1.Define the terms 'Test' and Measurement.

Test :Test is a tool to obtain information to determine the specific characteristics or qualities of an individual
regarding knowledge, physical abilities, skill abilities, etc. For example, unit test, annual examinations, physical
fitness or body measurement (height, weight).

Measurement: Measurement can be quantitative, qualitative or both. It is a score or data in numerical/grading

values, indicating the capacity or ability of an individual, which is obtained on the basis of applied test. Students
score in their test and examination either on the field or in the classroom is called measurement.

Evaluation: It is the process of interpreting the collected data to measure and make the professional judgement
of value or worth. After giving the test, everyone wants to know the feedback or effectiveness of the measures,
which can be gathered through evaluation. Evaluation may be formative or summative evaluative process used
three steps- process education, objectives, learning experiences and change of behaviour. These steps are
performed in sequence.

2.What are the applications of educational assessment?

Achievement
Academic performance should be measured in multiple manners and methods such as: teacher observation,
benchmark assessments, student portfolios, rubrics, progress monitoring tools, standardized assessments and
other local assessments. ―Using multiple assessments helps educators determine what is working and not
working and eventually can lead to better outcomes for students
Aptitude
The terms intelligence, ability and aptitude are often used interchangeably to refer to behaviour that is

used to predict future learning or performance. However, slight differences exist between the terms.

The tests designed to measure these attributes differ in several significant ways.
informing Instruction:

* Assessments help teachers understand what students know and where they need

assistance.

* Teachers can adjust their instructional methods based on assessment data.

* Monitoring Progress:

* Regular assessments track students' progress over time.

* Identify areas of improvement or the need for intervention.

Setting Learning Objectives:

* Assessment results help educators set realistic and achievable learning goals.

* Goals can be tailored to individual student needs.

* Providing Feedback:

* Feedback from assessments informs students about their strengths and areas for improvement.

* Timely feedback enhances the learning process.

Grading and Evaluation:

* Summative assessments are often used for grading.

* They provide a snapshot of overall student achievement.

Identifying Learning Gaps:

* Assessments highlight gaps in understanding or misconceptions.

* Teachers can address these gaps through targeted instruction.

Adapting Instructional Strategies:

* Based on assessment data, teachers can modify instructional methods to better meet the

needs of their students.

* Differentiated instruction is key to addressing diverse learning styles.

* Accountability and Policy Decisions:

* Assessment results are often used for accountability purposes at the school, district, and

national levels.

* Policymakers use data to make decisions about curriculum, resource allocation, and

educational interventions.

Promoting Student Motivation:

* Assessment results can be used to celebrate student successes, fostering a positive

learning environment.
* Encourages students to take ownership of their learning

3.How do you achieve the reliability of any test using the Split-Half Method?

In split-half reliability, a test for a single knowledge area is split into two parts and then both parts given to one
group of students at the same time. The scores from both parts of the test are correlated. A reliable test will have
high correlation, indicating that a student would perform equally well (or as poorly) on both halves of the test.

Split-half testing is a measure of internal consistency — how well the test components contribute to the construct
that’s being measured. It is most commonly used for multiple choice tests you can theoretically use it for any
type of test—even tests with essay questions.

STEPS

 Administer the test to a large group students (ideally, over about 30).
 Randomly divide the test questions into two parts. For example, separate even questions from odd
questions.
 Score each half of the test for each student.
 Find the correlation coefficient for the two halves. See: Find Pearson’s Correlation Coefficient for steps.

Drawbacks

One drawback with this method: it only works for a large set of questions (a 100 point test is recommended)
which all measure the same construct/area of knowledge. For example, this personality inventory test measures
introversion, extroversion, depression and a variety of other personality traits. This is not a good candidate for
split-half testing.

4.Write a short essay on Item discrimination.

Item Difficulty: It is about the exam question too easy or too hard? When an item is one that every
student either gets wrong or correct, it decreases an exam’s reliability. If everyone gets a particular
answer correct, there’s less of a way to tell who really understands the material with deep knowledge.
Conversely, if everyone gets a particular answer incorrect, then there’s no way to differentiate those
who’ve learned the material deeply.
Item discrimination: Does the exam question discriminate between students who understand the
material and those who do not? Exam questions should evaluate the varying degrees of knowledge
students have on the material, reflected by the percentage correct on exam questions. Desirable
discrimination can be shown by comparing the correct answers to the total test scores of students--i.e.,
do students who scored high overall have a higher rate of correct answers on the item than those who
scored low overall? If you separate top scorers from bottom scorers, which group is getting which
answer correct?
The data from item analysis can drive the way in which one can design his future tests. As noted
previously, if student knowledge assessment is the bridge between teaching and learning--then exams
ought to measure the student learning gap as accurately as possible.
Item analysis should bring to light both questions and answers as one revise or omit items from his test.
 Is the item difficulty level appropriate?
 Does the item discriminate appropriately?
Procedural steps for performing item analysis:
 Arrange the scores in descending order
 Separate two sub groups of the test papers
 Take 27% of the scores out of te highest scores and 27% of the scores falling at bottom
 Count the number of right answer in highest group and count the no of right answer in highest
group and count the no of right answer in lowest group
 Count the non response examines

Dichotomization: It is the process of forming higher score group and lower score group as per the
Kelly’s Method. On the basis of obtained scores we have to consider only the top and bottom percentage
in any of the following manner:
A. Considering Top 25% and Bottom 25%, discarding the middle 50% cases.
B. Considering Top 33% and Bottom 33%, discarding the middle 34% cases.
C. Considering Top 27% and Bottom 27%, discarding the middle 46% cases.

From the above, the third one (Kelly’s Method of dichotomization) is the most promising one.

Item analysis is done for obtaining

1. Difficulty value (D.V)
2. Discriminative power (D.P)

Difficulty Value: Guilford defined Difficulty Value as:

The difficulty value of an item is defined as the proportion or percentage of examines who have
answered the item correctly ---J.P Guilford
The formula for calculating the difficulty value of an item is
D.V = (R.H+R.L)/ (N.H+N.L)
R.H- rightly answered in highest group

R.L-Rightly answered in lowest group

N.H-No. of examines in highest group

N.L-No. of examines in lowest group

The formula for calculating the Difficulty Value if there are some examinees are such that they
are not giving any response to an item
D.V = (R.H+R.L)/[(N.H+N.L)-N.R]

R.H- rightly answered in highest group

R.L-Rightly answered in lowest group

N.H-No. of examines in highest group

N.L-No. of examines in lowest group

N.R-No.of non response examinees

General guidelines for difficulty value (D.V)

Low difficulty value index means that item is high difficulty on
Ex:D.V=0.20 --> 20% only answered correctly for the item so that item is too difficult
High difficulty value index means that item is easy one
Ex:D.V=0.80 -->80% only answered correctly for the item so that item is too easy one

D.V Item Evaluation

0.20-0.30 Most difficult
0.30-0.40 difficult
0.40-0.60 Moderate difficult
0.60-0.70 Easy
0.70-0.80 Most Easy
DISCRIMINATION INDEX: Blood and Budd defined the Discrimination Index as:
Index of discrimination is that ability of an item on the basis of which the discrimination is made
between superiors and inferiors -- Blood and Budd

Following are the types of Discrimination Index:

1. Zero discrimination or No discrimination
2. Positive discrimination
3. Negative discrimination

Zero discrimination Index:

 The item of the test is answered correctly or knows the answer by all the examinees
 An item is not answered correctly any of the examinee
Positive discrimination Index:
An item correctly answered by superiors and is not answered correctly by inferiors the discriminative
power range from +1 to -1
Negative discrimination Index:
An item correctly answered by inferiors and is not answered correctly by superiors
The formula for the determination of the value of Discrimination Index is given as:

The formula for Discrimination Index

D.I = (R.H-R.L)/ [(N.Hor N.L)

R.H- rightly answered in highest group
R.L-Rightly answered in lowest group
N.H-No. of examines in highest group
N.L-No. of examines in lowest group
According to Ebel the following criterion are looking important for the selection of an
appropriate item in the light of its Discriminating Index and Difficulty Index:
 D.I Item Evaluation
>=0.40 Very good items
0.30-0.39 Reasonably good but subject to improvement
0.20-0.29 Marginal items need improvement
<0.19 Poor items rejected or revised

How are the Difficulty Value and Discrimination Power related?

 Both (D.V&D.I) are complementary not contradictory to each other

 Both should considered in selecting good items
 If an item has negatively discriminate or zero discrimination, is to be rejected whatever
thedifficulty value.
Criterion for the selection of appropriate item for the final form of the test
 Positive discrimination index only selected
 Negative and zero discrimination index items are rejected
 High and low difficulty value items are rejected

5.What is the purpose of portfolio?

The term ‘Portfolio’ is derived from the Latin word ‘Portare’, which means ‘to carry’ and ‘foglio’,
which means a ‘sheet’. In the beginning, Portfolios were used in finance and marketing to showcase the
different stocks and shares that a person may possess. Corporate sectors also use portfolios to view the
entire professional profile of the candidate at a glance. Portfolios also act as an important medium for
assessing a learner regarding his/her professional capabilities. These are used by individuals for
exploring better professional opportunities and for performance appraisal and professional development.
When we look at portfolio in an educational context, the portfolio developed by a student showcases
his/her work done during the course for acquiring a qualification. A student portfolio is thus a collection
of documents, articles, writings, and models, frameworks that the student assembles in order to
demonstrate that he/she has the prior and experiential learning to earn a course level credit. Such a
student portfolio may be made up of articles written, books published, conferences attended, awards as
well as other meritorious work done by the student. Portfolios are portable, visual archives of design
products, such as multimedia graphic designs, web sites, flash animations, video clips and papers that
can be presented to peers, teachers, tutors, academic counselors, and course coordinators in a variety of
 formats. The idea behind creation of the portfolio is to highlight the diverse work done by the student to
assess the level of his/her competency
Portfolios serve many useful purposes for a learner. Portfolios are significant in the student's academic
journey as they also provide the students an opportunity to critically reflect on their own work in relation
to a set of internalized standards i.e. standards that they are shared with many others such as peers,
academic counselors, teachers, tutors and course coordinators. The student portfolio requires a
demonstration of knowledge, skills and application (KSA) of the concepts or subjects that are being
studied. Portfolios thus help students to focus attention on their learning efforts and accomplishments
and in doing so, the portfolio helps students to improve their learning. A student portfolio is a
summary of the student's major learning accomplishments and strengths. It describes a student's work
and achievements.
Student portfolios are a means to link assessment directly to instruction. Within this context, teachers
and student jointly develop some important criteria for assessment. Portfolios help students to
understand the assessment criteria set for them. As students learn more about designing assessment
procedures, their understanding of whole assessment process is enriched. Students can then use
portfolios to keep their own records and reflect on how well they are doing. By viewing the evidence of
their increasing proficiency, they reflect on their own progress.
6.Write about standard score
A z-score describes the position of a raw score in terms of its distance from the mean when measured in standard
deviation units. The z-score is positive if the value lies above the mean and negative if it lies below the mean.

It is also known as a standard score because it allows the comparison of scores on different kinds of variables by
standardizing the distribution

Why Are Z-Scores Important?

It is useful to standardize the values (raw scores) of a normal distribution by converting them into z-scores
because:

1. It allows researchers to calculate the probability of a score occurring within a standard normal distribution;

2. It enables us to compare two scores from different samples (which may have different means and standard
deviations).
 The formula for calculating a z-score is z = (x-μ)/σ, where x is the raw score, μ is the
population mean, and σ is the population standard deviation.

When the population mean and the population standard deviation are unknown, the
standard score may be calculated using the sample mean (x̄) and sample standard deviation
(s) as estimates of the population values.

The value of the z-score tells you how many standard deviations you are away from the mean.
If a z-score is equal to 0, it is on the mean.

 A positive z-score indicates the raw score is higher than the mean average. For example,
if a z-score is equal to +1, it is 1 standard deviation above the mean.

 A negative z-score reveals the raw score is below the mean average. For example, if a z-
score is equal to -2, it is two standard deviations below the mean

7.what basis are grades assigned to a student in the classroom?

1. Multiple Grading and Reporting Systems & the Basis for Assigning
Grades

Types of Grading System

GRADING SYSTEM

DIRECT
INDIRECT

ABSOLUTE RELATIVE

On the basis of the reference point of awarding grades, grades are classified as Direct and
Indirect, it is also divided into two as Absolute and Relative. The reference point in former
classification isan approach and in the latter, a standard of judgment. Absolute and relative grading
come under indirect grading. For better understanding of these their scheme of classification is
depicted in the following above figure.
Direct Grading

The process of assessing students‘performance qualitatively and expressing it in terms of letter

grades directly is called direct grading. This type of grading can be used for assessment of
students‘performance in both scholastic and co- scholastic areas. However, direct grading is mostly
preferred in the assessment of co-scholastic learning outcomes. While evaluation co- scholastic
learning outcomes, the important factors are listed first and then a student‘s performance is
expressed in a letter grade. This type of grading minimizes inter- examiner variability and is easy to
use when compared to indirect grading. Direct grading has a limitation that it does not have
transparency and diagnostic value and does not encourage competition tothe extent required

Absolute Grading

Let us now examine the methodology of awarding grades in terms of absolute standards. As has
been pointed out earlier, absolute grading is based on a pre- determined standard that becomes
thereference point for students‘performance. In absolute grading, the marks are directly converted
intograde on the grades on the basis of a pre-determined standard. Absolute grading can be on a
three-point, five- point or nine –point scale for primary, upper primary and secondary stages
respectively. Three-Point Scale

Students are classified into three groups as above average, average and below average on the basis of

pre-determined range of score as shown in below

table.Three- tier classification and their meaning

Range of marks Grade Description

60% and above A Above Average
30%- Less than 60% B Average
Below 30% C Below Average

Five- Point Scale

Students are classified into five groups, distinction, first division, second division, third divisionand
unsatisfactory on the basis of pre-determined range of score as shown in below table.

Three- tier classification and their meaning

 Range of marks Grade Description
75% and Above A Distinction/ Excellent
60% - Less than 75% B First Division/Good
45% - Less than 60% C Second Division/ Average
33% - Less than 45% D Third Division/ Below Average
Below 33% E Unsatisfactory/ Poor

Nine- Point Scale

In absolute grading the range of absolute marks or percentage of marks need not necessarily be of
equal size. The range of marks as a pre-determined standard for classifying students into different
groups may be taken as arbitrary. In a nine- point grading scale, the students may be classified into
nine groups, namely, outstanding, excellent, very good, good, above average, below average,
marginal and unsatisfactory. An example of nine-point absolute grading is provided in below table.
 2. Nine- tier classification and their meaning

Sl. No. Range of marks Grade Description

1. 90% and Above A Outstanding
2. 80% - Less than 90% B Excellent
3. 70% - Less than 80% C Very Good
4. 60% - Less than 70% D Good
5. 50% - Less than 60% E Above Average
6. 40% - Less than 50% F Average
7. 30% - Less than 40% G Below Average
8. 20% - Less than 30% H Marginal
9. Below 20% I Unsatisfactory

Merits of Absolute Grading

 Negative effects of pass/ fail eliminated.

 No grade signifies failure of students.
 Simple and straight forward.
 Meaning of each grade is distinctively understandable.
 Students have the freedom to strive for highest possible grade.
 No complications.
 Easy for teachers to award grades as per pre-determined range of marks.
Demerits of Absolute Grading
 Grade may not be comparable.
 Distribution of marks varies from one subject to another and from one year to another.
 Number of students placed in different categories will differ from subject to
subjectandyear to year.
 Distribution of marks is taken on its face value.
 Errors in measurement due to subjectivity are ignored.
 Different categories are arbitrarily decided.
3. Limitation of Grading System

 Grading system is considered as the most viable and systematic to assess the outcomes of
teaching- learning process, it is not free from criticism due to several reasons which are listed
below;
 There is a possibility of different examiners interpreting the standard differently resultingin
inter-examiner variability.
 Grading stipulates strict adherence to pre-defined criteria.
 In absolute grading, the students are put into different categories on the basis of pre-
determined range of scores.
 Relative grading, though scientific is considered somewhat complicated for teachers,
especially when they are not equipped to implement it in their classes.
 Grades are often awarded without employing both multiple criteria and multiple sourcesof
information.
 The percentage of students belonging to different grades is pre-determined and the
gradesare not awarded on the basis of individual student‘s performance but are decided on the
basis of performance of students in a larger group.
 Lack of uniform policy on grading across different State Boards of Education creates a
problem of compatibility of grade awarded on different criteria in different board
examination