ASSIGNMENT
ACHIEVEMENT TEST AND
DIAGNOSTIC TEST
SUBMIITED
TO SUBMITTED
BY
MS. TINTU SR.
SINJU
ASST.PROFESSOR
ENGLISH OPTIONAL
MTTC THIRD
SEMESTER
ROLL NO: 18
ACHIEVEMENT TEST
Any test designed to
assess the achievement in any subject with regard to a set
of predetermined objectives
MAJOR STEPS INVOLVED IN THE CONSTRUCTION OF
ACHIEVEMENT TEST
v PLANNING
OF TEST
v Preparation
of a design for the test
v Preparation
of the blue print
v Writing
of items
v Preparation
of the scoring key and marking scheme
v Preparation
of question-wise analysis
1. PLANNING OF
TEST
·
Objective of the
Test
·
Determine the maximum
time and maximum marks
2. PREPARATION OF A
DESIGN FOR THE TEST
·
Important factors to
be considered in design for the test are:
·
Weightage to
objectives
·
Weightage to
content
·
Weightage to form of
questions
·
Weightage to
difficulty level.
WEIGHTAGE TO
OBJECTIVES
This
indicates what objectives are to be tested and what weightage has to be given
to each objectives
|
Sl.No |
Objectives |
Marks |
MarkPercentage |
|
1 |
Knowledge |
3 |
12 |
|
2 |
Understanding |
2 |
8 |
|
3 |
Application |
6 |
24 |
|
4 |
Analysis |
8 |
32 |
|
5 |
Synthesis |
4 |
16 |
|
6 |
Evaluation |
2 |
8 |
|
Total |
25 |
100 |
|
This
indicates the various aspects of the content to be tested and the weightage to
be given to these different aspects.
|
Sl. No |
Content |
Marks |
MarkPercentage |
|
1 |
Sub topic - 1 |
15 |
60 |
|
2 |
Sub topic - 2 |
10 |
40 |
|
Total |
25 |
100 |
|
WEIGHTAGE TO FORM
OF QUESTIONS
This indicates the form of the questions to be
included in the test and the weightage to be given for each form of
questions.
|
Sl.No |
Form of questions |
No. of Questions |
Marks |
Percentage |
|
1 |
Objective type |
14 |
7 |
28 |
|
2 |
Short answer type |
7 |
14 |
56 |
|
3 |
Essay type |
1 |
4 |
16 |
|
|
TOTAL |
22 |
25 |
100 |
WEIGHTAGE TO
DIFFICULTY LEVEL
This indicates
the total mark and weightage to be given to different level of questions.
|
Sl.No |
Form of questions |
Marks |
Percentage |
|
1 |
Easy |
5 |
20 |
|
2 |
Average |
15 |
60 |
|
3 |
Difficult |
5 |
20 |
|
Total |
25 |
100 |
|
3. PREPARATION OF THE BLUE PRINT
Blue print is a three-dimensional chart giving the placement of the objectives, content and form of questions.
|
Objectives Form of Qtn Content |
Knowledge |
Under- standing |
Application |
Analysis |
Synthesis |
Evaluation |
Grant Total |
||||||||||||
|
O |
SA |
E |
O |
SA |
E |
O |
SE |
E |
O |
SA |
E |
O |
SA |
E |
O |
SA |
E |
||
|
Sub Topic- 1 |
2 (4) |
|
|
1 (2) |
|
|
2 (4) |
2 (1) |
|
|
|
4 (1) |
|
2 (1) |
|
|
2 (1) |
|
15 |
|
Sub Topic
– 2 |
1 (2) |
|
|
1 (2) |
|
|
|
2 (1) |
|
|
4 (2) |
|
|
2 (1) |
|
|
|
|
10 |
|
Total Marks |
3 |
0 |
0 |
2 |
0 |
0 |
2 |
4 |
0 |
0 |
4 |
4 |
0 |
4 |
0 |
0 |
2 |
0 |
25 |
|
Grand Total |
3 |
2 |
6 |
8 |
4 |
2 |
|||||||||||||
Note:
O – Objective Type, SA – Short Answer Type, E – Essay Type
The number outside the bracket indicates
the marks and those inside indicates the number of questions
4.
WRITING OF ITEMS
·
The paper setter
write items according to the blue print.
·
The
difficulty level has to be considered while writing the items.
·
It should also
checked whether all the questions included can be answered within the time
allotted.
·
It is advisable to
arrange the questions in the order of their difficulty level
ST. VINCENTS SCHOOL THUVAYOOR ACHIEVEMENT
TEST Std: IX Sub. ENGLISH Max. Marks.
25 Instructions Q1. Q2. Q3.
5.
PREPARATION OF THE SCORING KEY AND MARKING SCHEME
·
In the case of
objective type items where the answers are in the form of some letters or other
symbol a scoring key is prepared.
Scoring Key
|
Q.No |
Answer |
Marks |
|
1 |
A |
½ |
|
2 |
C |
½ |
|
3 |
A |
½ |
|
4 |
D |
½ |
|
5 |
B |
½ |
·
In the case of
short answer and essay type questions, the marking scheme is prepared.
·
In
preparing marking scheme the examiner has to list out the value points to be
credited and fix up the mark to be given to each value point
|
Q.No |
Value points |
Marks |
Total Marks |
|
1 |
Value Point – 1 Value
point – 2 Value point –3 Value point –4 |
½ ½ ½ ½ |
2 |
|
2 |
Value
Point – 1 Value
point – 2 Value
point –3 Value point –4 |
½ ½ ½ ½ |
2 |
Marking Scheme
6. PREPARATION OF QUESTION-WISE ANALYSIS
Question-wise
Analysis
|
Q.No |
Content |
Objectives |
Form of Questions |
Difficulty
Level |
Marks |
Estimated
Time ( In Mts.) |
|
1 |
Sub topic – 1 |
Knowledge |
Objective Type |
Easy |
½ |
1 |
|
2 |
Sub Topic – 2 |
Understanding |
Objective Type |
Average |
½ |
1 |
|
3 |
Sub Topic – 2 |
Application |
Objective Type |
Easy |
½ |
1 |
|
4 |
Sub Topic – 1 |
Knowledge |
Objective Type |
Easy |
½ |
1 |
|
5 |
Sub Topic – 2 |
Understanding |
Objective type |
Average |
½ |
1 |
|
5 |
Sub Topic – 1 |
Analysis |
Short answer |
Average |
2 |
3 |
|
6 |
Sub Topic – 1 |
Synthesis |
Short Answer |
Difficult |
2 |
3 |
|
7 |
Sub topic – 2 |
Application |
Short answer |
Easy |
2 |
3 |
|
8 |
Subtopic – 1 |
Analysis |
Essay |
Average |
4 |
10 |
DIAGNOSTIC TEST
NATURE OF DIAGNOSTIC TEST
Thorndike and Hagen (1970) suggested that a diagnostic test should provide a detailed picture of the strengths and Weaknesses of a pupil in a particular area. Any test that yields more than a single overall score is diagnostic. Diagnosis has become an essential phase of developing plans of adaptation instruction to individual differences.
DEFINITION
A diagnostic test is a test designed to locate specific learning deficiencies in case of specific individuals at a specific stage of learning so that specific efforts could be made to overcome those deficiencies. It helps the teachers in identifying the status of learner at the end of a particular lesson, unit or course of learning as to what specific teaching or learning points have been properly grasped by the learners. Diagnostic assessment is a form of pre-assessment that allows a teacher to determine students' individual strengths, weaknesses, knowledge, and skills prior to instruction. It is primarily used to diagnose student difficulties and to guide lessonand curriculum planning.
FUNCTIONS
OF DIAGNOSTIC TEST
v
To
direct curriculumemphasis.
v
To
provide for educational guidance ofpupil.
v
To
simulate the learning activities ofpupils.
v
To
direct and motivate administrative and supervisoryefforts.
PURPOSES OF DIAGNOSTIC TEST
v Identify
learners strengths andweaknesses
v Ascertain
what learning still need to takeplace
TYPES OF
DIAGNOSTIC TEST
1. Pre-tests (on content and
abilities)
2. Self
–assessments (identify skills and competencies) •
3. Discussion
board responses (on content – specific prompts)
4. Interviews
(brief, private,10-minute interview of each student) Some of which are
discussed below in detail
READING
Diagnostic tests for reading provide specific information about reading skills. Children take the test individually or in groups; some reading diagnostics are computer based while others require interaction with a test proctor. Such tests are designed to pinpoint at what grade level children are reading based on their mastery of phonics, blending, word recognition and text comprehension. Ideally, a child entering a grade should display reading skills typical of that grade, meaning a fifth grader isn't using sound-out techniques like a first grader. When teachers discover students are reading below grade level, they typically implement interventions designed to bolster the missing skills.
FORMATIVE ASSESSMENT
The purpose of formative assessments in school is to test students' prior knowledge of a topic. They are not graded like traditional tests. Rather, teachers give formative assessments as a practice or a homework assignment. Results of these diagnostics inform teachers about the direction they need to take in their instruction, meaning how early or advanced in the topic they can begin. Not all formative assessments look like traditional tests. Rather, assessment strategies include student reflections on a topic, charts related to prior knowledge, visual representations of a subject, and even listening in on group discussions.
CONCEPTUAL DIAGNOSTIC TESTS
Discipline-specific conceptual diagnostic tests actually aim to "trick" students, or rather to reveal whether they hold common misconceptions about a subject. Indeed, answer choices on these multiple-choice exams are designed to trigger common misconceptions about the discipline, thus ensuring the student has a clear understanding of the concept. For instance, one question asks when the sun is directly overhead at noon from the students' location; the correct response is "never," not the expected "every day" or "summer solstice," barring students' living near the equator. Not only do conceptual diagnostic tests identify weak areas of key understanding, they aim to neutralize the effect of good test-taking skills -- meaning knowledge of a topic, not test taking, is being assessed.
CONSTRUCTION OF DIAGNOSTIC TEST
v
Identification of the
problemareas
v
Detailed contentanalysis
v
Listing all the learningpoints
v
Arranging the learning points in the logicalsequences
v
Writing test item for each
learningpoint
v
Clubbing the items around the learningpoints.
v
Providing clearinstructions
v
Preparing a scoring key and a
markingkey
v
Providing the time limit as required by individualstudents
v
Administration of thetest
ADMINISTRATION
OF DIAGNOSTIC TEST
Ø Win the confidence of the students and reassure them that test is to help them in improvement of their learning.
Ø Administered in a relaxed environment.
Ø Students should not consult each other during the test.
Ø If any student is not able to follow something, he should be allowed to seek clarification from the teacher.
Ø The teacher may ensure that the students the test attempt all questions.
Ø Time schedule should not be enforced strictly.
Ø A useful test not only provides information about student's achievement but also reveals the instructional effectiveness as well.
Ø If we examine individual performance, we should be able to determine each students degree of proficiency on each objective.
REMEDIATION
A remedial teaching class is one that is meant to improve a learning skill or rectify a particular problem area in a student. The objective of remedial teaching is to give additional help to pupils who, for one reason or another, have fallen behind the rest of the class in the subject. For remediation teacher follows the following steps
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