Page 314 - DEDU504_EDUCATIONAL_MEASUREMENT_AND_EVALUATION_ENGLISH

Educational Measurement and Evaluation

Notes same standard of marking without being too lenient or strict or varying in his/her assessment.
Subjectivity, is thus minimised and it is believed to give a more reliable picture of the students’
performance.
Highlights of a good marking scheme
(1) It is a three column statement showing serial number of the questions, their expected outline
answer and the marks allotted to each value point under them.
(2) In respect of long answer or essay type questions, the expected outline answers should :
(i) be complete and cover all possible or major areas as demanded by the questions
(ii) clearly indicate each expected point or the parts under the outlined major areas
(iii) provide direction as to whether all points will count towards a complete or correct
answer or a set of points will be adequate enough for full credit (All this should clearly
reflected), and
(iv) indicate marks for each expected point. Marks so distributed over expected points or
their sets should be equal to the total marks assigned for a question.
(3) In respect of short answer questions a complete answer may be provided with its break-ups
where ever necessary along with the break-up of marks.
(4) Out of the total marks assigned for a question, each point so enumerated/explained may be
assigned marks according to their significance in the answer.
(5) In some situations, apart from the content, other qualities of answer may also matter
significantly, particularly in long answer or essay type questions. These could be logical
approach, coherence, lucidity of expression, the style of presentation etc. Some marks may
also be set apart for such overall quality of answer which cannot be usually covered in
enumeration of the content points.
(6) The scheme of marking needs to be comprehensive enough not to leave any point unexpected
and thus should provide clear guidelines in respect of the break-up of marks over different
points or parts of the answer.
(7) If a question entails some other points beyond one’s expectation, a provision may also be
made to take them into account and suitably reward them.

26.5 Significance of Achievement Test

1. Achievement tests are used in selection of candidates in different fields and for admission
of students in schools.
2. These tests are important from the standpoint of determination of class and promotion.
3. In the field of medicine and counselling, achievement tests are used extensively. These tests
are very important from the standpoint of identifying backward students diagnostic and
remedial teaching.
4. Achievement tests are helpful in measurement of minimum abilities of an individual.
5. Achievement tests are used widely in different types of classifications and for appointment.
6. These tests are helpful in providing educational and vocational guidance.
7. These tests are used to evaluate a teacher’s proficiencies and effectiveness.
8. The use of these tests is helpful in the amendment and revision of curriculum.
9. Construction of these tests and study of related literature helps teachers to develop their
professional attitude.
10. These tests provide assistance in learning. A student knows well how much he has studied and
how much he has yet to study. It gives him motivation for studying in future.
11. These tests help to give reports to guardians and issue certificates.

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