Page 54 - DEDU504_EDUCATIONAL_MEASUREMENT_AND_EVALUATION_ENGLISH
P. 54
Educational Measurement and Evaluation
Notes 5.2.3 Weightage to different areas of Content
It is necessary to analyze the syllabus and allot weightages to different areas of content. This is
again done to endure the validity of the test. A hypothetical example is given below for an English
language test showing weightages to content units for a class XI test,
Content Area Percentage of Marks Marks allotted
Reading skills 30% 15
Writing skills 30% 15
Textual content 40% 20
Total 100% 50
5.2.4 Weightage to different forms of Questions
After analyzing the objectives and the content, it is to be seen how they are to be tested. A particular
objective and content can be tested more appropriately by a particular form of questions. So, different
forms of questions are to be included in the test for testing different objectives and contents. For this
a number of different types of questions to be included in the test and the marks carried by each of
them are decided. This takes care of the reliability of test.
As an illustration, hypothetical weightage to different forms of questions in our 50 marks question
paper for class XI is given below :
Forms of Questions No. of Questions Marks allotted % of marks
Essay type 3 19 38%
Short answer type 9 23 56%
Very short answer type 8 8 16%
20 50 100%
5.2.5 Scheme of Sections
The design of a question paper may also indicate the scheme of sections for the paper. For example,
a question paper may consist of both multiple choice questions and supply type questions. Such a
test may have two sections, one consisting of multiple choice questions and the other consisting of
supply type questions like essay type, short answer and very short answer type questions. In case
the examiner wants, the question paper can also be divided into sections areawise like one section
for reading comprehension, another for writing tasks, third for grammar and so on. If the multiple
choice questions are not substantial in number, there is no need to keep a separate section.
5.2.6 Scheme of Options
The design may indicate the pattern of options i.e. the complete elimination of overall options or
retention of internal options within limits. No options are to be provided in case of multiple choice,
short answer and very short answer questions; for essay type questions the teacher may like to
provide internal options. While providing options, it may be kept in mind that the options are
comparable in terms of objectives to be tested, the form of questions and the difficulty level of the
questions. As far as possible, the major area of content should also be the same in the options.
While planning the paper. It should be so planned that the difficulty level of the questions varies so
as to cater to all the students of the class and also to discriminate between high achievers and low
achievers. The suggested percentage for easy and difficult questions is 20% whereas average questions
can be 60%. The difficulty level of the test paper can be varied according to the level of the students.
If the class has a large number of good students, then 25% to 30% difficult questions can be given.
48 LOVELY PROFESSIONAL UNIVERSITY
