unit test

2. EDU204.17
PEDAGOGICAL DIMENSIONS OF
PHYSICAL SCIENCE

4. CONSTRUCTION OF A UNIT TEST
1. Planning of test
2. Preparation of a Design
3. Preparation of the Blue-print
4. Writing of items
5. Preparation of the Scoring key and Marking scheme
6. Preparation Question wise Analysis

5. 1.Planning of test:
• A test should be well-planned and systematically developed
• Find out certain outcomes of learning which any teacher would like to
realise by teaching every unit.
• Testing the achievement of these objectives.
• Determine the maximum time, maximum marks ,these should be
decided in terms of the nature and scope of the sub units or units
involved in the testing.

6. 2. Preparation of a Design
The design presents an outline which includes mainly
1) Weightage to objectives
2) Weightage to content
3) Weightage to type of questions
4) Weightage to difficulty level
5) Scheme of section
6) Scheme of option

7. 1. Weightage to objectives
• The objectives which can be tested in the classroom includes Knowledge,
Process, Application, Creativity

8. 2. Weightage to content
• The content refers to the topics where the test is to be conducted
• Content is taken for properly distributing marks in each unit by which proper coverage
is made possible.

9. 3. Weightage to type of questions
• The type of questions asked in the test are
Objective Type, Short Answer Type and Essay Type
• The type of questions to be included in a particular unit depends on the nature of the subunits

10. 4. Weightage to difficulty level
The test items should be constructed to have Easy, Average and Difficult Questions

11. 5. Scheme of Section
Scheme of sections means the arrangement of questions to separate divisions. For example, the question
paper carrying objective type. short answer type and essay type questions can be divided into Section A,
Section B and Section C.
6.Scheme of option
Scheme of option means the option or choices given to the students to select certain questions

12. 3. Preparation of Blue Print
• Blue print is a three dimensional chart indicating the distribution of questions objective
wise, content wise and type of questions.
• In the blue print, in the left hand vertical column, the major units of the syllabus are
listed.
• The top row lists the instructional objectives. ie., Knowledge, Process, Application,
Creativity .
• Another dimension is added in the form of type of questions
• The blue print reveals the actual lay out of the question paper.
• It is at this stage that the paper-setter while preparing a blue print decides as to how
many questions are to be s under different instructional objectives.

14. 4. Writing of items
• Writing question is the most important step because each and every question tests a
definite ability and skill
(1) Frame questions in such a way that their language is simple, clear and with the
comprehension level of students
(2) Questions should include useful learning outcomes
(3) They should be of varying difficulty level and at the same time discriminating
adequately between bright and poor students.

15. Preparation of a Question Paper
After writing the questions, they need to be relooked, modified and finalized. Then the finalized
questions are assembled in a question paper. The following should be done:
1. Write general instructions clearly so that the students get a clear idea about magnitude of task before them.
2. These instructions should be as specific as possible though these will depend upon the subject.
3. Any specific instructions related to a particular question or a group of questions must be written before these
questions.
4. There are a number of ways of assembling questions according to suitable criteria. It can be
according to: form of questions, instructional objectives, content units, difficulty level or according
to the convenience of administration in the examination.
5. Arrangement of questions in a question paper should be such that it facilitates the examinees as well as the
evaluation process.

16. 5. Preparation of Scoring Key/Marking Scheme
• It is essential to prepare the scoring key and the marking scheme simultaneously with the question
paper.
• In the case of objective type items where the answers are in the form of some letter or other
symbol, a scoring key is prepared
• In the case of short answer and essay type questions, the marking scheme is prepared. In preparing
marking scheme what the examiner has to do is to list out the value points to be credited and then
to fix up the mark to be given to each value point.
• Clearly writing the value points will also help to identify defects, if any, that might have
accidently crept into the test items and these could be corrected before the final test is released.
• Usually, general instructions also are given at the end of the scheme of valuation in order to avoid
subjectivity in scoring

18. 6.Question-wise Analysis
• In order to avoid all loopholes, the setter prepares a table containing all
relevant details of all the items of the test. This is done making an analysis
of each item in terms of content, form of question, marks and estimated
time.
• This analysis is 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.