CONSTRUCTION OF A GOOD ACHIEVEMENT TEST

            The construction of an objective based test can be divided into the following steps

1.      Planning the test

2.      Preparing the blue print

3.      Designing questions and editing the question paper

4.      Administering the test

5.      Scoring the test

6.      Evaluating the test

1)     Planning the test

The first step in measuring achievement is to establish a clear statement of objectives. After stating the objectives, the teacher is ready to proceed with construction of a test to measure achievement of these objectives. The teacher while planning the test will bear in mind the following aspects:

a.      Weightage to objectives which means selection of objectives and allotting marks to each.

b.      Weightage to different areas of content

c.      Weightage to different forms of questions(i.e. essay type, short answer, objective type)

d.      Scheme of options

e.      Sections in the achievement test

 

2)     Preparing the blueprint

The design of the achievement test is given by means of a three dimensional table of specifications in the form of a blueprint. A blue print is essentially a three-way grid, with the content spread along the vertical axis and the objectives to be tested along the horizontal axis. The three dimensional chart covers the following

a.      Objectives to be tested

b.      Subject matter to be covered

c.      The form of questions

 

Format of a blueprint

Objective	Knowledge			Understanding			Application			Skill			Total
Form of Qns.	E	S	O	E	S	O	E	S	O	E	S	O
Sub Unit1	0	2(2)	1(2)										6
Sub Unit2				5(1)	2(1)			2(1)		1(1)			10
Sub Unit3				5(1)	2(1)						2(1)		9
Total	0	4	2	10	4	0	0	2	0	1	2	0	25

Note: Figures within the brackets indicates the nu8mber of questions and figures outside the brackets indicates marks.

3)     Designing questions

The next step is to design questions on the basis of the blueprint. It necessitates the following

a.      Defining the objectives

b.      Changing the objectives to specifications

c.      Complete knowledge of the subject matter

4)     Editing the question paper

This step consists of the following measures

1.      Assembling the questions on the basis of their form e.g.

 Section A-Objective type

Section B-Short Answer

Section C-Essay Type

2.      Instructions to the students: General instructions may be given at the beginning of a question paper.

3.      Implications to teachers: This facilitates objective testing and scoring.

5)     Administering the test

The key operation in the measurement of achievement with the test is the actual use of the instrument by students. Poor planning of the administrative process can lead to spurious result. This involves predetermining among other things, time of testing, place of testing, and giving of instructions.

 

 

 

6)     Scoring key and marking scheme

A scoring key is prepared for the objective questions, and a marking scheme is made for the essay and short questions. A marking scheme is essential as it indicates

a.      The number of points or steps expected in the answer

b.      The outline of each point or step expected in the answer

c.      The Weightage to each of these points or steps

7)      Standardizing the test

In evaluating a test, a few questions need to be asked. If the scores are extremely high, it may assume that the test was too easy for the class. If the scores seem very low, the test was probably too difficult. It is advisable the question paper before it goes for printing. A review of the question paper necessitates three steps:

a.      Question wise analysis(before the test)

b.      Critical evaluation of the test(before the test)

c.      Item analysis(after the test)

Question wise analysis helps to know the strengths and weakness of the test; to tally the question paper and the blueprint; and to determine the content validity of the test.

Each question is analyzed according to objective, specification, topic, question type and form, estimated difficulty level, time needed, and marks allotted.

Critical evaluation of the test helps weed out any duplication, spelling mistakes, ambiguities that may exist in the paper. A qualitative and quantitative assessment of the test should be done.

Item analysis enables the teacher to evaluate the effectiveness of the test items. It helps in determining; the difficulty value of each item; the discriminating power of each item; and the effectiveness of distracters in the given item.

DIFERENCE BETWEEN ACHIEVEMENT TEST AND DIAGONOSTIC TEST

Achievement Test	Diagnostic Test
Achievement tests are designed to measure the achievement of a learner	Diagnostic tests are designed to measure the non achievement of learner
Used for the placement of students	Used for Remedial teaching
All topic are given importance	Only the content area that gives problem is given importance
Intensive evaluation of a particular area is not attempted	Intensive evaluation of a particular area is attempted
Time factor is important in answering the question	Time factor is not important in answering the question

                                                                                                                                  

 

        MODEL ACHIEVEMENT TEST CONSTRUCTION IN PHYSICAL SCIENCE

 

  

HOLY TRINITY COLLEGE OF EDUCATION

MELPALAI, EDAICODE.P.O

Physical Science

Name of the Teacher       : Amutha G.S

Name of the School        : St. Mary’s Higher Secondary School, Melpalai

Standard                        : VIII B

Date:                                                                              Mark: 50

                                                                                               Time : 2hrs

………………………………………………………………………………………………

PART - A

             I.    Choose the Correct Answer                                                      1x20=20

1.   Mechanics is a branch of

      a) Chemistry b) Physics c) Electronics d) Statics

2.   In neutral equilibrium the centre of gravity is

a) Lowered b) Raised c) Lowered and raised d) Neither raised nor     lowered

3.   An example for an simple machine

      a) Generator b) Reactor c) Diesel engine d) Pulleys

4.   In simple machines the mechanical advantage is equal to

      a) Load x power  b) Power/load  c)Load/power  d) None of the above

5.   An example for second order lever is

     a) A pair of scissors b) Wheel barrow c)See-saw d) Forceps

6. In which Doll is titled, it goes to its initial position

  a) Barbie Doll b) Agra Doll c) Thanjawur Doll d) None of the above

7. A person is able to lift a stone of 200kg.wt by applying a force of 10Kg.wt, the mechanical advantage is

a) 200               b) 10               c) 20         d) 2000

8. An example for third order lever is

a) See-saw   b) Bottle opener   c) Wheel borrow    d) Forceps

9…………. Can be reduced by using ball bearings

a) Surface tension b) Friction c)Gravity     d) Force

10.  In a single movable pulleys, the mechanical advantage is equal to

a) 1    b) 3   c)2     d) 4

 

II Fill in the blanks

11) …………………deals with the study of motion of bodies

12) The ratio of the mechanical advantage to the velocity ratio is called……………

13)The position of centre of gravity of a body determines the …………of the body.

14. Polishing and smoothening of rough surfaces reduce………..

15. Staircases and Ghat roads are based on the principle of……………

III Match the following

16. A funnel with his base on a table          -    reduces the friction

17. load x load arm                                     -     l/h

18. Pulley                                          -    Stable equilibrium

19. Mechanical Advantage                 -     Changes the direction of force

20 .Lubricant                                    -      power x power arm

PART -B

V Answer the following                                                  2 x 10 =20

1. Define centre of gravity

2. Why do racing cars are low and their wheels apart?

3. Define efficiency of a simple lesson machine?

4. Give new examples of inclined plane?

5. Where are ball bearing used?

6. What is simple machine?

7. Mention two disadvantages of friction you noticed from your surround?

8. State the law of levers

9. Why do we use ball bearing in wheels

10. Fin dout two factors that affecting friction?

PART - C

VI Answer in details                                                       2 x 5 =10

1.   Explain the method to determine the centre of gravity of an irregular lamina with  neat diagram

2.   Explain various types of levers with examples

 

 

 

ACHIEVEMENT TEST BLUE PRINT

 

I Weightage to objectives

S.No	Objectives	Marks	Percentage
1 2 3 4	Knowledge Understanding Application Skill	6 17 22 5	12 34 44 10
	Total	50	100

 

2 Weightage to Content

 

S.No	Content	Marks	Percentage
1 2 3 4	Centre of gravity Simple machines Levers and pulleys Friction	15 13 13 9	30 26 26 18
	Total	50	100

 

3 Weightage to Difficulty Level

S.No	Forms	Marks	Percentage
1   2   3	Easy   Average   Difficulty	10   30   10	20   60   20
	Total	50	100

 

4 Weightageto form of  Questions

 

S.No	Question Type	Marks	Percentage
1 2 3	Objective Short Answer Essay	20 20 10	40 40 20
	Total	50	100

 

QUESTIONWISE ANALYSIS

 

S.NO	CONTENT	OBJECTIVE	FORMS OF QUESTION	DIFFERENT LEVEL	MARK
	PART-A
1	Centre of gravity	Knowledge	Objective	Easy	1
2	Centre of gravity	Understanding	Objective	Easy	1
3	Simple machines	Knowledge	Objective	Easy	1
4	Simple machines	Understanding	Objective	Average	1
5	Lever and pulley	Application	Objective	Average	1
6	Centre of gravity	Knowledge	Objective	Easy	1
7	Simple machines	Application	Objective	Difficult	1
8	Lever and pulley	Application	Objective	Average	1
9	Friction	Application	Objective	Average	1
10	Lever and pulley	Understanding	Objective	Average	1
11	Centre of gravity	Knowledge	Objective	Easy	1
12	Simple machines	Understanding	Objective	Average	1
13	Centre of gravity	Understanding	Objective	Average	1
14	Friction	Application	Objective	Average	1
15	Simple machines	Application	Objective	Easy	1
16	Centre of gravity	Understanding	Objective	Average	1
17	Lever and pulley	Understanding	Objective	Average	1
18	Lever and pulley	Understanding	Objective	Easy	1
19	Simple machines	Understanding	Objective	Average	1
20	Friction	Application	Objective	Easy	1
	PART-B
1	Centre of gravity	Understanding	Short Ans	Average	2
2	Centre of gravity	Application	Short Ans	Difficult	2
3	Simple machines	Understanding	Short Ans	Average	2
4	Centre of gravity	Application	Short Ans	Average	2
5	Lever and pulley	Knowledge	Short Ans	Easy	2
6	Simple machines	Understanding	Short Ans	Average	2
7	Friction	Application	Short Ans	Average	2
8	Lever and pulley	Understanding	Short Ans	Average	5
9	Friction	Application	Short Ans	Average	2
10	Friction	Application	Short Ans	Difficult	2
	PART-C
1	Centre of gravity	Skill	Essay	Difficult	5
2	Lever and pulley	Application	Essay	Average	5

Reference

 Mohan Radha, (2002). Innovative Science Teaching for Physical Science Teachers.New Delhi:Prentice Hall of India Private Limited.

Rajasekar,S.(2008). Methods of Teaching Physical Science. New Delhi: Neelkamal Publications Pvt.Ltd.

Vanaja(2013). Methods of Teaching Physical Science. New Delhi: Neelkamal Publications Pvt.Ltd.

Sharma,R.A.(2007).Essential of Educational Technology and Management. Meerut:R.Lall Book Depot.

Aggarwal,J.C(20130 Essentials of Educational Technology:Innovation in Teaching –learning. New Delhi: Vikas publishing House PVT. LTD.

Rawat, S.C.(2007).Essential of Educational Technology. Meerut:R.Lall Book Depot.