
The preparation stage includes the following three functions:
Preparing test
items
Preparing
instruction for
the test
Preparing the
scoring key
20. (i) Preparing the Test Items
Preparation of test items is the most important task in the preparation step. Therefore care must be taken in
preparing a test item. The following principles help in preparing relevant test items.
1. Test items must be appropriate for the learning outcome to be measured.
2. Test items should measure all types of instructional objectives and the whole content area.
3. The test items should be free from ambiguity.
Example:
Poor item —Where did Gandhi born?
Better —In which city did Gandhi born?
21. 4. The test items should be of appropriate difficulty level: The items should not be so easy that everyone
answers it correctly and also it should not be so difficult that everyone fails to answer it. The items should
be of average difficulty level.
5. The test item must be free from technical errors and irrelevant clues:
For example: grammatical inconsistencies, verbal associations, extreme words (ever, seldom, always), and
mechanical features (correct statement is longer than the incorrect). Therefore while constructing a test
item careful step must be taken to avoid most of these clues.
6. Test items should be free from racial, ethnic and sexual biasness:
While portraying a role all the facilities of the society should be given equal importance. The terms used in
the test item should have an universal meaning to all members of group.
22. (ii) Preparing Instruction for
the Test
The validity and reliability of the test items to a great extent
depends upon the instructions for the test. N.E. Gronlund has
suggested that the test maker should provide clearcut direction
about;
Test
Instructions
Purpo
se
Time
Basis
Methods
Of
Guessing
Procedure
Of
Record
23. (iii) Preparing the scoring
key
❑Directions must be given whether the scoring will be made by a scoring
key(when the answer is recorded on the test paper) or by a scoring stencil
and how marks will be awarded to the test items.
❑A scoring key helps to obtain a consistent data about the peoples
performance. So the test maker should prepare a comprehensive scoring
procedure along with the test items.
Point Method Rating Method
24. Step # 3. Try Out of the Test
Once the test is prepared now it is time to be confirming the validity,
reliability and usability of the test. Try out helps us to identify defective
and ambiguous items, to determine the difficulty level of the test and to
determine the discriminating power of the items.
Try out involves two important functions:
Administration
of the test.
Scoring of the
test.
25. (a) Administration of the test:
✔Administration means administering the prepared test on a
sample of pupils. So the effectiveness of the final form test
depends upon a fair administration.
✔Gronlund and Linn have stated that-
‘the guiding principle in administering any class room test is
that all pupils must be given a fair chance to demonstrate
their achievement of learning outcomes being measured.’
✔It implies that the pupils must be provided congenial
physical and psychological environment during the time of
testing. Any other factor that may affect the testing procedure
should be controlled.
26. One should follow the following principles during the test
administration:
Talk as less as possible No interruption at the time of test
Not give any hints to any student Proper invigilation to prevent cheating
27. (b) Scoring the test:
Once the test is administered and the answer scripts are obtained the next
step is to score the answer scripts. A scoring key may be provided for
scoring when the answer is on the test paper itself Scoring key is a
sample answer script on which the correct answers are recorded.
Scoring stencil
28. Correction for guessing:
When the pupils do not have sufficient time to answer the test or the
students are not ready to take the test at that time they guess the correct
answer, in recognition type items.
In that case to eliminate the effect of guessing the following formula is
used:
Score = R - W
n-1
where R= No. of right responses
W= No. of wrong responses
n= No. of alternatives
But there is a lack of agreement among psychometricians about the value
of the correction formula so far as validity and reliability are concerned. In
the words of Ebel -
“neither the instruction nor penalties will remedy the problem of
guessing.”
29. Step # 4. Evaluating the Test
Evaluation is necessary to determine the quality of the test and the
quality of the responses. Quality of the test implies that how good and
dependable the test is? (Validity and reliability). Quality of the
responses means which items are misfit in the test. It also enables us to
evaluate the usability of the test in general classroom situation.
Evaluating the test involves following functions:
Item
analysis
Determining
Validity
Determining
Reliability
Determining
Usability
30. (i) Item Analysis Procedure
Item analysis procedure gives special emphasis on item difficulty level and item
discriminating power.
The item analysis procedure follows the following steps:
1. The test papers should be ranked from highest to lowest.
2. Select 27% test papers from highest and 27% from lowest end.
For example if the test is administered on 60 students then select 16 test papers from
highest end and 16 test papers from lowest end.
3. Keep aside the other test papers as they are not required in the item analysis.
4. Tabulate the number of pupils in the upper and lower group who selected each
alternative for each test item.
31. 5. Calculate item difficulty for each item by using formula:
Item difficulty = R x 100
T
Where R= Total number of students got the item correct.
T = Total number of students tried the item.
Example: out of 32 students from both the groups 20 students have answered
the item correctly and 30 students have tried the item.
The item difficulty is as following:
Item difficulty = R x 100
T
= 20 x 100 = 66.67
30
It implies that the item has a proper difficulty level. Because it is customary to
follow 25% to 75% rule to consider the item difficulty. It means if an item has
a item difficulty more than 75% then is a too easy item if it is less than 25%
then item is a too difficult item.
32. 6. Calculate item discriminating power by using the
following formula:
Item discriminating power = Ru - Rℓ
T/2
Where RU= Students from upper group who got the answer
correct.
RL= Students from lower group who got the answer correct.
T/2 = half of the total number of pupils included in the item
analysis.
33. Example:
Out of 32 students 15 students from upper group responded the item correctly
and 5 from lower group responded the item correctly.
Item discriminating power = Ru - Rℓ
T/2
= 15 - 5 = 0.63
32/2
A high positive ratio indicates the high discriminating power. Here 0.63
indicates an average discriminating power.
❑If all the 16 students from lower group and 16 students from upper group
answers the item correctly then the discriminating power will be 0.00. It
indicates that the item has no discriminating power.
❑If all the 16 students from upper group answer the item correctly and all the
students from lower group answer the item in correctly then the item
discriminating power will be 1.00 it indicates an item with maximum positive
discriminating power.
34. 7. Find out the effectiveness of the distracters
A distractor is considered to be a good distractor when it attracts more pupil
from the lower group than the upper group.
The distractors which are not selected at all or very rarely selected should be
revised.
In our example (Table below) distractor ‘D’ attracts more pupils from Upper
group than the lower group.
It indicates that distracter ‘D’ is not an effective distracter. ‘E’ is a distracter
which is not responded by any one. Therefore it also needs revision.
Distracter ‘A’ and ‘B’ prove to be effective as it attracts more pupils from
lower group.
Group No.
of
pupils A B C D E
Total No. of
pupils
responded
Item
Difficul
ty
Item
Dis.
power
upper 16 0 0 15 1 0 16
lower 16 5 4 5 0 0 14
66.67 0.63
Alternatives
35. (a) Preparing a test item file:
⮚It can be done with item analysis cards. The items should be arranged
according to the order of difficulty.
⮚While filing the items the objectives and the content area that it measures
must be kept in mind.
⮚This helps in the future use of the item.
(b) Determining Validity of the Test:
At the time of evaluation it is estimated that to what extent the test measures
what the test maker intends to measure.
36. (c) Determining Reliability of the Test:
Evaluation process also estimates to what extent a test is consistent from
one measurement to other. Otherwise the results of the test can not be
dependable.
(d) Determining the Usability of the Test:
Try out and the evaluation process indicates to what extent a test is
usable in general class-room condition. It implies that how far a test is
usable from administration, scoring, time and economy point of view.