ST.

LAWRENCE COLLEGE OF HIGHER EDUCATION

ACHIEVEMENT TEST REPORT

SUBMITTED BY - PIYUSHA
SUBMITTED TO - MS. SHIVANI GAUR
ENROLLMENT NO. - 04599902120
SESSION - 2020-2022
SEMESTER - B.ED, SEM-3
TOPIC - ACHIEVEMENT TEST REPORT

ACHIEVEMENT TEST
An Achievement test is an assessment of developed knowledge or skill.
The most common type of achievement test is a standardized test, such
as the SAT, required for college entry in the United States. Achievement
tests are developed to measure skills and knowledge learned in a given
grade level, usually through planned instruction, such as training or
classroom instruction. Achievement tests are often contrasted with
aptitude tests.
Achievement test refer to assessments which scores are often used to
determine the level of instruction for which a student is prepared. High
achievement scores generally indicate that a level of mastery of grade-
level material has been reached, and that the student is prepared for
advanced instruction. Conversely, low achievement scores can indicate
the need for further remediation or repeating a course grade level.

Achievement test scores are quite helpful clues for vocational guidance
since these mostly related to aptitudes and interests. In the
circumstances the achievement test should be based on systematic
testing programme of every school that desires to undertake
suitable guidance service for the individuals.
Types of Achievement Test:
Achievement tests can be of various categories basing on form, purpose,
time, method and subject area. Achievement test can be of different
forms like oral test, written test and practical test. Items of achievement
test can be essay type questions or short answer questions or objective
type of questions or combination of all these types.
Achievement test may be of different types on the basis of the purpose
for which it is administered. They are diagnostic tests, prognostic test,
accuracy test, power test, spit test etc. Achievement tests can be
administered in different period of time. When it is based on time or
period factor, the test is summative test, daily test, weekly test,
fortnightly test, monthly test, quarterly test, half yearly test, annual test
or final examination at the end of course of study of an academic year.
On the basis of content or subject matter, achievement tests are
categorized as language test, reading test, spelling test, history test,
geography test, mathematic test, science test etc. Broadly speaking, all
these achievement tests can be divided into two on the basis of quality
that is standardized test and teacher made test. Here let us have a
discussion on the objective type of achievement test.
The traditional system of examination or the essay type of examination
has come under heavy fire. Students reject it because of its heavy
strength or pressure. The parents criticize it because of its injurious effect
on the physical and mental health of children.
The teachers complain because of its harmful effect on school work. The
practical psychologist speaks ill of it because of its unreliability and
invalidity and the educational theorist attacks it because it lacks
definiteness in aim and purpose.
To remove some of the evils of the essay type examinations, objective
tests seem to be very useful. Modern educationists give much stress on
this type of tests to supplement the traditional type of tests. The All India
Council for Secondary Education has set up an “evaluation unity.”
Many workshops and seminars have been organized during the past 10
years with a view to preparing new type tests. The services of Dr. Bloom
of America, an expert in evaluation were secured for some time for the
purpose of popularizing the new type of tests and given training to a
large number of teachers in the use of these tests.

STEPS OF PREPARING TEST PAPER

Major steps involved in the construction of achievement test
 Planning of test
 Preparation of a design for the test
 Preparation of the blue print
 Writing of items
 Preparation of the scoring key and marking scheme
 Preparation of question-wise analysis
1. Planning of test
 Objective of the Test
 Determine the maximum time and maximum marks
2. Preparation of a design for the test
Important factors to be considered in design for the test are:
 Weightage to objectives: This indicates what objectives are to be
tested and what weightage has to be given to each objectives.
 Weightage to content: This indicates the various aspects of the
content to be tested and the weightage to be given to these
different aspects.
 Weightage to form of questions: This indicates the form of the
questions to be included in the test and the weightage to be given
for each form of questions.
 Weightage to difficulty level: This indicates the total mark and
weightage to be given to different level of questions.
3. Preparation of the blue print
 Blue print is a three-dimensional chart giving the placement of
the objectives, content and form of questions.
 Following is the example of a blueprint.
Objective Under-
Knowledg Applicatio Analysi Synthesi Evaluatio
s standin Gran
e n s s n
Form of g t
Qtn Total
O SA E O SA E O SE E O SA E O SA E O SA E
Content

Sub 2 1 2 2 4 2 2
                      15
Topic- 1 (4) (2) (4) (1) (1) (1) (1)

Sub Topic 1 1 2 4 2
                          10
–2 (2) (2) (1) (2) (1)
Total
3 0 0 2 0 02 4 0 04 4 0 4 00 2 0
Marks
25
Grand
3 2 6 8 4 2
Total
Note: O – Objective Type, SA – Short Answer Type, E – Essay Type
The number outside the bracket indicates the marks and those inside
indicates the number of questions.
4. Writing of items
 The paper setter write items according to the blue print.
 The difficulty level has to be considered while writing the items.
 It should also checked whether all the questions included can be
answered within the time allotted.
 It is advisable to arrange the questions in the order of their difficulty
level.
5. Preparation of the scoring key and marking scheme
  In the case of objective type items where the answers are in the
form of some letters or other symbol a scoring key is prepared.
 In the case of short answer and essay type questions, the marking
scheme is prepared.
 In preparing marking scheme the examiner has to list out the value
points to be credited and fix up the mark to be given to each value
point.
6. Preparation of Question-wise Analysis
Question-wise Analysis can be done as follows:
Estimated Time
Q.N
Content Objectives Form of Questions Difficulty Level Marks
o ( In Mts.)

1 Sub topic – 1 Knowledge Objective Type Easy ½ 1

2 Sub Topic – 2 Understanding Objective Type Average ½ 1

3 Sub Topic – 2 Application Objective Type Easy ½ 1

4 Sub Topic – 1 Knowledge Objective Type Easy ½ 1

5 Sub Topic – 2 Understanding Objective type Average ½ 1

5 Sub Topic – 1 Analysis Short answer Average 2 3

6 Sub Topic – 1 Synthesis Short Answer Difficult 2 3

7 Sub topic – 2 Application Short answer Easy 2 3

8 Subtopic – 1 Analysis Essay Average 4 10

BLUEPRINT

CLASS: X DURATION: 35 MIN

SUBJECT: ENGLISH TOTAL MARKS: 30
CONTENT/ KNOWLED COMPREHENSI APPLICATIO TOTA
OBJECTIVES GE ON N L

O(1) O(1) O(1)

CHAPTER-1: 1 3 8 12
REPORTED SPEECH

CHAPTER-2: 4 8 6 18
DETERMINERS

TOTAL 5 11 14 30

O: Objective type questions

QUESTION PAPER
ENGLISH TEST
CLASS: X
MAXIMUM MARKS: 30 DURATION: 35 MINUTES
NAME: ________________ SECTION: _____________
ROLL NO.:______________ DATE: ________________
INSTRUCTIONS:
All questions are mandatory. No internal choice is given.
No rough and cutting work is allowed on the sheet.
Question 01. Choose the correct answer. (1x23= 23 marks)
1. Keshav said, “Rita is busy right now.”
a) Keshav said Rita was busy.
b) Keshav informed that Rita was busy then.
c) Keshav said Rita had been busy.
d) Keshav informed that Rita is busy.

2. The salesman said, “Are you interested in the scheme?”

a) The salesman said that if I was interested in the scheme.
b) The salesman said that if I were interested in the scheme.
c) The salesman asks if I am interested in the scheme.
d) The salesman asked me if I was interested in the scheme.

3. Can I borrow __________ sugar?

a) much
b) some
c) a little
d) a few

4. . ___________ people who migrated here died in the floods.

a) A few
b) Few
c) The few
d) Many

5. She said, “What a beautiful view!”

 a) She said that the view was beautiful.
b) She exclaimed that the view is beautiful.
c) She exclaimed with joy and said that the view was beautiful.
d) She exclaimed that the view was beautiful.

6. The student said, “Ma’am, please extend the deadline.”

a) The student asked the teacher to extend the deadline.
b) The student said if the teacher would extend the deadline.
c) The student requested ma’am to extend the deadline.
d) The student said that ma’am should extend the deadline.

7. Not ___________ is known about these legends.

a) little
b) all
c) many
d) much

8. Maria said, “Please lend me a pen.”

a) Maria ordered me to lend a pen.
b) Maria begged me to lend her a pen.
c) Maria asked if I could lend her pen.
d) Maria requested me to lend her a pen.

9. Although ________ species of fox are reddish in colour, _______ Arctic fox is
often pure white.
a) Most/the
b) Any/the
c) A great amount of/an
d) None
10. David said to Anna, “Mona will leave for her native place tomorrow.”
a) David told Anna that Mona will leave for her native place tomorrow.
b) David told Anna that Mona left for her native place the next day.
c) David told Anna that Mona would be leaving for her native place tomorrow.
d) David told Anna that Mona would leave for her native place the next day.

11. We could barely get any information at the airport. ________ people seemed
to have _________ idea about the flights.
a) Only a few/some
b) A lot of/any
c) Many/any
d) Few/no

12. _______ coat will do. It doesn’t need to be a raincoat.

a) Few
b) Little
c) Any
d) Some

13. Last summer we went on ____ cruise in the Caribbean. Among _____ islands
we visited were Bermuda and the Bahamas.
a) a/the
b) the/an
c) an/the
d) the/-

14. She said, “Shut the door!”

a) She asked me whether I would shut the door.
b) She ordered me to shut the door.
c) She said that I should shut the door.
d) She shouted and said to shut the door.
15. _______ of the candidates pass this exam.
a) Enough
b) Most
c) Fewer
d) Either

16. The poor examine said, “O God, take pity on me.”

a) The poor examine prayed God to take pity on him.
b) The poor examine, involving God, implored him to take pity on him.
c) The poor examine exclaimed that God take pity on him.
d) The poor examine asked God to take pity on him.

17. Very _____ people fly just because of terrorist activities.

a) Few
b) Much
c) Little
d) None of these

18. He said, “Why didn’t you send your application to me?”

a) He enquired why I had not sent my application to him.
b) He enquired why I did not send my application to him.
c) He enquired why had I not sent my application to him.
d) He enquired why did I not send my application to him.

19. They have always helped __________.

a) another
b) several
c) all
d) each other
20. Which amongst the following is a reporting verb?
a) Told
b) Be
c) Go
d) None of the above

21. He said to interviewer, “Could you please repeat the question?”

a) He requested the interviewer if he could please repeat the question.
b) He requested the interviewer to please repeat the question.
c) He requested the interviewer to repeat the question.
d) He requested the interviewer if he could repeat the question.

22. ____________ is waiting in the lobby.

a) Anyone
b) All
c) Several
d) Everyone

23. He said, “Be quite and listen to my words.”

a) He urged them to be quite and listen to his words.
b) He urged them and said be quite and listen to his words.
c) He urged they should be quite and listen to his words.
d) He said you should be quite and listen to his words.

Question 02: Read the following paragraph and fill in the blanks with the
appropriate determiner. (1x7= 7 marks)
(a) …………………………….. (a/an/the) man went for (b) …………………………….. (a/an/the)
holiday to (c) …………………………….. (a/an/the) place near (d) ……………………………..
(a/an/the) sea., (e) …………………………….. (every/all/some) morning he went for a
swim in the sea. On (f) …………………………….. (all/most/every) days the sea was
rough, but on (g) …………………………….. (every/most/some) days it was calm.

SCORING KEY
QUESTION: 1 ---- 1 Mark for each correct answer.
1. B. Keshav informed that Rita was busy then.
2. D. The salesman asked me if I was interested in the scheme.
3. B. Some.
4. A. A few.
5. D. She exclaimed that the view was beautiful.
6. C. The student requested ma’am to extend the deadline.
7. D. Much
8. D. Maria requested me to lend her a pen.
9. A. Most/the
10. D. David told Anna that Mona would leave for her native
place the next day.
11. A. Only a few/ some
12. C. An/ the
13. A. A/the
14. B. She ordered me to shut the door.
15. B. Most
16. A. The poor examine prayed God to take pity on him.
17. A. Few
18. A. He enquired why I had not sent my application to him.
19. D. Each other
20. A. Told
21. C. He requested the interviewer to repeat the question.
22. D. Everyone
23. A. He urged them to be quite and listen to his words.

QUESTION: 2-----1 MARK FOR EACH CORRECT BLANK.

a) a
b) a
c) a
d) the
e) every
f) most
g) some

ITEM ANALYSIS

STEPS OF ITEM ANAYSIS

 Arrange the scores in descending order
 Separate two sub groups of the test papers
 Take 27% of the scores out of the highest scores and 27% of the
scores falling at bottom
  Count the number of right answer in highest group (R.H) and
count the no of right answer in lowest group (R.L)
 Count the non-response (N.R) examinees

Item analysis is done for obtaining:

a) Difficulty value (D.V)
b) Discriminative power (D.P)

DIFFICULTY VALUE (D.V)

“The difficulty value of an item is defined as the proportion or percentage
of the examinees who have answered the item correctly” - J.P. Guilford
The formula for difficulty value (D.V)
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 examinees in highest group
• N.L - no of examinees in lowest group
In case non-response examinees available means,
The formula for difficulty value (D.V)
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 examinees in highest group
• N.L - no of examinees in lowest group
• N.R – no of non-response examinees
CALCULATION OF DV
QUESTION: 1
D.V = [(R.H + R.L)/ [(N.H + N.L) - N.R]
D.V = [(6+2)/ (6+6) – 0]
D.V = [8/12]
D.V= 0.6
D.V is calculated for further questions in the similar manner.
DISCRIMINATION INDEX (D.I)
“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 (1972)
TYPES OF DISCRIMINATION INDEX (D.I)
 Zero discrimination or No discrimination
 Positive discrimination
 Negative discrimination
ZERO DISCRIMINATION OR NO DISCRIMINATION
 The item of the test is answered correctly or know the answer by all
the examinee’s
 An item is not answered correctly any of the examinee
POSITIVE DISCRIMINATION INDEX
An item is correctly answered by superiors and is not answered correctly
by inferiors. The discriminative power range from +1 to -1.
NEGATIVE DISCRIMINATION INDEX
An item is correctly answered by inferiors and is not answered correctly
by superiors.
The formula for discrimination index (D.I)
D.I = (R.H - R.L)/ (N.H or N.L)
• R.H – rightly answered in highest group
• R.L - rightly answered in lowest group
• N.H – no of examinees in highest group
• N.L - no of examinees in lowest group
Another method for discrimination index (D.I)
If you take Likert scale for data collection
The correlation between each item scores with total scores.
CALCULATION OF D.I
QUESTION: 1
D.I = (R.H - R.L)/ (N.H or N.L)
D.I = (6-2)/6
D.I = 4/6
D.V = 0.6
D.I is calculated for further questions in the similar manner.

General guidelines for discriminating index (D.I)

According to Ebel,
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

General guidelines for difficulty value (D.V)

 Low difficulty value index means, that item is high difficulty one ex:
D.V=0.20 » 20% only answered correctly for that item. So that item
is too difficult
 High difficulty value index means, that item is easy one ex: D.V=0.80
» 80% answered correctly for that 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

Relationship between difficulty value and discrimination power

 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 the difficulty value
CRITERIA FOR SELECTION AND REJECTION ITEMS
 Positive discrimination index only selected
 Negative and zero discrimination index items are rejected
 High and low difficulty value items are rejected

INFERENCES
DIFFICULTY VALUE
Based on the general guidelines of difficulty value, the number of
questions selected are: 22
And the number of questions rejected are: 8
DISCRIMINATING INDEX
Based on the general guidelines of discriminating index, the number of
questions selected are: 19
And the number of questions rejected are: 11
CONCLUSION
Overall the number of questions rejected are: 11
Overall the number of questions selected are: 19