REPORT

On
CONSTRUCTION AND
ADMINISRATION OF TWO UNIT
TESTS IN SCHOOL SUBJECT

4th Semester Examination

Paper code: PR-4
Submitted by:

SUPRAVA OJHA
Roll no. - 16BMT014

[4 Years Integrated B.Sc. B.Ed. Programme]

DEPARTMENT OF EDUCATION
RAVENSHAW UNIVERSITY,CUTTACK, ODISHA,2017-18
 CONTENTS
CHAPTER-1
1. INTRODUCTION

1.1. CONCEPT OF ACHIEVEMENT TEST & UNIT TEST

1.2. FEATURES OF ACHIEVEMENT TEST & UNIT TEST

1.3. PRINCIPLES OF TEST CONSTRUCTION

1.4. STEPS OF AN UNIT TEST

1.4.1. PLANNING OF TEST

1.4.2. PREPARING OF TEST

1.4.3. TRYING OUT OF TEST

1.4.4. EVALUATING THE TEST

1.5 OBJECTIVES OF THE PROJECT

CHAPTER-2
2. CONSTRUCTION OF UNIT TEST I &II

2.1 PURPOSE OF THE UNIT TEST

2.2. DEVELOPING TEST SPECIFICATIONS

2.3. SELECTING APPROPRIATE TEST ITEMS

2.4. PREPARATION OF INSTRUCTION\ DIRECTION

2.5. PREPARATION OF QUESTION PAPER

2.6. PREPARATION OF SCORING KEY

CHAPTER-3
3. ADMINISTRATION AND SCORING OF TEST

3.1. SELECTION OF SCHOOL AND CLASS

3.2. SCHEDULE FOR TEST I &II

3.3. ADMINISTRATION AND SCORING KEY

CHAPTER-4
4. EVALUATION OF UNIT TEST RESULTS

4.1. ORGANIZATION OF UNIT TEST SCORES

4.2. PRESENTATION OF DATA

4.3. ANALYSIS AND INTERPRETATION OF THE DATA

CHAPTER-5
5.1 CONCLUSION

5.2. SUGGESTION

APPENDIX I- QUESTION PAPER

APPENDIX II- MARKING SCHEME

APPENDIX III- PERMISSION LETTER

 Certificate

Dr.G Mohanty Date- 11/04/2018

Asst.prof.

Integrated B.A./B.Sc.B.Ed

School Of Education

Ravenshaw University

Cuttack

This is to certify that the project work entitled as

Construction and Administration of two unit tests in school subject in a
high school has been carried out by Suprava Ojha bearing roll no.
16BMT014 student of integrated B.Sc.Bed of the academic session
2017-18 under my guidance and supervision.

This is her original piece of work. To the best of her

knowledge and belief the report is fit for submission.

(G.Mohanty)
 Acknowledgement
I wish to express my deep gratitude and sincere thanks to Dr. G
Mohanty(Asst. Prof., School of Education) for her invaluable guidance
,constant encouragement, constructive comments and constant
motivation that she provided for this project. I extend my hearty
thanks to Dr. S.Mishra(Head Of the School Of Education ) for his
support. I am very much grateful to the Headmistress, teachers and
students of RAILWAY SETTLEMENT HIGH SCHOOL for their constant
cooperation in successful completion of this project.

I can’t forget to offer my sincere thanks to my parents to carry out

this project work successful.

Suprava Ojha(16BMT-014)
 CHAPTER-1
1.INTRODUCTION:
Teachers are familiar with the sudden coming to the end of a unit, and with the sometimes
belated realization that it is the time for us to construct a unit test. Such an examination puts us
to a test as well as to the students-the test of constructing a valid, reliable easily administered
examination. The problems which confront us in so doing are many. They range from planning
of the test as a whole to the scramble for that last alternative in a multiple choice item. However,
if we are careful in each of the steps in the preparation of a test, we can do much to anticipate
and overcome difficulties.

1.1:Concept of Achievement Test & Unit Test:

Achievement test is an important tool in school evaluation and has 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 the pupil’s growth and development in educational situations.
Tests should give an accurate picture of students’ knowledge and skills in the subject area or
domain being tested. Accurate achievement data are very important for planning curriculum and
instruction and for program evaluation. Test scores that overestimate or underestimate students’
actual knowledge and skills cannot serve these important purposes.
Teaching and testing are the integral part of educational system. Testing can be done by the
following steps
(1)During teaching at the end of a daily lesson
(2)At the end of term
A test at the end of a teaching unit is known as unit test. A unit test is a test which is
constructed, administered and assessed by the teacher after teaching a particular unit to the
students. A unit test is not a random assessment of questions. It is preplanned and systematic
test.

1.2 :Features Of Achievement Test & Unit Test

 Achievement tests measure the modification of behavior brought about by learning
behavior of the students.
 It is a standardized test to suit the needs of the students.
 It is based on the difficulty level of the students and contains a number of test items.
 It contains various items on different domains of knowledge, skill and application.
 It provides equivalent and comparable items of the test.
  Unit test is an evaluation tool for measurement of student’s knowledge and achievement
and to improve by giving feedback.
 Unit test is based on a single unit and administered at the completion of the unit.

1.3: Principle of Test Construction

Test construction requires a systematic organized approach if positive results are to be
expected. Firstly the objective must be well defined. There are numerous points which are
common to all types of tests and items which must be observed in constructing a test. Some of
the more important are given below:
 Avoid items that have no answer upon which all experts will agree.
 Avoid trick or catch items that are so phrased that the correct answer depends on a
single obscure key word to which even good students are unlikely to give sufficient
expression.
 Avoid items which contain irrelevant clues
 Observe the rules of rhetoric, grammar and punctuation

1.4:Steps of a Unit Test

1.4.1 Planning of 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 student. It plays an

important role, as an achievement test, in most of the schools, has to administered after the

completion of each unit in the syllabus. To make the unit test an effective instrument of

evaluation it has to be planned in a systematic pattern well in advance. The first step in the

planning is setting the clear objectives. It should test those objectives, which come under the

domains of remembering, understanding, applying, analyzing ,evaluating and creating

.Specification about the portion of syllabus, which has to be tested, should be clearly pointed

out.

(1) What is to be measured?

(2) What content areas should be included and

(3) What types of test items are to be included.

1.4.2: Preparing the Test:

After planning preparation is the next important step in the test construction. In this step the test

items are constructed in accordance with the table of specification. Each type of test item need

special care for construction.

The preparation stage includes the following three functions:

(i) Preparing test items.

(ii) Preparing the scoring key.

(i) Preparing the Test Items:

Preparation of test items is the most important task in the preparation step. Therefore care must

be taken in preparing a test item. The following principles help in preparing relevant test items.

1. Test items must be appropriate for the learning outcome to be measured:

The test items should be so designed that it will measure the performance described in the

specific learning outcomes. So that the test items must be in accordance with the performance

described in the specific learning outcome.

2. Test items should measure all types of instructional objectives and the whole content

area:

The items in the test should be so prepared that it will cover all the instructional objectives—

Knowledge, understanding, thinking skills and match the specific learning outcomes and subject

matter content being measured.

The item should be clear. Inappropriate vocabulary and awkward sentence structure should be

avoided. The items should be so worded that all pupils understand the task.

3. The test items should be of appropriate difficulty level:

The test items should be proper difficulty level, so that it can discriminate properly. If the item is

meant for a criterion-referenced test its difficulty level should be as per the difficulty level

indicated by the statement of specific learning outcome. Therefore if the learning task is easy

the test item must be easy and if the learning task is difficult then the test item must be difficult.

In a norm-referenced test the main purpose is to discriminate pupils according to achievement.

So that the test should be so designed that there must be a wide spread of test scores.

Therefore the items should not be so easy that everyone answers it correctly and also it should

not be so difficult that everyone fails to answer it. The items should be of average difficulty level.

(ii) Preparing the Scoring Key:

A scoring key increases the reliability of a test. So that the test maker should provide the

procedure for scoring the answer scripts. Directions must be given whether the scoring will be

made by a scoring key (when the answer is recorded on the test paper) or by a scoring stencil

(when answer is recorded on separate answer sheet) and how marks will be awarded to the test

items.

In case of essay type items it should be indicated whether to score with ‘point method’ or with

the ‘rating’ method.’ In the ‘point method’ each answer is compared with a set of ideal answers

in the scoring Hey. Then a given number of points are assigned.

In the rating method the answers are rated on the basis of degrees of quality and determine the

credit assigned to each answer. Thus a scoring key helps to obtain a consistent data about the

pupils’ performance. So the test maker should prepare a comprehensive scoring procedure

along with the test items.

1.4.3: Try Out of the Test:

Once the test is prepared now it is time to be confirming the validity, reliability and usability of

the test. Try out helps us to identify defective and ambiguous items, to determine the difficulty

level of the test and to determine the discriminating power of the items.

Try out involves two important functions:

(a) Administration of the test.

(b) Scoring the test.

(a) Administration of the test:

Administration means administering the prepared test on a sample of pupils. So the ef-

fectiveness of the final form test depends upon a fair administration. Gronlund and Linn have

stated that ‘the guiding principle in administering any class room test is that all pupils must be

given a fair chance to demonstrate their achievement of learning outcomes being measured.’ It

implies that the pupils must be provided congenial physical and psychological environment

during the time of testing. Any other factor that may affect the testing procedure should be

controlled.

Physical environment means proper sitting arrangement, proper light and ventilation and

adequate space for invigilation, Psychological environment refers to these aspects which in-

fluence the mental condition of the pupil. Therefore steps should be taken to reduce the anxiety

of the students. The test should not be administered just before or after a great occasion like

annual sports on annual drama etc.

(b) Scoring the test:

Once the test is administered and the answer scripts are obtained the next step is to score the

answer scripts. A scoring key may be provided for scoring when the answer is on the test paper

itself Scoring key is a sample answer script on which the correct answers are recorded.
When answer is on a separate answer sheet at that time a scoring stencil may be used for

answering the items. Scoring stencil is a sample answer sheet where the correct alternatives

have been punched. By putting the scoring stencil on the pupils answer script correct answer

can be marked. For essay type items separate instructions for scoring each learning objective

may be provided.

1.4.4: Evaluating the Test:

Evaluating the test is most important step in the test construction process. Evaluation is

necessary to determine the quality of the test and the quality of the responses. Quality of the

test implies that how good and dependable the test is? (Validity and reliability). Quality of the

responses means which items are misfit in the test. It also enables us to evaluate the usability of

the test in general class-room situation.

Evaluating the test involves following functions:

(a) Item analysis.

(b) Determining validity of the test.

(c) Determining reliability of the test.

(d) Determining usability of the test.

(a) Item analysis:

Item analysis is a procedure which helps us to find out the answers to the following

questions:

a. Whether the items functions as intended?

b. Whether the test items have appropriate difficulty level?

c. Whether the item is free from irrelevant clues and other defects?
d. Whether the distracters in multiple choice type items are effective?

The item analysis data also helps us:

a. To provide a basis for efficient class discussion of the test result

b. To provide a basis for the remedial works

c. To increase skill in test construction

d. To improve class-room discussion.

Item Analysis Procedure:

Item analysis procedure gives special emphasis on item difficulty level and item discriminating

power.

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 papers 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.

5. Calculate item difficulty for each item by using formula:

Where R= Total number of students got the item correct.

T = Total number of students tried the item.

In our example (fig. 3.1) out of 32 students from both the groups 20 students have answered the

item correctly and 30 students have tried the item.

The item difficulty is as following:

It implies that the item has a proper difficulty level. Because it is customary to follow 25% to

75% rule to consider the item difficulty. It means if an item has a item difficulty more than 75%

then is a too easy item if it is less than 25% then item is a too difficult item.

6. Calculate item discriminating power by using the following formula:

Item discriminating power =

Where RU= Students from upper group who got the answer correct.

RL= Students from lower group who got the answer correct.

T/2 = half of the total number of pupils included in the item analysis.

In an exam, if 15 students from upper group responded the item correctly and 5 from lower

group responded the item correctly.

A high positive ratio indicates the high discriminating power. Here .63 indicates an average

discriminating power. If all the 16 students from lower group and 16 students from upper group

answers the item correctly then the discriminating power will be 0.00.
It indicates that the item has no discriminating power. If all the 16 students from upper group

answer the item correctly and all the students from lower group answer the item in correctly then

the item discriminating power will be 1.00 it indicates an item with maximum positive

discriminating power.

Preparing a test item file:

Once the item analysis process is over we can get a list of effective items. Now the task is to

make a file of the effective items. It can be done with item analysis cards. The items should be

arranged according to the order of difficulty. While filing the items the objectives and the content

area that it measures must be kept in mind. This helps in the future use of the item.

(b) Determining Validity of the Test:

At the time of evaluation it is estimated that to what extent the test measures what the test

maker intends to measure.

(c) Determining Reliability of the Test:

Evaluation process also estimates to what extent a test is consistent from one measurement to

other. Otherwise the results of the test can not be dependable.

(d) Determining the Usability of the Test:

Try out and the evaluation process indicates to what extent a test is usable in general class-

room condition. It implies that how far a test is usable from administration, scoring, time and

economy point of view.

1.5: Objective of the Project

 To construct two unit test in two different subject
 To measure the knowledge gained by students
 To evaluate the test result and interpret the result
 To identify the strengths and weakness of the students
 Chapter-2
2.Construction of an unit test 1&2:
2.1:Purpose of the test:

Teacher has to identify the exact purpose of conducting the test whether the test is
diagnostic ,formative or summative. Once the purpose of the test is decided, the type of the test
is to be administered has to be properly planned.

2.2:Developing Test Specifications:

T his comprise the followings:

 A list of instructional objectives

 An outline of the course content
 A two way chart depicting the weightage distribution to the different areas of the content.

Distribution of weightage:
After determining the objectives content and the number of the test items, it is important
to give due weightage to the above aspects by making sure that all the aspects are covered
Weightage specified to different objectives:
T he important objectives of the teaching are Remembering, Understanding, Applying,
Analyzing, evaluating & Creating. Due weightage should be given to each and every objective
included in the unit plan.
Weightage to the objectives (Mathematics):

Objectives Marks Percentage

Remembering 3 12

Understanding 5 20

Applying 5 20

Analyzing 6 24

Evaluating 4 16

Creating 2 8

Total 25 100
Weightage to the objectives (Science):

Objectives Marks Percentage

Remembering 10 40

Understanding 5 20

Applying 3 12

Analyzing 4 16

Evaluating 1 4

Creating 2 8

Total 25 100

Weightage to the content:

A teacher has to identify the important point in the lesson of the content while giving
due weightage of the content. Due importance should be given to all sub units of the content
taught in that unit.

Content Marks Percentage

Ratio & proportion 17 68

Probability 8 32

Total 25 100

Content Marks Percentage

Is The Matter Around Us 12 48

Pure?

Atoms & Molecules 13 52

Total 25 100
Weightage to different types of questions:
Different types of questions are used to test the achievement of different objectives.
A single type of question may not be able to test all the objectives. Hence a combination of
essay type, short answer type and objective should be judiciously framed.
For Mathematics:

Type of question Marks Percentage

Essay 5 20

Short answer 14 56

Objective 6 24

Total 25 100

For Science:

Type of question Marks Percentage

Essay 5 20

Short answer 10 40

Objective 10 40

Total 25 100
Weightage to the difficulty level:

Depending upon the individual capabilities of the student a teacher has to set the
question paper with average, easy and difficult questions in a right proportion. The question set
in the examination should be neither though tough nor though easy for the students to attempt.

For Mathematics:

Difficulty Level Marks Percentage

Easy 6 24

Average 15 60

Difficult 4 16

Total 25 100

For Science:

Difficulty Level Marks Percentage

Easy 8 32

Average 12 48

Difficult 5 20

Total 25 100

Preparation of Blueprint:

The blueprint is a plan which provides the details of the design of the question
paper in concrete terms. It gives in concrete terms an assurance that the achievement test
being conducted will be a measure of learning outcomes and content knowledge of the
students in a balanced manner. The blueprint is prepared in the form of three dimensional table
with appropriate specifications. The blueprints is a three sided grid ,with the content spread
along the vertical axis and the objectives to be tested along the horizontal axis. The three
dimensional chart covers the following

 Instructional Objectives
 Topics to be covered
  The type of questions given

Blueprint For Mathematics:

Objectives Rememberig Understandig Applying Analyzing Evaluating Creating Total

& contents

E SA O E SA O E SA O E SA O E SA O E SA O Marks

(5) (2) (1) (5) 2) (1) (5) (2) (1) 5) (2) (1) (5) (2) (1) 5) 2)

Ratio

& 1 1 1 1 2 2 1 17

Proportion

Probability

2 2 1 8

Total

Marks 0 0 3 0 4 1 5 0 0 0 4 2 0 4 0 0 2 0

Grand

Total 3 5 5 6 4 2 25
 Note : O-Objective TYPE

SA-Short Answer Type

E- Essay Type

The number outside the bracket indicates the number of question and those inside
indicates the marks.

Blueprint for Physical Science:

Objectives Remembering Understanding Applying Analyzing Evaluating Creating Total

& contents Marks

E SA O E SA O E SA O E SA O E SA O E SA O

(5) (2) (1) (5) (2) (1) (5) 2 (1 5) (2) (1 5) 2) (1) (5) (2) (1)

Is The

Matter 1 2 1 1 1 2 12

Around Us

Pure

Atoms

& Molecules 1 3 1 1 2 13

Total Marks 5 2 3 0 4 1 0 2 1 0 2 2 0 0 1 0 0 2

Grand Total 10 5 3 4 1 2 25
2.3 Selecting appropriate test items:

 Construction of items: A teacher must construct or prepare number of questions on the

unit. The items must be of variety like essay type, short answer type and objective type
etc. The construction of the test it is necessary to identify the objectives and its
specification that the item intends to measure.
 Selection of test items: the selection of relevant items according to the blue print, based
on objectives content coverage, type of question required.
 Grouping of the selected test items into different categories’ depending on the type of
items.

2.4 Preparation of instruction/direction:

Appropriate directions for answering the question paper should be provided. They should be
clear, precise and complete.

There are two types of instruction in the question paper

1. General instruction
2. Specific instruction

The general instruction must be given in the beginning of question paper.

a) This paper has three sections(1,2,3)

b) All questions in the section is compulsory
c) About the time (40 mins) medium of answering.

The specific instructions/directions enable the examinee to understand how to respond to a

question.

2.5Preparation of Question Paper:

The question paper is set only after the finalization of the blue print. Questions should be based
on the requirements given in blue print by giving utmost importance to the objectives and the
content

Following criteria should be taken into consideration while framing the questions:

 It should have the specific objectives

 It should relate the specific content
 It should be designed according to the requirements of the blue print
 It should maintain the desired difficulty level
 It should be very clear in its scope and the length of the answer

2.6 Preparation of scoring key & Marking scheme:

Scoring key is prepared especially to score objective type questions where there is only one
expected answer. The marks for each question are also specified.
The marking scheme should be prepared for the essay and short answer type of questions only
the important points to be written in the expected answer in scheme. The expected answer must
be allotted with certain amount of time
.

Chapter-3
3.Administration and Scoring of the test:
3.1 Selection of school and class:
Name of the school- Railway Settlement High School, Cuttack
Class- 9
3.2 Schedule for Test 1 and 2:
Date-15\Feb\2018
Time-2.00 pm to 3.30pm
3.3 Administration and Scoring of the test:
Education systems are complex, operate in diverse environments and within a context of
change. One key area of change is the demand for greater accountability, which itself demands
more highly specialized knowledge and skills. Other challenges arise from processes of
internationalization and the increasing prevalence of markets. These developments raise
questions about the nature of administration, management and leadership in educational
settings. Accordingly, there is a growing need for quality research to understand this complexity
and the relationships between organizational learning, organizational culture and organizational
change. Critical program and policy evaluation are essential research tools informing effective
growth and evolution in educational systems.

One should follow the following principles during the administration.

 The teacher should talk as less as possible.

 The teacher should not give any hint to any student who has asked about any item.
 The teacher should provide proper invigilation in order to prevent the student from
cheating.

Then the teacher should collect the answer scripts carefully from all the students after the time
period is over.
 CHAPTER-4
4 Evaluation of unit Test Result:
4.1 organization of unit test scores:

SL NAME OF THE MARKS MARKS

NO STUDENTS FULLMARK SECURED SECURED
IN Math IN Science
1 Ankita Mohanty 25 18 22
2 Arati Senapati 25 18 14
3 Aliva Jally 25 20 13
4 Disha Chakrabati 25 15 20
5 Pooja Barik 25 16 22
6 Monalisha Dash 25 16 16
7 Mamali Ojha 25 17 18
8 Kabita Behera 25 16 17
9 Mamata Behera 25 19 18
10 Pooja Behera 25 18 19
11 Satya Narayan Samal 25 12 20
12 Prakash Sahoo 25 9 14
13 Basudev Behera 25 14 18
14 Pintu Behera 25 9 12
15 Babu Nayak 25 12 17
16 Sudhanshu Jalli 25 15 20
17 Chandan Tahal 25 18 15
18 Buddhia Behera 25 20 17
19 Bhagaban Behera 25 17 17

4.2 Organization of unit Test Score:

TEST 1(Mathematics):

CLASS xi fi xifi
INTERVAL
0-5 2.5 0 0
5-10 7.5 2 15
10-15 12.5 3 37.5
15-20 17.5 12 210
20-25 22.5 2 45
Σfi=19 Σ xifi=307.5
MEAN=Σ xifi/Σfi=16.18
TEST 2(science):

CLASS xi fi xifi
INTERVAL
0-5 2.5 0 0
5-10 7.5 0 0
10-15 12.5 4 50
15-20 17.5 10 175
20-25 22.5 5 112.5
Σfi=19 Σ xifi=337.5

MEAN=Σ xifi/Σfi=17.8
BOY 1:

CLASS xi fi xifi
INTERVAL
0-5 2.5 0 0
5-10 7.5 2 15
10-15 12.5 3 37.5
15-20 17.5 3 52.5
20-25 22.5 1 22.5
Σfi=9 Σ xifi=127.5

MEAN=Σ xifi/Σfi=14.16
BOY :2

CLASS xi fi xifi
INTERVAL
0-5 2.5 0 0
5-10 7.5 0 0
10-15 12.5 2 25
15-20 17.5 5 87.5
20-25 22.5 2 45
Σfi=9 Σ xifi=157.5

MEAN=Σ xifi/Σfi=17.5
GIRLS :1

CLASS xi fi xifi
INTERVAL
0-5 2.5 0 0
5-10 7.5 0 0
10-15 12.5 0 0
15-20 17.5 9 157.5
20-25 22.5 1 22.5
Σfi=10 Σ xifi=180

MEAN=Σ xifi/Σfi=18
GIRLS :2

CLASS xi fi xifi
INTERVAL
0-5 2.5 0 0
5-10 7.5 0 0
10-15 12.5 2 25
15-20 17.5 5 87.5
20-25 22.5 3 67.5
Σfi=10 Σ xifi=180

MEAN=Σ xifi/Σfi=18

TEST 1
20
18
16
14
12
10
8
6
4
2
0
MEAN

BOYS GIRLS TOTAL

 TEST 2
18.1

18

17.9

17.8

17.7

17.6

17.5

17.4

17.3

17.2
TEST 2

BOYS GIRLS TOTAL

4.3 Analysis and Interpretation of data:

After completion of the examination, the teacher has to analyze the data and give
appropriate suggestions to the students for future betterment of the knowledge. The
analysis and interpretation of the scores helps the teachers to identify the level of the
students in the class .The results are then interpreted through the graphs , which are
easily understood by the students.

Comparision Between Test 1 & Test 2

20
18
16
14
12
10
8
6
4
2
0
TEST 1 TEST 2

BOYS GIRLS TOTAL

 Chapter-5
5.1. Conclusion

From the above study I concluded that the performance of students in science is much
better than mathematics. The performances of girls are better than boys in both the
subjects. The students answered the objective type question and short answer type
questions most effectively than the essay type.

5.2.Sugguestion

The suggestion teacher should follow the below instruction for the effective construction
and administration of test .the teacher should-

 Inform students of the purpose and parameters of the exam

 After students write the exam, teacher should monitor the quality of your exams
 Prepare a marking scheme or rubric
 Reflect on the gathered information