Sunday, January 31, 2021

achievement and diagnostic test

 

 

 

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

Knowledge 

12

Understanding 

8

Application 

24

Analysis 

32

Synthesis 

16

Evaluation 

8

Total 

25 

100

                                               
WEIGHTAGE TO CONTENT 

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

Sub topic - 1 

15 

60

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

Objective type 

14 

28

Short answer type 

14 

56

Essay type             

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

Easy 

20

Average 

15 

60

Difficult 

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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