CHAPTER - 1

INTRODUCTION
Evaluation plays an important role in the teaching
learning process. The objective of evaluation is to provide a clear
and valid description about the pupil's achievement . For the
above purpose class room testing is in necessary. Classroom tests
provide relevant information about pupils learning. Test
represents the total domain of achievement tasks. Therefore one
should know about the term achievement in the school evaluation
programme who related to this.
In order to know about the meaning of achievement test,
we should know first meaning of achievement and then the
meaning of achievement test.

MEANING OF ACHIEVEMENT
From the common man's point of view, achievement is the
pupil's score on a particular classroom test.
(For example Mr. X has secured 50 in English and 60 in
mathematics. Generally we say that Mr. 'X' has better
achievement in Mathematics than English.)
But in real sense the term achievement is more broader
meaning. It means total learning attainment, accomplishments
and proficiencies that a student has acquired. Therefore it can be
said that achievement implies the overall mastery of a pupil on a
particular context.

DEFINITION OF ACHIEVEMENT
C.V. GOOD:
" Achievement is the accomplishment or proficiency of
performance in a given skill or body of knowledge."
H.W. BERNARD:
" The concept of achievement involves the interaction of three
factors such as, (i) aptitude for learning,(ii)readiness for learning
and(iii)opportunity for learning.

MEANING OF ACHIEVEMENT TEST

Achievement test means to measure the actual level of
attainment. In simple words."Achievement test assess the
achievement of students regarding their learning up to a
particular fixed point in a set times.
Thus, any measuring instrument that measures the
attainments or accomplishments of a pupil achievement is called
achievement test. Achievement test is nothing, it is one designed
to measure a student's grasp of some body of knowledge or his
proficiency in certain skills.

DEFINITION OF ACHIEVEMENT TEST

GROUNLUND:
An achievement test ,"a systematic procedure for
determining the amount a student has learned through
instruction."
SUPER:
"An achievement of proficiency test is used to ascertain what
and how much has been learnt or how will a task has been
performed. "
F.S.FREEMAN:
A test of educational achievement as a test “designed to
measure knowledge, understanding, skills in a specified subject or
group of subjects. "
NEED AND IMPORTANCE OF ACHIVEMENT TEST
Achievement tests have great importance in the field of
education because of the following reasons.
1. It helps to know how far objectives of education have been
achieved.
2. It helps to know how far the classroom teaching is effective.
3. It helps to know the strong and weakness of the students.
4. It helps in motivating the students for better and effective
teaching.
5. It helps in providing opportunity for releasing, revising,
reviewing and organizing the acquired knowledge in a
logical manner.
6. It helps in giving educational and vocational guidance.

OBJECTIVES OF ACHIEVEMENT TEST:

Following are the main objective of this achievement test.
1. To identify intelligence of the students.
2. To identity individual differences among students.
3. To monitor students learning and provide on going feedback to
both students and teacher during the teaching-learning process.
4. To identify students learning difficulties whether persistence
or recurring.
5. To assign grade the students.
USES OF ACHIEVEMENT TEST:
The following are the uses of achievement test.
1. Achievement tests are used to evaluating and improving the
curriculum meant for the students of different grades.
2. Achievement tests are prepared to evaluate the extent to
which the aim and objectives of education have been
achieved.
3. Achievement test are designed to identify the students of
different categories such as slow learners, gifted and average
students etc. as result of which the teachers or guidance
workers would be able to provide remedial instruction and
enrichment programme for the students.
4. Achievement tests are helpful the purpose of identifying and
classifying the students in various groups on the basis of
their achievement merits.
5. Achievement tests are useful in helping students to choose
suitable subject or course according to their achievement
test.
6. Achievement tests are intended to give promotion to the
students to the next higher class.
7. Achievement tests are used to provide scholarship, awards
or special award of merit to the students those who perform
better in the achievement tests.
LIMITATIONS OF ACHIEVEMENT TEST:
i. Achievement tests are so designed as to cover all important
goals of educational area. No attention is paid for weight age
of proportion.
ii. It is difficult to develop such item to test understanding,
critical evaluation and the application and appreciation of
general principles.
iii. Sometimes it has high predicative validity or some time
content validity.
iv. It is very difficult to eliminate the personal factors of test
construction, therefore reliability is affected.
v. Achievement test like short periodical tests sometimes
discourage the students and create disappointment among
students.
vi. Achievement test like essay tests do lack uniformity of
scoring as they are subjective in nature.
vii. It is time consuming and costly affairs.
 CHAPTER -2
CHAPTER -2

Subject-HISTORY
Class - VII

PLANNING THE TEST:

Planning of the test is the first important step in the test
construction. The main goal of evaluation process is to collect
valid, reliable and useful data about the students. Therefore
before going to prepare any test we must keep in mind, that
(I) what is to be measured.
(II) What content areas should be included.
(III) what types of test items are to be included.
Therefore the first steps includes therefore major
considerations.
(I) Determining the objectives of testing.
(II) Preparing test specification.
(III) Selecting appropriate item types.

TO GIVE THE WEIGHTAGE TO OBJECTIVES

The most important step in planning a test is to identify
the instructional objectives. Each subject has a different set of
instructional objectives. In a written test we cannot measure the
psychomotor domain and effective domain. We can only measure
the cognitive domain. It is also true that all the subjects do not
contain different learning objectives like knowledge,
understanding, application and skill in equal proportion.
 Since it has been decided to construct a test in history, the
project worker sets the test items keeping in view the four
educational objectives such as knowledge, understanding,
application and skill.
Therefore it must be planned how much weightage to be
given to different instructional objectives. While deciding this we
must keep in mind the importance of the particular objective for
that subject or chapter. Such that, History deals with the study of
past events with connection to present, so it gives are emphasis to
knowledge and understanding. Hence it has been decided to
include more items knowledge and understanding objectives. The
following weightage table clearly shows the weightage given to
different instructional objectives.
(TABLE - 2.1)

SL.NO Objectives Marks Percentage

1 Knowledge 15 30℅
2 Understanding 20 40℅
3 Application 10 20℅
4 Skill 5 10℅
Total 50 100℅

TO GIVE WEIGHTAGE TO CONTENT AREA

The most important activity in the construction of an
achievement is to specify an outline of the content area. It
indicates the area in which the students are expected to show
their performance. It helps to obtain a representative sample of
the whole content area. It also prevents repetition or omission of
any unit. Now questions arises how much weightage should be
given to which unit. Some experts say that, it should be decided by
the concerned teacher keeping the importance of the chapter in
mind. Others say that it should be decided according to area
covered by the topic in the textbooks.
( TABLE - 2.2)

SL NO Content Marks %
1 Unit - 1 10 20%
(QUTAB-UD-
DIN AIBAK)
2 Unit - 2 10 20%
(ILTUTMISH)
3 Unit - 3 10 20%
(GIYASUDDIN
BALBAN)
4 Unit - 4 10 20%
(ALAUDDIN
KHALJI)
5 Unit - 5 10 20%
(MAHAMMAD
BIN TUGHLAQ)
Total 50 100%

TO GIVE WEIGHTAGE TO TYPE OF QUESTIONS

 The third important step in preparing table of specification
is to decide appropriate item types. Items used in the test
construction can broadly be divided into types like objective type
items and essay type items. For some instructional purposes, the
objective type items are most efficient where as for others the
essay questions prove satisfactory. Appropriate item should be
selected according to the learning outcomes to be measured.

( TABLE - 2.3)

SL NO Types of No. of Marks Percentage-

Questions Questions e (%)
1 Essay Type 4 20 40%
2 Short 5 10 20%
Answer
Type
3 Objective 20 20 40%
Type
Total 29 50 100%

TO GIVE THE WEIGHTAGE TO LEVEL OF DIFFICULTIES

The project worker has given much emphasis to include
any medium difficulty levels of the test items by which it can be
serve its purpose.

(TABLE - 2.4)
SL NO Difficulty levels Marks Percentage (%)
1 Essay 20 40%
2 Average 20 40%
3 Difficulty 10 20%
Total 50 100%

PREPARATION OF BLUE PRINT

Blue print is a three dimensional chart in which content,
objectives and types of item are given weightage in terms of
marks.
Thus, the table of specification or Blue print includes four
major steps.
(i) Determining the weight age to different instructional
objectives.
(ii) Determining the weightage to different content area.
(iii) Determining the item types to be included.
(iv) preparation of the table of specification.

CHAPTER -3
CHAPTER-3
PREPARING THE TEST
 Preparing was the 2nd step of the construction. This was
also an important step. In this stage the project worker construed
29 items of different types which were prepared content
wise,blue print wise,objective wise as indicated in the panning
stage. He took into all these consideration all rules or principles of
the test construction. Then the test items were assembled and
edited a scoring key was prepared for objective evaluation. A
sample of questions, scoring key has been attached in appendix - I
and II.

CHAPTER
CHAPTER -- 44
TRYOUT OF THE TEST
 Tryout is an essential condition to know the merits of
the items in the test. It is needed to judge the suitability of each
item for the final test. During the process of tryout, a selected
number of required preliminary evaluation on the basis of item
analysis of required.
After the preparation of the scoring key the project
worker had tried out the test. The purpose of tryout are:
(a) To determine the difficulty level of individual item.
(b) To identify the detective and weak items.
(c) To determine the discriminating power of each item.

ITEM ANALYSIS OF THE TEST

At the try out stage the test is administered on a
representative sample. The sample may not be large. But the
sample must be representative of poor, average and brilliant
students. The aim of such try-out is to identity the defects and
deficiencies of test items. After administration, the test paper are
scored.
At this stage each item is examined with reference to the
difficulty level and discriminating power. This is known as " ITEM
ANALYSIS. "

STEPS INVOLVED IN ITEMS ANALYSIS

In conducting an item analysis this test following steps
have been followed.
 (1) Answer book were arrange from the highest score to the
lowest score.
(2) In this project 15% of the answer book from the upper
group and 15% from the lower group have been taken for item
analysis.
The worth of an item is judge from three main angles,viz.
(i) Difficulty index of the item.
(ii) Discriminating power of the item.
(iii)Its internal consistency.

(i) DIFFICULTY INDEX OF THE ITEM

The "difficulty index" of each item is calculated.
When an item is correctly answered by more than 84% of
students, it is considered to be too easy and when an item is
correctly answered by less then 16% of students it is customarily
considered to be too difficult. Too easy and too difficult item are
discarded. Only items of average difficulty level are retained.
As, For each item the question designer has recorded
the percentage of students who get the item correct. This is called
the item difficulty index. The formula was following for item
difficulty index.
D = R×100
Where, R = Number of pupils who answered the item correctly.
N = Total number of pupils who tried there.
D = Difficult index.
(ii)DISCRIMINATING POWER OF THE ITEM
Moreover, an item to be considered good must
discriminate between a good and bad student. For example, if an
item is answered by few high scores and by many low scores it
fails to discriminate. Again, item which are answered by almost
all students fail to discriminate. Such item which fail to
discriminate between high score(good students) and low
score( student with poor ability) are discarded.
The discriminatory power of each item has been determined
by the formula-
Discrimination Index= Ru-R1/N/2
Where, Ru = Number of correct responses from the upper group.
R1 = Number of correct responses from the lowest group.
N = Total number of pupils who tried them.
Before this test construction, 50 test item had constructed. But
out of which 21 items has rejected. Because the tests item has
constructed on proper difficulty index and discriminating power
on the basis of try out of the test. So, 29 item has selected to
administer the test in final draft

CHAPTER -- 55
CHAPTER
ADMINISTRATION OF THE TEST
 Administration means administering the prepared test on a
sample of pupils. So the effectiveness of the final form test depend
upon a fair administration.
The test was administering on students of class VII of
BEHERAMAL M.E. SCHOOL, BEHERAMAL. DIST.- SAMBALPUR. It
had administered on the date of 8th. April, 2016 with in one hour.
The test was administered in congenial physical and
psychological environment during the time of testing. Physical
environment means proper sitting arrangement, proper light and
ventilation and adequate space for invigilation. Psychological
environment refers to those aspect which influence the mental
conditions of the pupils.
There was some distance among students for supervision. No
scope was facilities for gossiping and cheating. The quality of the
item was not too difficulty and also not so easy for the students.
The administration was started on due on the time and pupils
returned their answer sheet in time.
(TABLE- 5.1)

SL. NAME OF THE STUDENTS SCORE PERCENTAGE

NO

1 PRAMOD SAHA 41 82%

2 LALITA SAHA 40 80%
3 LALJIT CHOUHN 38 76%

4 SIMARANI CHOUHAN 38 76%

5 PRAVA MALLIK 32 64%
6 HEMANTA SAHU 34 68%
7 SANJUKTA PTEL 36 72%
8 NIKHIL SAHU 34 68%
9 RANJU MALLIK 33 66%
10 BASANTI MAHALA 22 44%
11 AGASTI MIRDHA 30 60%
12 LIPUN SAHU 27 54%
13 RINKU SAHU 30 60%
14 LIPSA PRADHAN 29 58%
15 RINKI BAG 25 50
16 PREETI BHOI 27 54%
17 BISWAJIT NAIK 24 48%
18 ARCHANA BAG 20 40%
19 SUMANTA MIRDHA 20 40%
20 RABINDRA NAG 21 42%
21 KISHOR PADHAN 25 50%
22 KEDARA NATH SAMAL 22 44%
23 ARUNA NAIK 33 66%
24 PRADEEP SUNA 31 62%
25 ASWINI NAIK 19 38%
26 BIHARI JHANKAR 18 36%
27 MAMATA PATRA 10 20%
28 SUNITA MUNDA 15 30%
29 CHANDAN BISWAL 14 28%
30 HIMANSU PADHAN 19 38%
31 BIKASH CHHURA 09 18%
32 NIRUPAMA SAHU 11 22%

(TABLE-5.2)

Numbe Numbe Numbe Number Number Number Abov

r of the r of the r of the of the of the of the e
pupils pupils pupils pupil pupils pupil 70%
appear passes fail secure secure secure
s % from % from % from
below 30% to 60% to
29% 59% 69%
32 28 4 4 15 8 5

Table No.-5.2 indicate that 32 students were appeared the

test. Out of which 28 students have passed , secured the mark
above 30% and 4 students have failed secured mark below 30%.
There are 15 students secured percentage from 30% to 59%,
where 8 students secured percentage between 60% to 69% and 5
students have secured above 70%.

RAW SCORES:
41,40,38,38,32,34,36,34,
33,22,30,27,30,29,25,27,
24,20,20,21,25,22,33,31,
19,18,10,15,14,19,09,11

INTERPRETATION OF RAW SCORE IN MEAN:

Class interval f X fX
40-44 2 42 84
35-39 3 37 111
30-34 8 32 256
25-29 5 27 135
20-24 6 22 132
15-19 4 17 68
10-14 3 12 36
5-9 1 7 7
N=32. ∑fX=829
Mean=∑fX/N
Where, N= Total No.of frequency
∑= Sum total
f= Frequency
X= Mid point
Here, N= 32, ∑fX=829
Thus, M=∑fX/N
829/32=25.90 (Ans.)
TABLE – 5.3

Mean of the Number of Number of Number of

raw scores. avarege below average above average
students. students. students.
25.90 4 14 14

The table-5.3indicate that, in this test there are 4 students are

belongs in average group,14 students are belongs in below
average group and 14 students are belongs in above average
group.Thus the result show that the better performance of the
test.

CONCLUSION
Preparation of an achievement test for evaluating the
students achievement is an important task. Achievement test is
constructed to indicate the general problems of class. Whish also
helps to modify the students behaviour and to achieve the goal of
education. So, there should followed proper procedure to
construct an achievement test in classroom i.e planning,
preparation, try-out and evaluation to judge the test item and also
helps us to produce a valid, reliable, and objective standardized
test. This also helps to categories the students in a particular
group or class on the basis of knowledge and performanse. Thus
the achievement test is the test of over all mastery of a pupil on a
particular context that measures the attainments or
accomplishments of a pupils achievement.
So, this achievement test also prepared on the basis of proper
and systematic procedure to achieve the objectives of education.
Which are provide a valid data about the achievement of students
and helps to modify the teaching learning process according to its
needs. Therefore a teacher should know about this and how to
prepare reliable valid and useful classroom tests. Now
achievement test are more uses in every educational purpose to
achieve the goals. Thus it should carefully constructed.

-- ------------------------------------------ --