Page 312 - DEDU504_EDUCATIONAL_MEASUREMENT_AND_EVALUATION_ENGLISH

Educational Measurement and Evaluation

Notes (6) On the basis of values of RH and RL, the difficulty level and discriminating power of
each question is found out with the use of the following formulae :
R H + R L
DL = ×100
2n
In which, DL = Difficulty level in percentage
R H = The number of correctly answered questions by the high level group
R L = The number of correctly answered questions by the low level group

R H – R L
And, DP = × 100
n
In which, DP = Discriminating power in percentage
R H = The number of correctly answered questions by the high level group
R L = The number of correctly answered questions by the low level group

(7) Definite number of questions is selected out of such questions whose DL and DP values
are between 30% and 70%. The rest are left out.
4. Evaluating the Test : The questions selected on the basis of item analysis are arranged in the
form of a test. After this, the following aspects of the test are evaluated :
(1) The difficulty level is of great importance for an achievement test. Generally, the items
of 50% difficulty are considered adequate for a test. So, in the first step of evaluation, the
difficulty level is studied. Such items should not be included in the test which both of the
high and low groups are able to solve, or are not able to solve.
(2) At the second step of evaluation the validity of the test is examined. Generally, content
validity is emphasised upon in an achievement test.
(3) At the third step, attention is paid to the criticism and analysis of the items by specialists
and students to carry out suitable amendments in the test items.
(4) At the fourth step, norms are found out for analysis of the obtained scores of the test.
(5) Evaluation of the test is done on the basis of an external criterion, such as to find out the
correlation with another standardized achievement test to find out the correlation with.
The test with higher correlation is approved.
(6) The coefficient of reliability of the test is found out by using a suitable method. Generally,
a test with .80 or more coefficient of reliability is considered a good test.
5. Construction of the Final Draft of the Test : After the preliminary and final evaluation of the
test, the final draft is prepared. Only those questions are included in the test which are valid
and are of required difficulty level. The related instructions of the test too are written clearly.
The method of administration of the test, time limit, marking method, etc too are finalised at
this stage. It is the stage when the test is examined from all aspects.
6. Preparing Test Manual : Alter the construction of the final draft of the test, the last task is to
prepare the test manual. In this manual measurable objectives, blue print, item analysis, data,
instruction pertaining to administration, methods, validity and reliability of the test, and
method of marking are clearly described.
Special Mention

(1) Dividing the teaching objectives or the measurable objectives of the test into cognitive, conative
and affective aspects does never mean that there is complete absence of conative and affective
objectives in the cognitive aspect, or cognitive and affective in the conative aspect, or cognitive
and conative in the affective aspect. This difference is done only on the basis of relative
density.

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