International Indexed &Referred Research Journal, May, 2012. ISSN- 0975-3486, RNI-RAJBIL 2009/30097;VoL.

III *ISSUE-32

Research PaperEducation

Achievement test-Assessing the Effectiveness of the test items

May, 2012

* Dr .Bharathi.Y.Khasnis

* Lecturer, BLDEA's JSS College of Education , Bijapur Administration: Introduction: The term achievement is often naively un- The test has been administered to 50 students of IX std der stood in terms of pupil's sc ores on a certain school of aided school of Bijapur city, V.B Darbar High school. subject. In other words achievement means one's learn- The purpose of this preliminary study was to select the ing attainments, accomplishments, proficiencies etc. items. According to Denis Baron and Harold W.Bernard, Evaluating the test: the concept of achievement involves the interaction Each test item is evaluated in terms of item analysis. of three factors namely, aptitude for learning, readi- Item Analysis: Item analysis is a statistical technique which ness for learning and opportunity for learning. Its preparation should be based on a number of care- is used for selecting and modifying the items of the ful considerations. The preparation of a good test is test on the basis of their facility index and discrimative index. The items are classified into difficult, moderate a systematic process having well-defined stages. An objective based, objective type achieve- and poor items. ment test according to blue prints was prepared. The Modification of items: Item analysis is the basic for the modificanature of questions for achievement test includes multiple choices, match the following, fill in the tion of items in preliminary draft. The process of deblanks, name the parts of the figure, arrange accord- termining the relative difficult and discriminating ing to order. The total numbers of items were 80. The power of the test item is known as item analysis. researcher has followed the steps and constructed the It helps to modify the easy and average items. Stanely's method of item analysis was used that is achievement test. The steps are given below. facility index (F.I) and discriminination index (D.I) 1) Planning the test 2) Preparation of a design were calculated. 3) Designing the items 4) Reviewing and editing 5) Arranging the items 6) Providing directions H+L X100 7) Preparing a scoring key and a marking scheme. F.I = N1 + N2 8) Administration of the test. 9) Evaluating the test Preparation of a design: H-L X100 A three dimensional blue-print showing cov- D.I = N1 / N2 erage of content, instructional objectives and objecAfter administering the test to 50 pupils and tive type of items was prepared by referring the IX std on scoring them, the responses were subjected to item test book of mathematics (geometry). Table: Blue print for the achievement test in Geometry Sl.No Objectives/forms of question content areas K U A S Total 1. Circles (5)5 (3)3 (6)6 (6)6 (20)20 2. Polygons (7)7 (3)3 (2)2 (8)8 (20)20 3. Areas (2)2 (8)8 ( 2)2 (8)8 (20)20 4. Theorems on parallelogram (2)2 (10)10 (2)2 (6)6 (20)20 Note: The number inside the bracket indicate the total marks and the numbers out side the bracket indicate the number of items. Table weightage to objectives: Knowledge Understanding Application Skills 20% 30% 15% 35% Keeping the above tables 80 items objective based achievement test was prepared.

RESEARCH ANALYSIS AND EVALUATION

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International Indexed &Referred Research Journal, May, 2012. ISSN- 0975-3486, RNI-RAJBIL 2009/30097;VoL.III *ISSUE-32

analysis.The answer papers were arranged in the order of scores from highest to the lowest. The top 27% of total group formed the higher group and the bottom 27% formed the lower group. The individual responses to each item for each group (ie., 27% higher group and 27% lower group) were tallied and the total number of correct responses for each item in each group was found out the difficulty level of each item was determined. Facility index: Index Item evaluation 60 to 70 Good 40 to 59 Average 76 to 90 More than Easy Less than 90

Discrimination power: Index Item evaluation 0.4 and above Very good item 0.32 to 0.39 Good 0.20 to 0.29 Average More than 0 Item Description: See Table 3 After item analysis the researcher modified / improved the average and Easy items. Modified items were given to experts for correction and final achievement test was prepared. Conclusion: Thus achievement test in education precisely speaking implies one's knowledge .understanding or skills in specified subject or a group of subjects. It helps the teacher to see for himself how effectively he is doing, what is getting across to pupils and what is not. It provides insight and skill which lead to the preparation of better tests on future occasions. Easy Items (26) Q.No.: 1,2,3,4,5,15,17,19 21,28,31,33,35,36 39,43,44,45,46,47 48,53,63,73,74,75

Table 3
Good Items (42) Q.No.: 6,8,9,10,13,14,18,26, 27 29,30,34,38,40,41,42,49,50 51,52,55,56,57,58,59,60,61 62,64,65,66,67,68,69,70,71 72,76,77,78,79 Average Items (12) Q.No.: 7,11,12,16,20,22,23,24 25,32,37,54

R E F E R E N C E
1. Anastasi,A (1967) Psychological Testin The Macmillan 2. Company,Ltd,NewYork. 3. Anice James (2008)- Techniques of Teaching Mathematics, Hyderabad Neelkamal Publications, Pvt., Ltd., 168-174. 4. Beaton, A.E. et.al.(1996) - Mathematics Achievement in the Middle School Years. IEA's Third International Math ematics and Science study. 5. John Lonis Manoharan, R (2004) - A Qualitative Analysis on diagnostic Assessment in effective teaching of Mathematics. Edutracks, 8-10.

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RESEARCH ANALYSIS AND EVALUATION