Achievement Test
Achievement Test
Roll no : 21
Table of content
INTRODUCTION ................................................................................................................... 3
References ........................................................................................................................... 14
Permission letter
INTRODUCTION
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Achievement Test
Achievement test is defined as a standardized test that is designed to measure an individual's
level of knowledge in a particular area. An achievement test focuses specifically on how much a
person knows about a specific topic or area such as math, geography, or science. It is also defined as
a test designed to assess how much knowledge a person has in a certain area or set of areas.
The test which consists of a relatively large number of questions or incomplete statements in
response to which the examinee chooses one of several suggested answers, that test is ordinarily
referred to as an objective test. Objective tests can be scored by clerks or scoring machines. The
scores obtained from objective tests tend to be more reliable than those obtained from subjective
tests.
The test which consists of a relatively small number of questions, in response to which the
examinee writes a sentence, a paragraph, or a longer essay of his own composition, that test is
usually referred to as a subjective test. Subjective tests must be scored by judges who have special
qualifications and who sometimes are specially trained for the particular scoring process.
Standardized tests are prepared by specialists and are constructed very carefully. They are usually
correlated with another test of known validity and reliability. Their psychometric properties have
been established and are administered on a large population. They are used to measure innate
capacities and characteristics and are usually accompanied by a manual of instructions on how to
administer and score the test and how to interpret the results. They are also generally copyrighted.
Teacher-made tests do not very well know the principles of test construction. They are often
made hurriedly to meet the dead line. They are usually intended for a class thus no norms are
developed. They are also not subjected to any statistical procedures to determine their psychometric
properties. They usually measure subject achievement and do not have manuals of instruction
regarding administration, scoring and interpretation. They can be taken orally as well and are not
copyrighted.
to produce a valid, reliable and objective standardized test. The four main steps are:
Planning the test is the first important step in test construction. The main goal of evaluation
process is to collect valid, reliable and useful data from the student. Therefore, before preparing any
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. It answers 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
The second important step in the test preparation is to prepare the 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
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
There are vast arrays of instructional objectives. We cannot include all in a single test. In a
written test, we cannot measure the psychomotor domain and affective domain. We can only
measure the cognitive domain. It is also true that all the subjects do not contain different learning
objectives like knowledge, understanding, application and skill in equal proportion. Therefore, it
must be planned how much weightage should be given to different instructional objectives. While
deciding this, we must keep in mind the importance of the particular objective for that subject or
chapter. For example, if we have to prepare a test in General Science for Class VI, we may give the
Knowledge 80% 24
Application 20% 6
Theorizing 0% 0
Total 100 30
The second step in preparing the table of specification is to outline the content area. It
indicates the area in which the students are expected to show their performance. It helps to obtain a
representative sample of the whole content area. It also prevents repetition or omission of any unit.
Now question arises how much weightage should be given to which unit. Some experts say that, it
should be decided by the concerned teacher keeping the importance of the chapter in mind.
Others say that it should be decided according to the area covered by the topic in the text
book. Generally, it is decided on the basis of pages of the topic, total pages in the book and number
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of items to be prepared. For example, if a test of 100 marks is to be prepared then, the weightage to
topic/chapter
The third important step in preparing table of specification is to decide appropriate item types.
Items used in the test construction can broadly be divided into two types like objective type items
and subjective type items. For some instructional purposes, the objective type items are most
efficient whereas for others the subjective questions prove satisfactory. Appropriate item types
Preparation of the three-way chart is the last step in preparing table of specification. This chart
relates the instructional objectives to the content area and types of items. In a table of specification,
the instructional objectives are listed across the top of the table, content areas are listed down the left
side of the table and under each objective the types of items are listed content-wise.
After planning, preparation is the next important step in test construction. In this step, the
test items are constructed in accordance with the table of specification. Each type of test item needs
special care for construction. The preparation stage includes the following three functions:
be taken in preparing a test item. The following principles help in preparing relevant test items.
The test items should be so designed that it will measure the performance described in the
specific learning outcomes. So the test items must be in accordance with the performance described
ii. Test items should measure all types of instructional objectives and content area:
The items in the test should be so prepared that it will cover all the instructional objectives
knowledge, understanding, thinking skills and match the specific learning outcomes and subject
matter content being measured. When the item are constructed on the basis of table of specification
the items became relevant. iii. The test items should be free from ambiguity:
The item should be clear Inappropriate vocabulary and awkward sentence structure should be
avoided. The items should be so worded that all pupils understand the task.
The test items should be of proper difficulty level, so that it can discriminate properly. If the item
is meant for a criterion-referenced test its difficulty level should be as per the difficulty level
indicated by the statement of specific learning outcome. 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.
v. The test item must be free from technical errors and irrelevant clues:
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Sometimes there are same unintentional clues in the statement of the item which helps the pupil
to answer correctly. 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 steps must be taken to avoid most of these clues.
vi. Test items should be free from racial, ethnic and sexual biasness:
The items should be universal in nature. Care must be taken to make a culturally fair item.
The terms used in the test items should have a universal meaning to all members of group.
This is the most neglected aspect of the test construction. Generally, everybody gives
attention to the construction for the test time. Bet the reliability and the validity of the test
items to give extent depend upon the instruction for the test maker should provide clear cut
direction about;
The scoring key increases the reliability of a text. So the test maker should provide the procedure
for scoring the answer scripts. Direction must be given whether the scoring will be made by a
scoring key or by a scoring stencil (when answer is recorded on separate answer sheet) and how
When 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 items. Try out involves two important
function.
a) Administration of the test:
Administration means administering the prepared test of the sample of pupils. So, the
effectiveness of the final form test depend upon fairs administration. Gronlund and Linn
(2006) 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 outcome being measured.”
It implies the pupils must be provided congenial physical and psychological environment during the
time of testing. One should follow the following principle during the test administration:
2. The teacher should not interrupt the student at the time of testing.
3. The teacher should not give any hints to any student who has asked about any items.
4. The teacher should provide paper invigilation in order to prevent the student from cheating.
Once the test is administered and the answer script are obtained the next step is to score the
answer script. A scoring key be obtained by provided for scoring when the answer is on the paper
itself. Scoring key is a simple answer script on which the correct answer is recorded. When answer is
on simple answer sheet, when the correct alternative is have been punched. By putting the scoring
stencil on the pupil’s answer script, correct answer is marked. For subjective type items, separate
Evaluating the test is most important step is test construction process. Evaluation is necessary
to determine the quality of the test and the quality of the responses. Quality of the test implies how
good and dependable the test is. Quality of the response mean which items are misfit in the test in
general class room situation. Evaluating the test involves the following function:
a) Item analysis:
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Items analysis procedure gives special emphasis on item difficulty level and item discriminating
2. Select 33% test papers from highest and 33% from lowest end. For example, if the test is
administrated on 30 students then select 9 papers from highest end and 9 test papers from
lowest end.
3. Keep aside the other test paper as they are not required in the items analysis.
4. Tabular the number of pupils in the upper and lower group who select each alternative from
each test items. This can be done on the back of test papers or a separate test items card may
be used.
7. Find out the effectiveness of the distracters. A distracter is considered to be a good distracter
when it attaches to more pupils from the lower group then the upper group.
The distracters which are not selected at all or very rarely selected should be revised. b)
Item Difficulty:
= 55.55%
It implies that the item has a moderate difficulty level. As it is customary to follow 20% to 80%
rule to consider the items difficulty, it mean if any item has an item difficulty more than 80% then it
is too easy items and if it is less than 20% then it is a too difficult item.
c) Item Discrimination:
Where, Ru = Student from upper group who got the answer correct.
RL= Students from lowest group who got the answer correct.
T/2 = half of the student number of pupils included in the items analysis
For example, 8 students from upper group responded the items correctly and 5 from lower
A high positive ratio includes the high discriminating power. Here 33.33% includes an
average discriminating power if all the students from the lower group and 9 students from the upper
group answer the item correctly, then the discriminating power will be 0%. It included that the item
has no discriminating power. If all the 9 students from the upper group answer the items correctly,
then the items discriminating power will be 100%, it indicates an items with maximum positive
discriminating power.
Once the item analysis process is over we can get a list of effective items. Now the task
is to make a file of the effective items. It can be done with item analysis cards. The item should be
arranged according to the order of difficulty. While filing the items, objectives and the contact area it
measures must be kept in mind. This helps in the future use of the items.
At the time of evaluation, it is estimated that to what extent the test measures what the test
Evaluation process also estimates to what extent a test is consistent from one measurement to
Trying out and the evaluation process indicate to what extent a test is usable in general
classroom conditions. It implies how for a test is usable from administration, scoring, time and
References
Senior Secondary School Students of Science. European Journal of Business and Social Sciences,
7(2), 756-775.
http://www.yourarticlelibrary.com/education/test/top-4-steps-for-constructing-atest/64781/
Amutha, G.S., (2013). Construction a Good Achievement Test. St. Mary’s Higher Secondary
School.
Downing, S. M. & Haladyna, T.M., (2006). Handbook of Test Development, Mahwah, NJ:
Lawrence Erlbaum
Adom, D., Mensah, J. A., & Dake, D. A. (2020). Test, Measurement, and Evaluation:
Understanding and Use of the Concepts in Education. International Journal of Evaluation and
level of knowledge in a particular area. An achievement test is focuses specifically on how much a
person knows about a specific topic or area such as math, geography, or science, it is also define as a
test designed to assess how much knowledge a person has in a certain area or set of areas. There are
some difference in the achievement test made by teachers and standardized tests.
Standardized test are prepared by specialist and are constructed very carefully. These are
usually correlated with another test of known validity and reliability. Their psychometric properties
have been established and are administrated on a large population. They are used to measure innate
capacities and characteristics and are usually accompanied by manual of instruction on how to
administer and score the test and how to interpret the result. They are also generally copyrighted.
Whereas, teacher made tests do not very well known the principles test construction. They
are often made hurriedly to meet and dead line. They are usually intended for a class thus no norms
are developed. They are also not subjected to any statistical procedure to determine their
psychometric properties. They usually measure subject achievement and do not manuals of
instruction regarding administration, scoring and interpretation. They can be taken orally as well and
In order to equip our skills the determining psychometric properties of achievement test, a
systematic attempt was made by construction of multiple choices items achievement test. In this
reference, some school base class was assessed; the teacher teaching specific subject was inquired
about the converted content area of certain subject. He was also probed about the stress or emphasis
that he laid on any particular topic or content area. On the basis of this feedback and by reviewing
the topics covered in past two months, a test blue print or achievement test specification charts and
constructed.
In this specification chart, percentage values were assigned to each of the content area
according to the feedback of the teacher. The teaching objective were reviewed and subsumed as
I specified 60% to factual information as this test was administrated on students of 10th
Grade and application of knowledge and theorizing and generalizing were given 20% and 20%
weightage respectively.
According to the computed percentage, the issue was constructed for each of the content
area. The achievement test was arranged by randomly shuffling the items. The finalized achievement
test thus arranged was administrated to the same class for which it was prepared. The script was
marked and arranged in descending order of performance. According to the standardized format of
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analysis, 33% script from the top scorers and 33% script from the bottom scores were chosen.
The achievement test under review and discussion is a preliminary effort in standardization
of achievements test. There is always margin of rigorous revision in the standardization process of
the achievements test. This particular activity provided adequate insight into the process of
achievements test developed and standardization. This stage and the steps adopted to conduct the
analysis would be repeated until the standardization version is developed. Thus this practical
exercise has enable us to acquire skills related to achievement test designing, achievement test
development and items analysis (items difficulty and items discrimination analysis)
▪ Student were not given ample time to prepare for the test.
▪ Students were not given the opportunity to ask question while administrating the test.
▪ More weightage should have been given to objective of theorizing and generalizing.
( Achievement Test)
Course: Physics
30%
40% 100%
30%
E
Application of
C Knowledge M.C/T.F/C.I/M.I M.C/TF/C.I/M.I M.C/T.F/C.I/M.I
6
Total 12 10 8 30
Total items
Factual information items = 70/100 × 30 = 21
20
Chapter no. 01
Factual information items = 40/100 x 21 = 8
Application of knowledge = 40/100 x 6 = 2
Theorizing and generalizing = 40/100 x3 = 2
Chapter no. 02
Factual information items = 30/100 x 21= 7
Application of knowledge = 30/100 x 6 = 2
Theorizing and generalizing = 30/100 x 3 = 1
Chapter no. 03
Factual information items = 10/100 x 21= 2
Application of knowledge = 10/100 x 6 = 1
Theorizing and generalizing = 10/100 x 3 = 0
PHYSICS TEST
CLASS: 10
TIME: 30 MINUTES
TOTAL MARKS: 30
8)The process of charging a body by bringing it near another charged body is called:
a) Induction
b) Conduction
c) Electrification
d) Polarization
9)The electric fuse in a circuit is used to protect against:
a) Overload
b) Short circuit
c) Open circuit
d) Ground fault
10)When white light passes through a prism, it gets separated into different colors due to:
a) Reflection
b) Refraction
c) Diffraction
d) Interference
15)The work done by a force on an object is defined as the product of the force and the:
a) Displacement of the object
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19)When two objects of different masses are dropped from the same height, they will reach the
ground:
a) At the same time
b) With the same velocity
c) With the same acceleration
d) None of the above
20)The force that opposes the motion of objects through a fluid (such as air or water) is called: a)
Frictional force
b) Tension force
c) Gravitational force
d) Drag force
21)The quantity that remains constant in a closed system, where no external forces act, is called:
a) Net force
b) Inertia
c) Conservation of momentum
d) Conservation of energy
22)The transfer of heat energy through direct contact between particles of matter is called:
a) Conduction
bConvection
c)Radiation
d)Expansion
23)The element that has the maximum number of valence electrons is:
a) Hydrogen
b) Oxygen
c) Carbon
d) Neon
b) Neutrons
c) Protons
d) Nucleons
29)The process of combining two or more elements to form a new substance is called: a)
Ionization
b) Fusion
c) Fission
d) Chemical reaction
a) Concentration of acids
b) Concentration of bases
c) Concentration of salts
d) Concentration of solvents
Scoring key
23 d
24 b
25 c
26 c
27 c
28 c
29 d
30 a