Tests are used to measure student performance and identify weaknesses. There are several types of tests, including paper/pencil tests, oral tests, aptitude tests, intelligence tests, placement tests, diagnostic tests, and achievement tests. Diagnostic tests identify specific difficulties to help teachers provide remedial instruction, while achievement tests assess student mastery of predetermined objectives. Proper test construction involves planning, blueprinting, writing questions, and analyzing results.

1. Presented by
Shijini Jose

2. TESTS
❑ Tests are detailed or small scale task carried out to identify the
candidate’s level of performance that is expected after teaching.
❑ Test are carried out in order to measure the efforts of the
candidate and characterize the performance.
❑ A test may administrated verbally or on paper or on a
computer.

3. PURPOSE OF TESTS
• To measure the performance of the student in a course, lesson or on a
topic so that a teacher can understand whether the instructional
objective is achieved or not.
• To analyze the progress made by the student.
• To understand the problems or difficulties faced by the students.
• To place the student into particular class, school level or job.

4. TYPES OF TESTS
▪ Paper Pencil Test
▪ Oral Test
▪ Aptitude Test
▪ Intelligence Test
▪Placement test
▪Diagnostic Test
▪Achievement Test
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5. Paper Pencil Test
• The paper pencil tests comprise a standard set of questions which
are presented to the student in writing on paper or Optical Mark
Recognition (OMR) sheets that requires completion of cognitive tasks
in the form of response by the student on those papers by pencil/pen
mark.

6. Oral Test
❑Oral tests are those tests in which the response, solution or the
task requires oral response to answer the question.
❑ Teachers’ conversation with the students for the purpose of
assessment, component of viva-voce examination for
completion of a course, etc. can be called oral test.
❑ Oral tests have proved most valuable when used with students
having language disabilities, the illiterates, shy feeling and the
young children.

7. Aptitude Tests
• Aptitude tests are designed to determine the aptitude of a student for a
particular task, course, programme, job etc.
• An aptitude test is also an instrument used to determine and measure
an individual’s ability and skills to acquire, through future training.
Aptitude tests may be classified into two groups: multiple aptitude test,
and special aptitude tests.

8. Intelligence Test
• A test designed to determine the relative mental
capacity of a person

9. Placement Tests
❖They are tests for placing students at a
particular class, school level or
employment.
❖The individual who performs credibly
well at a level can be moved to another
level after test.

10. Diagnostic Test
❖ A test designed to identify and investigate the difficulties,
inadequacies and gaps of pupils, in specific curriculum areas
with a view to help them to overcome those difficulties through
remedial instruction is called a diagnostic test.
❖ A diagnostic test is qualitative not quantitative.

11. ❖They are designed to identify particular
strengths and weaknesses on the part of the
individual child and to reveal the underlying
causes.
❖For example, a diagnostic test can be
developed to break a complex computation
into related parts such as addition,
subtraction, multiplication and division
through items.

12. Diagnostic tests in English

13. Construction of Diagnostic Test
▪ Planning – Identification of pupil’s difficulties and selection of specific problem areas in
the learning materials.
▪ Analysis of the learning material concerned - The content should be thoroughly
analyzed, first into teaching-points.
▪ Writing items – All forms of questions (essay or short answers or objective types) can be
used for testing different learning points. Whatever be the form of questions, they should be
easy, suitable for average students of that grade. The questions should be written in simple
language.

14. ▪ Division of items into small sections: Sometimes the total number
of items will be very large and so, more time will be required to
work out these items. In such cases, items may be divided into two
or three sections to suit the convenience of the learners.
▪ Provision of clear instructions: Very clear instructions should be
given as to what the pupil should do and how.

15. Analysis of the result of a Diagnostic Test
The result of a diagnostic test has to be analyzed with a view to find out the
exact area in which difficulties exist and to determine what exactly the nature
of each difficulty is.
Remedial Teaching
Remedial teaching is the process of instruction that follows immediately after
diagnostic testing and analysis of the result. The teacher has to plan strategies
for remedial teaching on the basis of the nature of the difficulties and the
reason behind each. This may be at the group-level or individual-level.

16. ACHIEVEMENT TEST
Any test designed to assess the achievement in
any subject with regard to a set of
predetermined objectives is called an
achievement test.

17. Construction of Achievement Test
1. Planning of the test
2. Preparation of a design for the test
3. Preparation of blueprint
4. Writing of items
5. Preparation of Scoring key and Marking scheme
6. Preparation of Question –wise analysis

18. Planning of the test
• A test should be well planned and systematic.
• Before constructing a good achievement test, the paper setter
should think about :
* Instructional Objectives and realization of these
objectives
* Maximum time
* Maximum Marks
* Nature of test

19. Preparation of a Design for the test
The objectives, content, forms of questions and the difficulty levels of
items are the most important factors to be considered in a design.
▪ Weightage to objectives
▪ Weightage to content
▪ Weightage to form of questions
▪ Weightage to difficulty level

22. Preparation of Blueprint
• Blueprint is prepared as a three
dimensional chart indicating the
distribution of questions objective
wise, content-wise and form-wise.
• The blueprint gives the frame work for
the test and indicates the broad limit
within which the test constructor has
to work.

23. Writing of Items
The following should be keep in mind
while writing the items:
▪ Number of questions from each
topic
▪ Time allotted
▪ Difficulty level

24. Preparation of scoring key and
marking scheme
Scoring Key
In the case of objective type items where the answers are in the
form of some letters or other symbols a scoring key is prepared.
Marking Scheme
In the case of short answer and essay type questions, the
marking scheme is prepared.

25. Preparation of Question-Wise Analysis
• The setter prepares a table containing all relevant details of all the items of the test.
• This is done by making an analysis of each item in terms of content, objective,
specification, form of question, difficulty level, marks and estimated time.
• This analysis is very helpful to check whether all the aspects envisaged in the
design and blue-print are satisfied by the test in its final form.
• If some mistake is noticed it should be rectified at this final stage.