Page 303 - DEDU504_EDUCATIONAL_MEASUREMENT_AND_EVALUATION_ENGLISH

Unit 26: Achievement Test: Concept, Types and Construction

This, of course, is the kind we have discussed under short answer questions also. There Notes
is a definite overlapping.
Self Assessment

1. Fill in the blanks :

(i) The tests which are Constructed to measure Cognitive Conative and affective changes
occurring as a result of teaching school subjects, are called ______.
(ii) There are three types of achievement tests ______, ______ and ______ on the basis of
nature of the test.
(iii) Tests can be classified into ______ , ______ and ______ on the basis of the Construction of
the questions.
(iv) The tests in which the measurement of skills and activities of the students is executed by
asking then to display the skill or activity are called ______ .
(v) The most common used objective type question by teachers as part of their day to day
teaching is ______ .
26.4 Construction of Achievement Test

Equal total from the two sides shows that the division of questions and of marks has been done
according to the weightage given to the teaching objectives. If this total is not equal, it can be
understood that division of marks is not done accordingly. It can be checked for correction.
1. Constructing the Preliminary Draft of the Test : At this step, the questions are constructed
according to the blue print. The precautions which should be taken while constructing questions
of various types have been discussed in Chapter 2 in detail. We are repeating them here in
brief :
(1) The essay type questions, should be according to the level of the class (as descriptive,
argumentative, analytical, etc.) They should be constructed in a simple and clear language.
The questions should be pointed and clear. Separate marks should be allotted to different
parts of a question.
(2) The language of the short answer type questions too should be easy and clear. These
questions should be still more pointed and objective, that is, their answers should be
almost definite. Model answers to these questions should be prepared so that they are
evaluated objectively.
(3) There are many types of objective type questions, they should be selected according to
measurable objectives. The questions should be such which may compel students to
recall, reason and analyse.
(4) Instructions should be clearly given on the test (question paper). The classification of the
questions should be such that the students can be classified as high, medium and low.
(5) The test should be checked several times to ascertain that questions have been constructed
to meet the measurable objectives, the construction of the questions is good and they are
objective to a great extent.
2. Review of the Test : At this step, the test so prepared is reviewed by specialists on the basis of
which language errors and weightage given to different parts of the question are amended.
3. Typing the Test : At last, the test is typed or got printed and made available to administer on
the students.
Standardisation of a test signifies the process by which a general or teacher made test is made valid,
reliable, objective and discriminative and for which the norms are prepared. This is done in the
following 6 steps : .
1. Construction of the Test : At first an achievement test is constructed following the definite
steps. (Refer—Construction of Achievement Tests.)

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