Kamal Institute of Higher Education

and Advance Technology

(Approved by NCTE, Affiliated to GGSIP University)

B.EdProgram
Session 2020-2021
Practical Code: 251 and 253

Achievement Test Report

Name:
Enrolment No.:

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 Acknowledgement

I am are over helmed in all humbleness and gratefulness to acknowledge my

depth to all those whohave helped me to put these ideas, well above the level of
simplicity and into something concrete.
I would like to express my special thanks of gratitude to my teacher as well as
our principal Ma’am Priti Shrivastava whogave me the golden opportunity to
do this wonderful Achievement Test Report, whichalso helped me in doing a lot
of Research and i came to know about so many new things. I am reallythankful
to them.
Any attempt at any level can be satifactorily completed without the support and
guidance of my parents and friends.

Thaking you!

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 Index
Serial Content Page
Number Number
1. Evaluation 4-9

2. Difference between Measurement, Evaluation and Assessment 10-11

3. Achievement Test 11-15
4. Steps of constructions of Achievement Test 15-15
5. Identifying Instructional Objectives 16
6. Making the Design 17
7. Preparation of Blueprint 18-19
8. Achievement Test Qestion Paper 20-21
9. Marking Scheme 21-27
10. Item Analysis 28
11. Master Sheet 29-30
12. Interpretation Table 31-34
13. Result/ Conclusion 34-35

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 Evaluation

Meaning of Evaluation
Evaluation is a systematic determination of a subject's merit, worth and significance, using
criteria governed by a set of standards. It can assist an organization, program, design, project
or any other intervention or initiative to assess any aim, realisable concept/proposal, or any
alternative, to help in decision-making; or to ascertain the degree of achievement or value in
regard to the aim and objectives and results of any such action that has been completed.
The primary purpose of evaluation, in addition to gaining insight into prior or existing
initiatives, is to enable reflection and assist in the identification of future change.

Definition of Evaluation
According to Hanna- “The process of gathering and interpreted evidence changes in the
behavior of all students as they progress through school is called evaluation”.

Muffat says – “Evaluation is a continuous process and is concerned with than the formal
academic achievement of pupils. It is interpreted in the development of the individual in
terms of desirable behavioral change relation of his feeling, thinking, and actions”.

Evaluation

Concept of Evaluation:
In every walk of life the process of evaluation takes place in one or the other form. If the

evaluation process is eliminated from human life then perhaps the aim of life may be lost. It

is only through evaluation that one can discriminate between good and bad. The whole cycle

of social development revolves around the evaluation process.

In education how much a child has succeeded in his aims, can only be determined through

evaluation. Thus there is a close relationship between evaluation and aims.

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Education is considered as an investment in human beings in terms of development of human

resources, skills, motivation, knowledge and the like. Evaluation helps to build an educational

programme, assess its achievements and improve upon its effectiveness.

It serves as an in-built monitor within the programme to review the progress in learning from

time to time. It also provides valuable feedback on the design and the implementation of the

programme. Thus, evaluation plays a significant role in any educational programme.

Evaluation = Quantitative description + Qualitative Description + Value Judgement

where, the quantitative description includes facts and figures and the qualitative description
includes ranking, weightage and value.

Hence, in evaluation, the knowledge of the student/learner is not the only aspect which is
considered, rather all the aspects which are important for his/her development are taken into
consideration.

So, evaluation covers four different aspects, namely:

 Objectives
 Learning Experiences
 Learner’s appraisal
 Relationship between the above three

It aims at ascertaining the progress of the student, reforming the system of education and
increasing the answerability for outcomes.

Characteristics of Evaluation in Education

1. Continuous process:-Evaluation is a continuous process. It leads together with
Teaching-learning process.
2. Comprehensive:-Evaluation is comprehensive as it includes everything can be
evaluated.
3. Child-Centered:-Evaluation is a child-centered process which gives importance to
the learning process, not to the teaching process.
4. Remedial:-Evaluation comments on the result which helps in remedial work it is not
a remedy Evaluation is remedial in nature.
5. Cooperative process:-Evaluation is a cooperative process involving students,
teachers parents, and peer-groups.
6. Teaching Methods:-Effectiveness of teaching methods is evaluation.
7. Common practice:-evaluation is a common practice among the proper growth of the
child mentally and physically.

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 8. Multiple Aspects:-it is concerned with the total personality of students.

Importance of Evaluation in Education

1. Diagnostic:-Evaluation is a continuous and comprehensive process helps the teacher
in finding out the problems, it helps a teacher in cutting the problem of his students.
2. Remedial:-By remedial work we mean, the proper solution after identifying the
problems a teacher can give proper solution for a desirable change in learners
behavior and to develop a personality.
3. To clarify the objectives of education:-An another importance of evaluation is to
clarify the objectives of education. The objective of education is to change in learner’s
behavior. By evaluation, a teacher can prove of change to learner’s behavior.
4. It provides Guidance:-if a teacher has the proper knowledge and about his learners
only than he can guide him. And guidance can only after proper evaluation which
involves all dimensions abilities, aptitude, interest, and intelligence, etc.
5. Helpful in classification:-Evaluation is a source by which a teacher know the various
levels of his students as intelligence, ability, and interest on this basis he can classify
his students and provide them guidance.
6. Helpful in Improvement of Teaching and Learning process:- By evaluation is a
teacher could not only improve the personality and learner but he is also able to know
the level of his teaching and can improve it. Thus it is helpful in the improvement of
the teaching and learning process.

Principals of Evaluation
Evaluation is based on the following principles:-

1. Principle of continuity:- Evaluation is a continuous process, which goes on

continuously as long as the student is related to education. Evaluation is an important part of
the teaching-learning process. Whatever the learner learn, it should be evaluated daily. Only
then the learner could have better command on language.
2. Principle of comprehensiveness:- By comprehensiveness we means to assess all
aspects of the learner’s personality.it concerned with all-round development of the child.
3. Principle of Objectives:- Evaluation should be based on the objectives of education.
It should be helpful in finding out where there is a need for redesigning and refraining the
learner’s behavior.
4. Principle of Learning Experience:– Evaluation is also related to the learning
experiences of the learner. In this process, we don’t evaluate only the curricular activities of
the learner but his co-curricular activities are also evaluated. Both types of activates are
helpful in increasing learners experiences.
5. Principle of Broadness:– Evaluation should be broad enough to cover all the aspects
of life.

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 Assessment

Assessment is the systematic collection, review, and use of information about educational
programs undertaken for the purpose of improving student learning and development.
It is the systematic process of documenting and using empirical data on the knowledge, skill,
attitudes, and beliefs to refine programs and improve student learning. Assessment data can
be obtained from directly examining student work to assess the achievement of learning
outcomes or can be based on data from which one can make inferences about learning.
Assessment is often used interchangeably with test, but not limited to tests. Assessment can
focus on the individual learner, the learning community (class, workshop, or other organized
group of learners), a course, an academic program, the institution, or the educational system
as a whole (also known as granularity). The word 'assessment' came into use in an
educational context after the Second World War.
As a continuous process, assessment establishes measurable and clear student learning
outcomes for learning, provisioning a sufficient amount of learning opportunities to achieve
these outcomes, implementing a systematic way of gathering, analyzing and interpreting
evidence to determine how well student learning matches expectations, and using the
collected information to inform improvement in student learning.
The final purpose of assessment practices in education depends on the theoretical
framework of the practitioners and researchers, their assumptions and beliefs about the nature
of human mind, the origin of knowledge, and the process of learning.

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 Assessment Steps:

1. Develop learning objectives.

2. Check for alignment between the curriculum and the objectives.
3. Develop an assessment plan (must use direct measures).
4. Collect assessment data.
5. Use results to improve the program.
6. Routinely examine the assessment process and correct, as needed.

Measurement
Educational measurement refers to the use of educational assessments and the analysis of
data such as scores obtained from educational assessments to infer the abilities and
proficiencies of students. The approaches overlap with those in psychometrics. Educational
measurement is the assigning of numerals to traits such as achievement, interest, attitudes,
aptitudes, intelligence and performance.

Measurement is a systematic process of determining the attributes of an object. It ascertains

how fast, tall, dense, heavy, broad, something is. However, one can make measurements of
physical attributes only and if one has to measure those attributes which cannot be measured
with the help of tools. That is where the need for evaluation arises. It helps in passing value
judgement about the policies, performances, method, techniques, strategies, effectiveness,
etc. of teaching.

Measurement provides a solid base to make an evaluation, as you have something concrete to
make a comparison between the objects. Further, Evaluation has a crucial role to play in
reforming the learning and teaching process and suggesting changes in the curriculum.

Difference between Measurement, Evaluation

and Assessment.

S.No. Items Measurement Assessment Evaluation

1. Purpose Quantification Qualitative for Analyzing and
assigning numerals for assessing levels. interpretating information

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 a veriable. to determine the extent to
which students achieve
educational objectives.
2. Functions Prognosis, diagnosis, Gathering information Prediction, comparison,
and research. to monitor progress and diagnosis, and research.
make educational
decisions.
3. Nature Formal process , Formal and informal, Formal and informal,
planned more precise planned and unplanned, continuous,
or accurate. continuous, less comprehensive, planned
accurate. and incidental.
4. Scale Ordinal, nominal, Ordinal, nominal, equal Ordinal, nominal, equal
equal interval, etc. interval and ratio. interval and ratio.
5. Methods Testing and measuring Observation, interview, Testing, Observation,
methods. behaviour monitoring. interview, questionnaire,
anecodatal and cumulative
records.
6. Characteristics Reliable, valid, Objective, subjective, Reliable, valid, objective,
objective and may be reliable and subjective and
standardized. valid. standardized and non-
standardized.
7. Means and Ends It is means not ends. It is also means to It is itself an end.
evaluate not the end.
8. Comparison Comparison is not Comparison is possible Comparative study is
possible on the basis to some extent. possible on the basis of
of measurement. evaluation.
9. Period It can be done at a It can be done when the It is a continuous process.
fixed time. activity is performed.
10. Prediction Meaningful prediction Meaningful prediction Meaningful prediction can
can’t be made. can’t be made. be made.
11. Time and Energy It takes less time but It takes more time and It takes more time and
energy consuming. energy consuming then money consuming than
measurement. measurement.
12. Focus It is subject matter It is mostly activity or It is objective centred.
centred. performance centred.
13. Indication It does not indicate the It also doenot indicate. On the basis of evaluation,
perception about the we can make the clear
students clearly. perception about the
students.
14. Testing of The testing of some Some dimensions of The whole personality of
personality dimension of personality are tested. the students is tested.
personality is possible.
15. Part of It may not be It may not be necessary It the whole part of
Education necessary part of part of education. education.
education.

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 Achievement 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.
Accurate achievement data are very important for planning curriculum and instruction and for
program evaluation.
An achievement test is a test of developed skill or knowledge. The most common type of
achievement test is a standardized test 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 tests that measure aptitude, a more
general and stable cognitive trait.
Achievement test scores are often used in an educational system to determine the level of
instruction for which a student is prepared. High achievement scores usually indicate a
mastery of grade-level material, and the readiness for advanced instruction. Low achievement
scores can indicate the need for remediation or repeating a course grade.
Under No Child Left Behind, achievement tests have taken on an additional role of
assessing proficiency of students. Proficiency is defined as the amount of grade-appropriate
knowledge and skills a student has acquired up to the point of testing. Better teaching
practices are expected to increase the amount learned in a school year, and therefore to
increase achievement scores, and yield more "proficient" students than before.

 Definition of Achievement Test.

According to Throndike and Hagen – “The type of ability test that describes what a person
has learned to do.”

According to Groulund – “A systematic procedure for determining the amount a studenthas

learned through instruction.”

Functions of Achievement Test.

Achievement tests are universally used in the classroom mainly for the following purposes

 To measure whether students possess the pre-requisite skills needed to succeed in any unit or
whether the students have achieved the objective of the planned instruction.
 To monitor students learning and to provide ongoing feedback to both students and teachers
during the teaching-leaning process.
 To identify the students learning difficulties- whether persistent or recurring.
 To assigns grades.

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 Characteristics of a good Achievement Test
1. It can be tried out and selected on the basis of its difficulty level and discriminating power.
2. It should be directly related to educational objectives.
3. It should possess description of measure behaviour in realistic and practical terms.
4. It contains a sufficient number of test items for each measured behaviour; concerned with
important and useful matter; comprehensive brief, precise and clear.
5. It should be divided into different knowledge and skills according to behaviours to be
measured.

Criteria of good Achievement Test

1. Validity:Validity is arguably the most important criteria for the quality of a test. The
term validity refers to whether or not the test measures what it claims to measure. On a
test with high validity the items will be closely linked to the test’s intended focus.
Test validity can itself be tested/validated using tests of inter-rater reliability, intra-rater
reliability, repeatability (test-retest reliability), and other traits, usually via multiple runs
of the test whose results are compared.

2. Reliability:Reliability, on the other hand, is not at all concerned with intent, instead
asking whether the test used to collect data produces accurate results. In this context,
accuracy is defined by consistency (whether the results could be replicated).

It is a measure of consistency with which the question, test or examination produces the
same result under different but comparable conditions. A reliable evaluation mechanisms
independent of the characteristics of individual evaluator.

The property of ignorance of intent allows an instrument to be simultaneously reliable

and invalid.

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 Because reliability does not concern the actual relevance of the data in answering a
focused question, validity will generally take precedence over reliability. Moreover,
schools will often assess two levels of validity:

 The validity of the research question itself in quantifying the larger, generally more
abstract goal
 The validity of the instrument chosen to answer the research question.

3. Practicability:practicability refers to the degree to which the test is easy to prepare, use,
and interpret and to store.

Practicability of a test is emphasis more on the efficiency and effectiveness of a test to

measure student learning outcomes.
Every good assessment has to be practical. In an ideal world all assessments would be
identical to what the target task is. The bigger issue with practicality is that if you have a
class of many students, it would be nearly impossible for all students to be able to
complete a task like this in a reasonable amount of time.

Evaluation process should be realistic, practical and efficient in terms of their cost, time
taken and ease of application.

 The criteria of test practicability can be seen as follow:

1. It is not excessively expensive.
2. Stays within appropriate time constraints
3. It is relatively easy to administer.
4. It has a specific and effective scoring procedure.

4. Fairness:Evaluating must be fair for all learner. This can be possibly by accurate
reflecting of range of expected behaviours as desired by the course objectives.

ItRefers to the consideration of learner’s needs and characteristics, and any reasonable
adjustments that need to be applied to take account of them. It is important to ensure that
the learner is informed about, understands and is able to participate in the assessment
process, and agrees that the process is appropriate. It also includes an opportunity for the
person being assessed to challenge the result of the assessment and to be reassessed if
necessary. Ideally an assessment should not discriminate between learners except on
grounds of the ability being assessed.

5. Usefulness: Evaluation should be useful for all learner. Feedback from evaluation
must be made available to learners and help them to prove their current strength and
weaknesses.

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 Steps of construction of Achievement Test

1. Identifying instructional Objectives

2. Blue Print
3. Achievement Test Question Paper
4. Marking Scheme
5. Item Analysis Table
6. Master Sheet
7. Interpretation Table
8. Result/ Conclusion

Blue-Print

Class- VIIIth Time- 90 Minutes Total Marks- 40

Sectio Subject Knowledge Understanding Application Skills Total

n V.S. S.A L. V.S. S.A L.A V. S.A L. V S. L.A
A A A S. A .S A
A .
A
The Modern 1(2) 2
A Period
(History)
Resources 1(1) 1(1) 2
(Geography)
The 1(2) 2
Constitution
(Civics)
The Modern
B Period 3(1) 3(1) 6
(History)
Resources 3(1) 3(1) 3(1) 9
(Geography)
The 3(1) 3(1) 3(1)

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 Constitution
(Civics)
The Modern
C Period
(History)
Resources 5(1) 5
(Geography)
The 5(1) 5
Constitution
(Civics)
Total 1(5) 3(3) 1(1) 3(3) 5(1) 3(2) 5(1) 40(16)

 V.S.A Very Short Answer

 S.A Short Answer
 L.A Long Answer
 Inside Bracket Questions
 Outside Bracket Marks

1.Achievement Test Question Paper

Social Science
Class- VIIIth

Time: 90 Minutes Total

Marks: 40

General Instructions:
1. There are 36 questions in all. All questions are compulsory.
2. Section A carries 1 marks for each questions.
3. Section B carries 3 marks for each questions.
4. Section D carries 5 marks for each questions.

Section A

Q1. Who wrote Gandhiji’s Biography?

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Q2. List the primary sources of history.
Q3. How can we classify resources?
Q4. Name any one country that become a democracy from a monarchy.
Q5. Who drafted Indian Constitution?
Q6. List the two ways by which we can conserve resources

Section B

Q7. Write a short note on conservation of resources.

Q8. What are resources? Explain its 3 types with examples.
Q9. What are the characteristic features of the modern period?
Q10. Write a short note on literary sources.
Q11. Human beings are the greatest resource on the earth. Discuss.
Q12. What are the importance of constitution?
Q13. Write a short note on need for constituition.
Q14. Illustrate why did people of Nepal want a new constituition?

Section C

Q15. Imagine you have no vital resources are left. Why is this happened? What should we do
to prevent it?
Q16. Explain constituition with its importance. What are the needs of the laws?

5.Marking Scheme
The marking scheme is a guide to awarding marks to candidates’ answers. The marking
schemes should not be considered as model answers. In some instances only key words are
given, words that must appear in the correct context in the candidate’s answer in order to
merit the assigned marks. The marking scheme is an answer sheet which provides step by
step marking of each question provided in the sample paper.
o The marking scheme is an answer sheet which provides step by step marking of each
question provided in the sample paper.

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 o a plan or guidelines used in the marking of school children's or students' written work by
teaching staff.
o A marking scheme is a set of criteria used in assessing student learning. Sample marking
scheme.

Question Expected Answer/ Value Point Distribution of Total Marks

No. Marks
1. Joseph Doke 1 Marks 1 Marks
2. Acheological sites, inscriptions, coins, 1 Marks 1 Marks
buildings.
3. Classified on the basis of origion, on the 1 Marks 1 Marks
basis of exhaustibility .
1. Bhutan 1 Marks 1 Marks
2. B.R. Ambedkar 1 Marks 1 Marks
3. 1. Reduce, Reuse, Recycle 1 Marks 1 Marks
2. Sustainable Development
4.  Using resources or not wasting them 3 Marks 3 Marks
is called conservation of resources.
 Use of natural resources properly
and also conserve them for future
generations it is called sustainable
development.
 By practicing 4 golden R’s of
conservation.
 Review
 Reduce
 Reuse
 Recycle
5.  Resource refers to all the materials 3 Marks 3 Marks
available in our environment which help
us to satisfy our needs.
 Types of Resources
 Natural Resources: That
derived from Nature
 Human Made Resources:
Resources that human create
by using technology and skills.
 Human Resources : human
beings are most important as
they can identify a resource
and use it beneficially.
6.  Modern period refers to the period in 3 Marks 3 Marks
which we all live now.
 It began 1st in Europe in around the 15th
century.
 It was characterized by
industrialization, urbanization, trade and
commerce and transport and

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 communication.
7.  Literary sources are the information 3 Marks 3 Marks
gathered in written forms that explain
the essence of ancient culture.
 These sources incorporate information
like journals, letters, books and
investigation reports in impression,
automated, and visual compositions.
 There are three kind of literary sources:
religious, foreign, and secular accounts.
8.  Because they make the best use of 3 Marks 3 Marks
nature to create more resources.
 They can do this as they have the
knowledge, skill and technology to do
so.
 This ability is acquired by people on the
basis of education.
9.  It clearly defines the powers and 3 Marks 3 Marks
functions of the elected representatives
who govern the country as well as the
rights of citizen.
 It outlines the ideas that bind people and
communities together.
 It imposes restrictions on government to
avoid missuse of power.
10.  Equality is an important feature of 3 Marks 3 Marks
democracy.
 It expresses the asprirations of the
people about creating a good society.
 It specifies on how government would
be elected and who will have the power
and responsibility to take important
decisions.
11.  Nepal was no longer a monarchy. 3 Marks 3 Marks
 But the Nepal constitutions power was
in the hand of the king.
 They wanted a new constituition
because ideal of people had changed as
the country head moved from a
monarchy to democracy.
12.  Natural resources are resources that 5 Marks 5 Marks
exist without actions of
humankind.Resource depletion is the
consumption of a resource faster than it
can be replenished.
 Resource depletion is most commonly
used in reference to farming, fishing,
mining, water usage, and consumption

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 of fossil fuels.
Major causes of resource depletion are:
1. population growth
2.Deforstation
3.Over consumption
4.natural calamities
5.Natural changes
6. pollution.
Various ways to prevent it are as follows :
1.controlling population
2.afforstation
3.control pollution
4.sustainable development
5.Promote 3R.s-reduce,reuse,recycle

13.  The constitution is a set of principals or 5 Marks 5 Marks

established precedents according to
which a state or other organization is
governed this rules together makeup I; e
constitute what the entity is.
The constitution is important because
 It protects individual freedom,
it's fundamental principles govern the
United states.
 The constitution place the government's
power in the hands of the citizens.
 It limits the power of government and
establishes a system of checks and
balanced.
 Need for laws
 Laws are meant for the welfare and
security of the people.
 They serve as a means of bringing
about social change and establishing
an egalitarian society.
 To balance the damage done by the
victim against the person and society
in general.

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 6.Item Analysis
Item analysis refers to statistical methods used for selecting items for inclusion
in a psychological test. The concept goes back at least to Guildford (1936). The
process of item analysis varies depending on the psychometric model. For
example classical test theory or the Rash model call for different procedures. In
all cases, however, the purpose of item analysis is to produce a relatively short
list of items (that is, questions to be included in an interview or questionnaire)
that constitute a pure but comprehensive test of one or a few psychological
constructs.
To carry out the analysis, a large pool of candidate items, all of which show
some degree of face validity, are given to a large sample of participants who
are representative of the target population. Ideally, there should be at least 10
times as many candidate items as the desired final length of the test, and several
times more people in the sample than there are items in the pool.

Item analysis is a process which examines student responses to individual

test items (questions) in order to assess the quality of those items and of the test
as a whole.
Item analysis is the act of analyzing student responses to individual exam
questions with the intention of evaluating exam quality.
Item Analysis is a useful means of discovering how well individual test items
assess what students have learned.
Item analysis is a general term for a set of methods used to evaluate test items.
After a test paper has been scored , it is desirable to appraise the effectiveness
of the different questions or items. This can be done by considering the
responses of students to each item .suh a procedure is called Item analysis.

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 7.Master Sheet
SOCIAL SCIENCE
Class VIIIth
S.NO Name of Q1 Q2 Q3 Q Q Q Q Q Q9 Q10 Q11 Q Q13 Q14 Q15 Q16 Total
Students 4 5 6 7 8 12 responses

1. Aarav Kr. 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 15
Singh

2. Aayush 1 1 1 1 0 1 1 1 0 1 1 1 1 1 1 1 14
Singh

3. Aditi 1 0 1 0 1 0 1 0 1 1 1 0 1 1 0 1 10
Bhagat

4. Aditya 1 1 0 0 0 1 1 0 1 0 1 1 0 1 0 1 9
Kumar

5. Angesh 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 14
Malik

6. Chaaya 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 0 13
Das

7. Deepali 1 0 1 1 0 1 0 1 0 1 1 1 1 0 1 1 11
Thakur

8. Deepti Rai 0 1 1 0 1 1 0 1 1 0 1 1 0 1 0 1 10

9. Deepshikha 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 16

10. Kaushal 0 0 1 0 0 1 1 0 1 1 1 1 0 1 0 0 8

11. Nikhil 1 1 0 1 1 0 1 1 1 1 1 1 1 1 0 1 13

12. Nitin 0 1 0 0 1 1 0 0 1 0 1 0 1 0 0 0 6

13. Nitya 0 1 0 1 0 1 0 1 1 0 0 1 1 1 1 0 9

14, Prisha 1 1 1 0 1 1 1 0 1 1 1 0 1 1 0 1 12

15. Pritam 1 1 1 1 1 1 0 1 1 1 1 0 1 1 0 1 13

16. Sahil 0 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 14

Upper group on the basis ofresponses

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S.NO Name of Q1 Q Q Q Q Q Q Q Q Q Q Q Q13 Q14 Q Q16 Total
Students 2 3 4 5 6 7 8 9 10 11 12 15 Responses

1. Deepshikha 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 16

2. Aarav Kr. 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 15
Singh

Sahil 0 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 14
3.
3.
Aayush Singh 1 1 0 1 0 1 1 1 0 1 1 1 1 1 1 1 14
4
.

Lower group on the basis ofResponses

S.NO Name of Q1 Q2 Q3 Q4 Q Q Q Q Q Q Q Q Q1 Q14 Q15 Q16 Total
Students 5 6 7 8 9 10 11 12 3 Tesponses

1. Nitin 0 1 0 0 1 1 0 0 1 0 1 0 1 0 0 0 6

2. Kaushal 0 0 1 0 0 1 1 0 1 1 1 1 0 1 0 0 8

Nitya 0 1 0 1 1 0 0 1 1 0 0 1 1 1 1 0 9
3.
3.
Nitin 1 0 0 1 0 1 0 0 1 0 1 0 1 0 0 0 20
4
.

 Definition of Difficulty Index

1. According to Blood and Budd

Difficulty index means discrimination between superior and inferior one.

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2. According to J.pgulliford
Difficulty value of an item is defined as the proportion and percentage.

Difficulty Index
Item/ Calculation Degree of Interpretation
Q. No Difficulty
1. (3+1)/8 = 4/8 50% Average
2. (4+3)/8 = 7/8 87.5% Very Easy
3. (3+1)/8 = 4/8 50% Average
4. (4+1)/8 = 5/8 62.5% Easy
5. (3+2)/8 = 6/8 75% Easy
6. (3+4)/8 = 7/8 87.5% Very Easy
7. (3+1)/8 = 4/8 50% Average
8. (4+1)/8 = 5/8 62.5% Easy
9. (3+4)/8 = 7/8 87.5% Very Easy
10. (4+1)/8 = 5/8 62.5% Easy
11. (3+3)/8 = 6/8 75% Easy
12. (4+2)/8 = 6/8 75% Easy
13. (4+3)/8 = 7/8 87.5% Very Easy
14. (4+2)/8 = 4/8 75% Easy
15. (4+1)/8 = 5/8 62.5% Easy
16. (4+0)/8 = 4/8 50% Average

 Interpretation of the Difficulty Index

Range Difficulty Level
20 & below Very Difficult

21- 40 Difficult

41- 60 Average

61- 80 Easy

81 & above Very Easy

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 8.Discrimination Index
Item discrimination is the degree to which students with high overall exam
scores also got a particular item correct. It is often referred to as Item Effect,
since it is an index of an item’s effectiveness at discriminating those who know
the content from those who do not.
The item discrimination index is a point biserial correlation coefficient. It’s
possible range is -1.00 to 1.00. A strong and positive correlation suggests that
students who get any one question correct also have a relatively high score on
the overall exam. Theoretically, this makes sense. Students who know the
content and who perform well on the test overall should be the ones who know
the content. There’s a problem if students are getting correct answers on a test
and they don’t know the content.

 Discrimination Index

Item / Calculation Degree of Interpretation

Q. No discrimination
1 (3-1)/8 = 1/4 25% Marginal Item
2 (4-3)/8 = 1/8 12.5% PoorItem
3 (3-1)/8 = 1/4 25 Marginal Item
4 (4-1)/8 = 3/8 37.5% Good Item
5 (3-2)/8 = 1/8 12.5% Poor Item
6 (3-4)/8 = 1/8 12.5% Poor Item
7 (3-1)/8 = 1/4 25 Marginal item
8 (4-1)/8 = 3/8 37.5% Good Item
9 (3-4)/8 = 1/8 12.5% Poor Item
10 (4-1)/8 = 3/8 37.5% Good Item
11 (3-2)/8 = 1/8 12.5% Poor Item
12 (4-2)/8 = 1/4 50 Very Good Item
13 (4-3)/8 = 1/8 12.5% Poor Item
14 (4-2)/8 = 1/4 25 Marginal Item
15. (4-1)/8 = 3/8 37.5% Good Item
16. (4-0)/8 = 1/2 50% Very Good Item

 Interpretation of the Discrimination Index

Range Verbal Description
40 & above Very good item

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30 – 39 Good item

20 – 29 Marginal items

Below than 19 Poor item

9.Result/ Conclusion

Item Discrimination Power Index

Discrimination Item Number Number of Percentage of Item Remark

Power Items
40 and Above Q12,Q16 2 (2/16)*100 = 12.5% Very Good
Item
30-39 Q4, Q8, Q10, 4 (4/16)*100 = 25% Good Item
Q15
20-29 Q1, Q3,Q7, 4 (4/16)*100 = 25% Marginal
Q14 Item
Below 19 Q2, 6 (6/16)*100 = 37.5% Poor Item
Q5,Q6,Q9,
Q11, Q13

Discrimination Index

 Above table shows 2 questions are very good item, 4 questions are
good item, 4 questions are marginal item, and 6 questions are poor
item.

 Most of the students have attempted question number 12 and 16 as

they are very good item.

 Some topics are difficult because most of the students didn’t give
correct answers. So difficult topics should be revised in the class so
they will do better in next exam.

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  Remedial classes should be given to those students who couldnot
score good in the exam and should motivate for the better
performance in future.

Item Difficulty Index

Range Item Number Number of Percentage of Item Remark

Items
20 and below 0 0 0 Very
Difficult
21-40 0 0 0 Difficult
41-60 Q1, Q3,Q7, 4 (4/16)*100 = 25% Average
Q16
61-80 Q4,Q5,Q8,Q10, 8 (8/16)*100 = 50% Easy
Q11, Q12, Q14,
Q15
81 and above Q2, Q6, Q9, 4 (4/16)*100 = 25% Very Easy
Q13

 Difficulty Index

 Above table shows 4 questions are very easy, 8 questions are easy, 2
questions are average and 0 questions are difficulty. This shows that the
student can able to attempt the test properly and could be able to achieve
good marks, as difficulty level of questions are not there.

 Most students attempted question number 1, 5, 7, 8, 10, 11, 12,13, 15

Conclusion:

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