MATHEMATICS

ASSIGNMENT

TOPIC -
ACHIEVEMENT TEST

SUBMITTED TO:
SUBMITTED BY:
DR.DORI LAL
RAFIA PERVEZ
B.Ed(GENERAL)
Section-C
Content:

1. Overview
2. Objectives
3. Concept of achievement test
4. Types of achievement test
5. Characteristics of achievement test
6. Need of achievement test
7. Construction of achievement test
8. Administration of test
9. Grades
10. Achievement test paper sample
11. Conclusion
12. Refrences
 ACHIEVEMENT TEST

1. Overview
An achievement test is a test of developed skill or knowledge. The most common type of achievement test is a
standardized test developed to measure skills and knowledge learned in a given grade level, usually through
planned instruction, such as training or classroom instruction. Achievement tests are often contrasted with tests
that measure aptitude, a more general and stable cognitive trait. Achievement test is an important tool in school
and college evaluation and has a great significance in measuring instructional progress and progress of the
students in the subject area. Achievement means one's learning attainments, Accomplishments, proficiencies,
etc. It is directly related to pupil's growth and development in educational situations where teaching and
learning are intended to..... So on…...

2. Objectives
(i)After studying this module, you will be able to:
(ii)Explain the concept of achievement test.
(iii)State the needs of achievement test.
(iv)Illustrate the characteristics of achievement test.
(v)Differentiate between teacher made test and standardized test.
(vi)List the steps of preparing an achievement test and steps involved in standardization.
(vii)Construct an achievement test.

3. Concept of achievement test

Achievement Test is a test that measures the extent to which a person has "achieved" something, acquired
certain information, or mastered certain skills – usually as a result of planned instruction or training.
Achievement Test is a standardized test designed to efficiently measure the sum of knowledge and/or skill a
person has acquired, usually as a result of classroom instruction. Such testing produces a statistical profile used
as a measurement to evaluate student learning in comparison with a standard or norm.

1. According to NM Downie – "Any test that measures the attainments or accomplishments of an Individual
after a period of training or learning."

2. According to Thorndike and Hagen – "The type of ability test that describes what a person has learned to do."

3. According to Groulund - "A systematic procedure for determining the amount a student has learned through
instruction."

4. Types of achievement test

 Achievement
Test

Teacher Standardized
Made Test Tests

Written Oral Practical

5. Need of achievement test

Achievement tests are universally used in the classroom mainly for the following purposes:

(i)To measure whether students possess the pre-requisite skills needed to succeed in any unit or whether the
students have achieved the objective of the planned instruction.

(ii) To monitor students learning and to provide ongoing feedback to both students and teachers during the teac
-ing-leaning process.

(iii) To identify the students learning difficulties- whether persistent or recurring.

(iv) It provides basis for promotion to the next grade.

(v) To find out where each student stands in various academic areas.

(vi)It helps determination about the placement of the student in a particular section.

(vii) To motivate the students before a new assignment

6.Characteristics of achievement test

1. Objectivity- A test is objective when the scorer’s personal judgment doesn’t affect the scoring.
2. Reliability -is the degree to which an assessment tool produces stable and consistent results
3.Validity- Refers to how well a test measures what it is purported to measure
4. Specificity - The items in a test should be specific to the objectives. Precise and clear. Items should be
precise, clear so that the students can answer well and score marks.
5. Time Generally - the time given to students is always in short supply however the students too do not
accept very long tests. Therefore a test should neither be very long nor very short.
6. Acceptability-A good test should be acceptable to student to whom its being given without regard to
any specific situation that is the question given in the test should be neither very difficult nor very easy.
7. Ease in Administration - A test is good only when the conditions of answering are simple (scientific and
logical). Its instruction should be simple and clear.
8. Cost - A good test should be in expensive, not only from the view point of money but also from the view
point of time and effort taken in the construction of a test.

7. Construction of achievement test

The construction achievement test involves the following steps:

1. Instructional Objective

2. Design

3. Preparation of blue print

4. Writing the questions

5. Marking scheme

6. Item analysis

7. Preparation of final test

Step 1: Instructional Objective:

The first and the most important in planning of test is to identify the instructional objectives.

Selected Teaching Reason for

Teaching Objectives
Objectives Selections

1.All objectives of the cognitive domain (knowledge, 1.Knowledge

comprehension, application, analysis, synthesis, evaluation)
2.All objectives of the affective domain (receiving, responding, 2.Comprehension
valuing, conceptualization)
3.All skills of psychomotor domain (drawing skill, computational 3.Application
skill, constructional skill, observational skill, problem-solving skill) (Drawing)
(i)Assigning Weightage to instructional Objectives:
After these objectives have been selected, a teacher assigns weightage to these objectives keeping the tasks
done and importance of objectives.

Weightage to instructional objectives

Knowledge Uderstanding Application Skill

20%
40%
20%

20%

ii) Weightage to Content

Content is used as the means of realizing objectives and questions have to be constructed on its basis.
Therefore, it becomes necessary to give weightage to it.
S.No. Topic Number of Items Score Percentage

1. ....................

2. ……………..

iii)Giving Weightage to the Type

S.No. Type of Items Number of Items Score Percentage

1. Long answer type

2. Short answer type

3. Objective type

iv) Determining alternatives:

At this level, it is determined how many alternatives or options should be given according to the type of
questions. Giving alternatives influences the reliability and validity of a test; therefore, it is suggested that
alternatives should not be given in objective type questions, while in essay type questions only internal choice
can be given.

(v)Division of Sections:
If the scope or types of questions is uniform, them it is not necessary to divide the test into sections. However,
if it is diverse and different types of questions have been specified and the nature of the test seems to be
heterogeneous, then a separate section should be made comprising each type of item.

(vi)Estimation of Time:
At this step estimation of the total time the whole test is likely to

S.No. Type of Items Number of Items Time (in minutes)

1. Objective type

2. Long answer type

3. Short answer type

Step3: Preparation of Blueprint:

A blueprint provides the topics, teaching objectives, and types of questions, number of items distribution of scores
and their mutual relationships. A format is given below-

Teaching
S.N. Knowledge comprehension Application Skill Total
Objective

Types of
Question (L) (S) (O) (L) (S) (O) (L) (S) (O) (L) (S) (O)
Topic

1.

2.

Step4: Writing of the Questions:

After the finalization of the blueprint is writing appropriate questions in accordance with the parameters set out
in the blueprint.
1. Either writing all questions (one by one) belonging to one objective at a time i.e Knowledge, understanding
or application Followed by other objectives, or

2. By taking up questions according-to their form or type i.e.Essay Type followed by Short Answer objective
type or in any other order.

3. By writing questions for one unit of the syllabus or portion to be covered by the test at a time.

Step5: Marking Scheme

The fifth step is to prepare the "Marking Scheme". The marking scheme prevents inconsistency in judgment. In
the marking scheme, possible responses to items in th e test are structured. The various value point for
response are graded and the marks allowed to each value point indicated. Subjectivity is thus minimized and it
is believed to give a more reliable picture of the students' performance.

Step6: Question-wise Analysis or Item Analysis

The sixth step is that of question-wise analysis or item analysis. It is used to calculate difficulty level and
discriminative value. The item analysis procedure follows the following steps:

1. The test papers should be ranked from highest to lowest.

2. Select 27% test papers from highest and 27% from lowest end.

For example if the test is administered on 60 students then select 16 test papers from highest end and 16 test pa
-pers from lowest end.

3. Keep aside the other test papers as they are not required in the item analysis.

4. Tabulate the number of pupils in the upper and lower group who selected each alternative for each test item.

1. Difficulty value:
Item difficulty is the percentage of students that correctly answered the item also referred to as the P value.
Henning’s Guidelines (Difficulty Value)

High(difficult) Medium Low(easy)

≤0.33 0.34-0.66 ≥0.67
DV=RU+RL/NU+NL
Where,
DV = Difficulty value
RU = the number of students in the upper group who responded correctly
RL = the number of students in the lower group who responded correctly
 NU = the number of students in the upper group
NL = the number of students in the lower group

2. Discrimination Power:
Discrimination Power of an item may be defined as the extent to which success and failure on that item indicat
-es the possession of the trait or achievement being measured.

Ebel’s Guidelines (Discriminating power)

Discriminating power Description

0.40 and above Excellent
Between 0.30 and 0.39 Good
Between 0.20 and 0.29 Average
≤0.19 Poor

Discrimination index of each item is obtained by applying following formula:

DP=N U-NL÷N/2

Where, DP = Discrimination power

NU = Number of students of higher group answering the item correctly

NL = Number of students of lower group answering the item correct.
N= total number of student

Step7: Preparation of Final Test

The final test is constructed after the above analysis for this a suitable format is prepared and norms are specifi
-ed. Also, instructions for examinees are prepared. The test constructed in accordance to the above referred
procedure will definitely assumes a purpose or an idea of what is good or desirable from the stand point of
individual or society or both.

8. Administration Of An Achievement Test

Having prepared a good test, we should plan to administer it in such a way that, each of our Students will
do best. The administration of the achievement test includes –
Time Schedule Much preparation may be done a day before. It will be wise to schedule enough time for
briefing the invigilators. If there is a deadline for finishing and leaving the room, be especially sure to plan for
adequate time.
The Room It is important for any examination to provide a quiet, comfortable atmosphere, in which the studen
-ts are encouraged to do their best. As much as possible, try to test in a quiet place with a minimum of distract.
Equipment The necessary equipment taken by the examiner in the examination hall are – chalk, Board,
poster, notice board pencil etc. The examiner should have a check-list of required equipment, to ensure what
you will have to take with in the examination hall
Invigilators The invigilator should observe closely, circulating constantly, checking that the students are
answering in the right place, not copying etc. However, they should not hover too long over any student, as this
makes the examinee nervous.

9.Grades
Grading is the system of classifying students into a few ability groups or categories according to their level of
achievement in an examination.
Absolute Grading This approach involves direct conversion of marks into grades. Whatever be the
distribution of marks subject, the marks between two fixed points on 0-100 scale.

75 or above Distinction
60-74 1st division
45-59 2nd division
33-44 3rd division
Below 33 Fail
 10. ACHIEVEMENT TEST SAMPLE

STEP 1: Determining the objectives of testing: Objective is to determine the instructional objectives

STEP2:Preparing test specification:

(i)Determining the item types:
The item used in test construction is objective type.

(ii)Determining the weightage the different instructional objectives:

knowledge
understanding
application

iii)Determining weightage to different content areas:

S.NO CONTENT MARKS

1 Co-ordinate geometry 2
2 Polynomials 5
3 Lines and angles 3
4 Number system 3
5 Triangle 6
6 Quadrilateral 5
7 Statistics 4
8 Area related to parallelogram 2
 STEP 3:BlUEPRINT

Knowledge Understanding Application

Instructional
objectives
iiil

Contents M.C. T/F M.T. F.I.B M.C. T/F M.T F.I.B M.C. T/F M.T F.I.B Tot al

1.Co-ordinate
1(1) 1(1) 2
geometry

2.Polynomials 1 (1) 1(1) 1(1) 1(1) 1(1) 5

3.Lines and angles 1(1) 1(1) 1(1) 3

4.Number system 1(1) (1) (1) 3

5.Triangles 1(1) 1(1) 1(1) 2(1) 1(1) 6

6.Quadrilateral 1(1) 1(1) 1(1) 1(1) 1(1) 5

7.Statistics 1(1) 1(1) 1(1) 1(1) 4

8. Area related to 1(1) 1(1) 2

parallelogram

Total 3(1) 3(1) 4(1) 2(1) 2(1) 4(1) 3(1) 2(1) 5(1) 2(1) 30

STEP4:W

STEP4:Writing of the questions:

After the finalization of the blueprint is writing appropriate questions in accordance with the broad parameters set
out in the blueprint.
Name of Student: M.M: 30
Time: 45 minutes

Instruction: Attempt all questions. Each question carries one mark.

1. The zero of the polynomial p(x) = 2x + 5 is (a) 0 (b) 5 (c) -5/2 (d) 1
2. The sum of all interior angle of triangle is (a) 90 (b) 180 (c) 360 (d) 0
3. If two triangles are congruent then their corresponding parts are (a) Proportional (b) Double (c) Equal (d) None of above
4. The supplementary angle of 120 is (a) 60 (b) 120 (c) 90 (d) None of these
5. The number of zeros of x2 + 4x + 2 (a) 1 (b) 2 (c) 3 (d) none of these
6. What is the mean of the data 7, 5, 2, 3, 4, 5, 3, 6,? (a) 4.375 (b) 5 (c) 4 (d) 3
7. Choose the correct statement (a) A triangle has two right angles (b) All the angles of a triangle are more than 60°
(c) An exterior angle of a triangle is always greater than the opposite interior angles
(d) All the angles of a triangle are less than 60°
8. In a triangle PQR if ∠QPR = 80° and PQ = PR, then ∠R and ∠Q are (a) 80°, 70° (b) 80°, 80° (c) 70°, 80° (d) 50°, 50°
9. Which point lies on x-axis? (a) (3, 2) (b) (-3, 2) (c) (2, 0) (d) (-1,-2)
10. Which point lies in IV quadrant? (a) (-3,-4) (b) (2,-4) (c) (-2, 3) (d) (0, 1)
Tick the True or False:
11. The pair of opposite angles of a parallelogram is equal. (T/F)
12. The linear pair angles are supplementary angle of each other. (T/F)
13. The polynomial of degree 2 is called cubic polynomial. (T/F)
14. The volume of a cuboid gives its capacity that it can hold. (T/F)
15. Square root of a prime number is a rational number. (T/F)
16. The area of a triangle is the product of its base and height. (T/F)
17. A linear equation in two variables has infinitely many solutions. (T/F)
Match the following:
18. A Quadrilateral is of degree three
19. Parallelogram an enclosed four sided figure
20. Cubic Polynomial central tendency
21. Mean sum is 180
22. Linear Pair pair of opposite sides parallel
23. Set of rational and irrational real numbers
Fill in the blanks:
24. The diagonal of a rhombus are _____________of each other.
25. Two intersecting line have ________________solution(s).
26. Two congruent triangles have ____________area.
27. The sum of all observation divided by total number of observation gives __________of the data.
28. The parallelogram on the same base and between same parallel lines are equal in___________.
29. A quadrilateral in which all sides are equal is called____________.
30. The number which can be written in form of p/q ,where p, q are integers ,are called__________.

STEP5:ANALYSIS
S.NO
Difficulty Discriminti(DV)
Name of students Marks Itemono. btained
value ion power

1 MONIS 27 1 O.43 0.3

GACC

2 SAIM 27 2 0.34 0.3

3 ADEEB 26 3 0.67 0.02

4 ARMAN 25 4 0.44 0.1

5 SARA 25 5 0.66 0.2

6 SOFIYA 25 6 0.34 0.3

7 ARHAM 24 7 0.2 0.2

8 NAAZ 23 8 0.68 0.07

9 BILAL 23 9 0.44 0.01 0.05

10 FAIZ 22 10 0.67 0.05

11 JUNAID 21 11 0.81 0.3

12 ZAKIR 21 12 0.99 0.4

13 IMRAN 20 13 0.44 0.05

14 KAREEM 19 14 0.88 0.2

15 HANIA 18 15 0.2 0.2.

16 SADAF 18 16 O.65 0.1

17 ARSHAD 17 17 0.71 0.2

18 TOOBA 16 18 0.44 0.05

19 MARYAM 15 19 0.55 0.2

20 AMIR 15 20 0.33 0.3

21 ANAS 12 21 0.85 0.4

22 RAGHIB 11 22 0.67 0.01

23 USAMA 11 23 0.51 0.30

24 AFSHA 10 24 0.68 0.2

25 UZAIR 9 25 0.77 0.20

26 FARHEEN 8 26 0.99 0.05

27 ALIA 8 27 0.67 0.3

28 HUDA 7 28 0.65 0.2

29 ILMA 5 29 0.71 0.3

30 NASEEM 4 30 0.91 0.05

 ANALYSIS TABLE

S.NO CLASS INTERVAL FREQUENCY MID VALUE(x) Fx X(x-xi) X(square) fX(square)

1 0-10 6 5 30 -12.6 158.76 952.56
2 10-20 10 15 150 -2.6 6.76 67.6
3 20-30 14 25 350 7.4 54.76 766.64
∑fi=30 ∑fx=530 ∑fX=1786.5

Mean=∑fx/∑fi=17.6

VARIANCE=∑fX(SQUARE)/∑f=1786.5/30=59.55

RELIABILITY OF TEST

Reliability of test is measured by kuder-richardson formula

r=k[1-M-[M(square)/K]/(K-1)S(quare)

where,

r=reliability
K=Number of items
S(square)=Variance
M=mean

R=30[1-17.6-10.325]/29(59.55)=62.25/1726.95=0.36

Reliability of test is found to be 0.36

Validity of test
There are different methods of estimating validity. In this test content validity is opted. The content validity is
concerned with the relevance of the contents of the items, individually and as a whole to estimate the content
validity of test ,test was given to four mathematics teacher they have solved the test so the scoring key could be
verified. The teachers agreed with the distribution of content and objective of the content as .in this way conte
-nt validity of the achievement test was established.

11. Conclusion
Achievement tests have been used for the certification and selection to assess student progress at the end of second
-dary school and for admission to higher education. It is been widely used in occupation and professional licensing
situation as well. An achievement test is also used for purposes of guidance and counseling. It has found useful in
remedial teaching programmes as well as in determining the class to which a student should be admitted into.
Administration of these tests at regular intervals is helpful to teacher in knowing the kinds of difficulties faced by
the pupils in learning. So finally we can say that the achievement test may use as aid in the evaluation of teaching
the importance of instructional techniques and the revision of curriculum.
12. Refrences
1.Bhagat,Pooja,Bhaliya JN. Construction and Validation of Achievement Test in science. International journal of
science and research(IJSR).2016,5(6)

2.Sharma HL, Sharma, Leena. Effect of Constructivist Approach on Academic Achievement of Seventh Grade Learner
in Mathematics. International Journal of Scientific Research (IJSR). 2013, 2(10)

3.Jayanthi J. Development and Validation of an Achievement Test in Mathematics. International Journal of

Mathematics and Statistics Invention (IJMSI). 2014, 2(4)

4.Ann, P.S.(2004). Measurement, Assessment and Evaluation, Lagos: Concepts Publications Ltd.

5.Best, J.W. (2001), “Research in Education” (6th Ed.), New Delhi, Prentice Hall of India.

6.Gronlund, N.E. (1981). Measurement and Evaluation in teaching. NewYork: Macmillan Publishing Co

7.https://en.wikipedia.org/wiki/Achievement_test