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Construction of Achievement Test and Its Standardization
Construction of Achievement Test and Its Standardization
Construction of Achievement Test and Its Standardization
A C H I E V E M E N T T E S T- C O N S T R U C T I O N
A N D S TA N D A R D I S AT I O N
PURPOSE OF A TEST
To establish a basis for assigning
grades.
KNOW NAME
UNDERSTAND LIST
REALIZE DESCRIBE
BELIEVE COMPARE
THINK STATE
ENJOY DISCUSS
GRASP ILLUSTRATE
SOLVE
DRAW
WRITE
B L O O M ’ S TA X O N O M Y O F E D U C AT I O N A L O B J E C T I V E S
B L O O M ’ S TA X O N O M Y O F E D U C AT I O N A L O B J E C T I V E S
B L O O M ’ S TA X O N O M Y O F E D U C AT I O N A L O B J E C T I V E S
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TEST QUESTIONS
1.Objective tests
2.Essay tests or Subjective tests.
Major types of Objective type tests
1. Supply Type: Is the type of test in which the student supplies the answer. This
further has two subtypes namely:
b) Completion Example:
2. Selection Type: Is the type of test in which the student selects the answer
from a given number of choices. This further has three subtypes namely:
1. 1. Extended Response
2. Ristricted Response
Example:
• Give five reasons why testing is important in education.
• 1) Items for the final drift and reject the poor items which do not
contribute in the functioning of the test. Some items are to be
modified.
• (2) Item analysis obtains the difficulty values of all the items of
preliminary draft of the test. The items are classified- difficulties,
moderate and easy items.
• (3) It provides the discriminative power (item reliability; validity) to
differentiate between capable and less capable examines of all the
items preliminary draft of the test.
The Objectives of Item Analysis
Item discrimination analysis deals with the fact that often different test
takers will answer a test item in different ways. As such, it addresses
questions of considerable interest to most faculty, such as, "does the
test item differentiate those who did well on the exam overall from
those who did not?" or "does the test item differentiate those who know
the material from those who do not?"
Item Analysis
Item Discrimination Index (D)
Divide the group of test takers into two groups, high scoring and low
scoring. Ordinarily, this is done by dividing the examinees into those
scoring above and those scoring below the median.
Compute the item difficulty levels separately for the upper (P upper) and
lower (P lower) scoring groups.
1.Subtract the two difficulty levels such that D = P upper - P lower
Item discrimination index D is 1.00 and the item is said to be a perfect positive discriminator
Item discrimination index D is 1.00 and the item is said to be a perfect positive discriminator