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.
