Construction and Administration of Achievement & Diagnostic Tests
Construction and Administration of Achievement Tests
PLANNING AN ACHIEVEMENT TEST
This step is concerned with determining the maximum time, marks and
nature of the test. These should be decided in terms of the nature and
scope of the unit or units involved in the testing. A test for a single
unit may be generally of 40 to 45 minutes duration, with a maximum of 20
to 25 marks. But in case of test conducted at the end of a term, a
semester or a session, the duration may be about 2 or 3 hours and the
maximum marks may be of 50, 80 or 100.
DEVELOPING TEST DESIGN
The objective, content, form of question and the weightage of
difficulty level are the most important factors to be considered while
designing the test. What is required is to analyse the syllabus in terms
of the objectives and the content area and determine the relative
weightage to each of the pre-determined objectives as well as the
subunits into which the contents have been divided. In the same way, the
weightage for the different forms of questions to be included and for
the difficult levels to be maintained also are considered while
finalizing the design. This will be followed by the scheme of option
(choice of questions) if any and scheme of sections into which the test
has to be divided in case it is required.
A sample design for a unit test with a maximum of 50 marks and the
duration of one and a half hours is given below. This is designed to
measure behaviors in the cognitive domain only.
Design for a unit test
-
Weightage to instructional objectives
| Sr.no. |
Objective |
marks |
Percentage |
| 1 |
Knowledge (information) |
10 |
20 |
| 2 |
Understanding |
20 |
40 |
| 3 |
Application |
8 |
16 |
| 4 |
Analysis |
5 |
10 |
| 5 |
Synthesis |
5 |
10 |
| 6 |
Evaluation |
2 |
4 |
|
Total |
50 |
100 |
-
Weightage to content areas
| Sr.no. |
Sub-unit |
marks |
Percentage |
| 1 |
1st |
15 |
30 |
| 2 |
2nd |
10 |
20 |
| 3 |
3rd |
10 |
20 |
| 4 |
4th |
5 |
10 |
| 5 |
5th |
10 |
20 |
|
Total |
50 |
100 |
-
Weightage to form of questions
| Sr.no. |
Form of questions |
No. of questions |
Marks |
Percentage |
| 1 |
Objective-type |
25 |
25 |
50 |
| 2 |
Short-answer-type |
5 |
15 |
30 |
| 3 |
Long-essay-type |
1 |
10 |
20 |
|
Total |
31 |
50 |
100 |
-
Weightage to difficulty level
| Sr.no. |
Level of difficulty |
Marks |
Percentage |
| 1 |
Easy |
10 |
20 |
| 2 |
Average |
30 |
60 |
| 3 |
Difficulty |
10 |
20 |
|
Total |
50 |
100 |
There will be no option for any type of questions
The test will be in two sections: A and B. A will contain all the
objective type items and section B is meant for short answer and essay
type questions.
Guidelines for preparing test design are
- The design should reflect the pre determined objectives envisaged at the time of instruction.
- As in the case of weightage for content, there is no final ruling
regarding the number of subunits into which the content has to be
divided. It depends on the total content area as well as its nature. One
suggestion for fixing the weightage is the scope of each subunit in the
curriculum, as indicated by the time allotted for its instruction.
- Regarding the number of questions under each form also there cannot
be any uniformly acceptable design. Whether more weightage has to be
given to a particular form of question depends on factors like the
nature of content, the possibility for coverage, etc. Time is another
factor determining the nature of questions.
- Regarding the weightage of difficult level what is suggested in the
sample is an acceptable pattern. Sixty percent of items of average
difficulty with twenty percent on either side is a distribution that
will suit to students of all levels.
- Modern trend is to avoid option.
Construction and Administration of Diagnostic Tests
Construction
Construction of Diagnostic Test:
The following are the broad steps involved in the construction of a
diagnostic test. Diagnostic Test may be Standardized or Teacher made and
more or less followed the principles of test construction i.e.,
preparation, planning, writing items, assembling the test, preparing the
scoring key and marking scheme and reviewing the test.
The Unit on which a Diagnostic Test is based should be broken into
learning points without omitting any of the item and various types of
items of test is to be prepared in a proper sequence:
1. Analysis of the context minutely i.e., major and minor one.
2. Forming questions on each minor concept (recall and recognition type) in order of difficulty.
3. Review the test items by the experts/experienced teacher to modify or delete test items if necessary.
4. Administering the test.
5. Scoring the test and analysis of the results.
6. Identification of weakness
7. Identify the causes of weakness (such as defective hearing or
vision, poor home conditions, unsatisfactory relations with classmates
or teacher, lack of ability) by the help of interview, questionnaires,
peer information, family, class teacher, doctor or past records.
8. Suggest remedial programme (No set pattern).
Motivation, re-teaching, token economy, giving reinforcement, correct
emotion, changing section, giving living examples, moral preaching’s.
STAGES OF PREPARATION OF A DIAGNOSTIC
(i) Planning
(ii) Writing items
(i~i) Assembling the test
(iv j Providing Directions
(vj Preparing the scoring key and marking scheme
(vi) Receiving the test
The details regarding the stages of preparation of diagnostic
test are given below.
(i) Planning
The unit, on which a diagnostic test is based, requires a
detailed exhaustive content analysis. It is broken into learning
points without omitting any point. The diagnostic procedure is
based on the premise that mastery of the total process cannot be
stronger than that of the weakest link in the chair of related
concepts and skills. Accordingly each concept, skill of learning
point called into play is identified at the time of constructing the
test.
As far as a diagnostic test is concerned, it is not very
necessary to know the relative importance of the learning points.
All the learning points have to be covered in an unbroken
sequence. Each learning point should have an adequate number
of questions to help identify the area of weakness.
(ii) Writing items
All the forms of questions (essay. Short answer & objective
typesj can be used for testing different learning points. However,
it appears for diagnostic purposes, short answer questions
involving one or two steps, are used widely. (iii) Assembling the test
Preparation of blue print may altogether be avoided. No
rigid time limit need to be specified, though for administrative case
a time limit may be set.
(iv) providing directions and preparing scoring key
A set of instructions clear and precise, is drafted. It should
also be provided with a scoring key and marking scheme.
(v) Reviewing the test
Before printing the test, it should be carefully edited and
reviewed. This ensures that any inadvertent errors are eliminated
Administration
The following points need to be kept in view:
(i) The first task of the teacher is to win the confidence
of the students and reassure them that test is to help
them in the improvement of their learning rather than
for declaring pass or fail.
(i~) It should be administered in a released environment.
(iii) Students should be seated comfortably.
(iv) Students should be asked not to consult each other
while taking the test.
(vj If any student is not able to follow something, he
should be allowed to seek clarification from the
teacher.
(VI) The teacher may ensure that the students taking the
test attempt all questions.
(vii) Time schedule should not be enforced strictly. If any
student takes a little more time, he should be allowed
to do so.
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