test construction in mathematics
- 1. 1 1. INTRODUCTION A test or examination is an assessment intended to measure a test- takers knowledge,skill, aptitude, physical fitness,or classificationin many other topics (e.g., beliefs).A test may be administered verbally, on paper, on a computer,or in a confined area that requires a test taker to physically perform a set of skills.Tests vary in style,rigor and requirements.For example, in a closed book test,a test taker is often required to rely upon memory to respond to specific items whereas in an open book test,a test taker may use one or more supplementary tools such as a reference book or calculatorwhen responding to an item. A test may be administered formally or informally.An example of an informal test would be a reading test administered by a parent to a child.An example of a formal test would be a final examination administered by a teacher in a classroom or an I.Q. test administered by a psychologist in a clinic. Formal testing often results in a grade or a test score. A test score may be interpretedwith regards to a norm or criterion,or occasionallyboth.The norm may be established independently,or by statisticalanalysis ofa large number of participants.An exam is meant to test a child's knowledge or willingnessto give time to manipulate that subject. A standardized test is any test that is administered and scored in a consistent manner to ensure legal defensibility. Standardizedtests are often used in education,professional certification,psychology, and many other fields. A non-standardized test is usually flexible in scope and format, variable in difficulty and significance.Since these tests are usually developed by individualinstructors,the format and difficulty of these tests may not be widely adopted or used by other instructors or institutions.A non-standardized test may be used to determine the proficiency level of students,to motivate studentsto study,and to
- 2. 2 provide feedback to students.In some instances,a teacher may develop non-standardized tests that resemble standardizedtests in scope,format, and difficulty for the purpose of preparing their students for an upcoming standardized test.In contraststo non- standardized tests,standardized tests are widely used, fixed in terms of scope,difficulty and format, and are usually significant in consequences.Standardized tests are usually held on fixed dates as determined by the test developer,educationalinstitution,or governing body,which may or may not be administered by the instructor,held within the classroom,or constrained by the classroom period. 2. OBJECTIVE OF THE PROJECT Construction and administration of tests in mathematics with reporting. a) To analyse the trends and issues in learning and learner assessment b) To becomethe use of a wide range of assessment tools and learn to select and construct these appropriately. c) To analyse and interpret results of assessment usingrudimentary statistical methods. d) To learn how to make a blueprint of unit test. 3. MEANING OF UNIT Unit means a device that has a specified function,especiallyone forming part of a complex mechanism.It is a quantity chosenas a standard in terms of which other quantities may be expressed.This is the divisionof instructioncentering on a single theme.
- 3. 3 4. MEANING OF UNIT TEST Unit tests are conducted in the school to evaluate the summative assessment of teaching-learningprocess.This is a process of measuring student`sachievement.By unit test,the teacher comes to know about the effectiveness of hisher teaching process.The main aim of unit test is to isolate each unit of the system to identify, analyse and fix the defects. Test is different from assessment and evaluation in the following manner. When defined within an educational setting,assessment, evaluation,and testing are all used to measure how much of the assigned materials students are mastering,how well student are learning the materials,and how well student are meeting the stated goals and objectives.Althoughyou may believe that assessments only provide instructors with information on which to base a score or grade, assessments also help you to assess your own learning. Education professionals make distinctions between assessment, evaluation,and testing.However,for the purposes of this tutorial,all you really need to understand is that these are three different terms for referring to the process of figuring out how much you know about a given topic and that each term has a different meaning.To simplify things,we will use the term unit test throughoutthis tutorial to refer to this process of measuringwhat you know and have learned. In case you are curious,here are some definitions: A test or quiz is used to examine someone's knowledge of somethingto determine what he or she knows or has learned. Testing measures the level of skill or knowledge that has been reached.
- 4. 4 Evaluation is the process of making judgmentsbased on criteria and evidence. Assessmentis the process of documenting knowledge,skills, attitudes and beliefs, usually in measurable terms.The goal of assessment is to make improvements,as opposed to simply being judged.In an educationalcontext,assessment is the process of describing,collecting,recording,scoring,and interpreting information about learning. 5. NEED AND IMPORTANCE OF UNIT TEST The cycle of teaching and testing is familiar to anyone who has been a student,but why is testing even necessary? The answer seems obvious:to see what students have learned. However,this answer is more complicatedwith multiple reasons as to why schoolsuse tests. At the school level,educators create tests to measure their students' understanding of specific contentor the effective applicationof critical thinking skills.Such tests are used to evaluate student learning, skill level growth,and academic achievements at the end of an instructionalperiod—suchas the end of a project,unit,course, semester,program,or school year. These tests designed as summative assessment. Accordingto the Glossary for Educational Reform, summative assessments are defined by three criteria: To evaluate and grade students. Unit tests provide a controlled environmentfor independent work and so are often used to verify students’learning.
- 5. 5 To motivate students to study. Students tend to open their books more often when an evaluation is coming up. Unit test can be great motivators. To add variety to student learning. Unit tests are a form of learning activity.They can enable students to see the material from a different perspective.They also provide feedback that students can then use to improve their understanding. To identify weaknessesand correct them. Unit tests enable both students and instructors to identify which areas of the material students do not understand.This allows students to seek help, and instructors to address areas that may need more attention,thus enabling student progressionand improvement. To obtain feedback on your teaching. You can use unit tests to evaluate your own teaching.Students’performance on the unit test will pinpoint areas where you should spend more time or change your current approach. To provide statistics for the course or institution. Institutions often want informationon how students are doing.How many are passing and failing,and what is the average achievement in class? Unit tests can provide this information. To accredit qualifiedstudents. Certain professions demand that students demonstrate the acquisitionof certain skills or knowledge.An test can provide such proof – for example, the Uniform Final Examination (UFE) serves this purpose in accounting. At the district,state,or national level,standardizedtests are an additionalform of summative assessments.The legislation passed in 2002 known as No Child Left Behind Act (NCLB) mandated annual testing in every state. This testing was linked to federal funding of public schools.The arrival of the Common Core State
- 6. 6 Standards in 2009 continued state-by-state testingthrough different testing groups(PARCC and SBAC) in order to determine student readiness for college and career. Many states have since developed their own standardizedtests.Examples of standardized tests include the ITBS for elementary students;and for secondary schools the PSAT,SAT, ACT as well as Advanced Placement exams. a. To assess what students have learned The obviouspoint of classroom testingis to assess what students have learned after the completion ofa lesson or unit.When the classroom tests are tied to effectively written lessonobjectives, a teacher can analyze the results to see where the majority of students did well or need more work. These tests are also important when discussing student progress at parent-teacherconferences. b. To identify student strengths and weaknesses Another use of tests at the school level is to determine student strengthsand weaknesses.One effective example of this is when teachers use pretests at the beginning of units in order to find out what students already know and figure out where to focus the lesson.Further, learning style and multiple intelligences tests help teachers learn how to best meet the needs of their students through instructional techniques. c. To measure effectiveness Until 2016,school funding had been determined by student performance on state exams.
- 7. 7 In a memo in December of 2016, the US Department of Education explained that the Every Student Succeeds Act (ESSA) would require fewer tests.Along with this requirementcame a recommendationfor the use of effective tests. "To support State and local efforts to reduce testing time,section 1111(b)(2)(L) ofthe ESEA allows each State,at its discretion,the option to set a limit on the aggregate amount of time devoted to the administration ofassessments during a school year." This shift in attitude by the federal government cameis a response to concerns over the number of hours schools use to specifically "teach to the test" as they prepare studentsto take these exams. Some states already use or plan to use the results of state tests when they evaluate and give merit raises to the teachers themselves.This use of high-stakes testingcan be contentiouswith educators who believe they cannot controlthe many factors influence a student's grade on an exam. There is a national test, the National Assessment of Educational Progress (NAEP),whichis the "largest nationallyrepresentative and continuing assessment of what America's studentsknow and can do in various subject areas."The NAEP tracks the progress of US students annually and compares the results with international tests. d. To determine recipients of awards and recognition Tests can be used as a way to determine who will receive awards and recognition. For example, the PSAT/NMSQT is often given in the 10th grade to students across the nation.When studentsbecome National Merit Scholars due to their results on this test, they are offered
- 8. 8 scholarships.There are an anticipated 7,500 scholarship winners who may receive $2500 scholarships,corporate-sponsored scholarships,or college-sponsored scholarships. e. For college credit Advanced Placement exams provide students with the opportunity to earn college credit after successfullycompletinga course and passing the exam with high marks. While every university has its own rules on what scores to accept, they may give credit for these exams. In many cases, students are able to begin college with a semester or even a year's worth of credits under their belts. Many colleges offer a “dual enrollmentprogram” to high school students who enroll incollege courses and receive credit when they pass the exit test. f. To judge student merit for an internship, program or college Tests have traditionally been used as a way to judge a student based on merit.The SAT and ACT are two common tests that form part of a student's entrance applicationto colleges.Additionally, students might be required to take additionalexams to get into special programs or be placed properly in classes.For example, a student who has taken a few years of high school Frenchmight be required to pass an exam in order to be placed in the correct year of French instruction. Programs such as the International Baccalaureate (IB) "assess student work as direct evidence of achievement" that studentsmay use in college applications. 6. IMPORTANCE OF ASSESSING THE PROGRESSOF LEARNING
- 9. 9 Teachers monitor student progress for several purposes.Teachers can use monitoringtools to evaluate how well an individual student learns new concepts presentedin class and how well she retains skills and concepts previouslylearned.Teachers can also evaluate how well the current teachingprogram performs in reaching students and what changes can be made in the way things are taught to improve learning. Curriculum-Based Monitoring Curriculum-basedmonitoringuses standardized tests that include material presented over the course of the entire year as a way to effectively and accurately monitorstudent progressand teaching methods. All of the concepts for the year appear on each test, although the questions appear in different forms so students don’t learn the test. The teacher uses the tests on a regular basis to measure student progress.If the grades rise during the course of the year, the teacher knows the teaching methods are effective and the students are learning.If the grades plateau or drop, the teacher knows the teaching methods are not effective and he needs to present materials and concepts in different ways so that studentslearn and retain the material. Frequent Evaluations Frequent evaluations that chart student progress can positively impact how students viewthemselvesas learners,according to Paul Black and Dylan Wiliam,authorsof “Inside the Black Box.” This is especially true with at-risk students.Frequent evaluation though classroom response,written work, testing and student-teacher interaction can pinpoint areas where a student needs additional help or a different type of instruction to achieve successful learning.
- 10. 10 Successfullearningimprovesthe student’s self-esteem and motivation to continue to participate in the educationalexperience. Observationand Interaction Individualinteraction between teacher and student provides the teacher with opportunitiesto evaluate progress and retention.This interaction can also provide the student with an opportunityto evaluate her own progress and communicate any concerns or needs to the teacher,a componentthat Black and William report is critical to accurate progress evaluation. A teacher and student joint review of the student’s writtenwork can facilitate an accurate evaluation of progress,or lack thereof,and provide the teacher with valuable suggestions for adapting instruction to meet the student’s needs. The teacher can supply the student with clear targets for progressand enable the student to map a path to success.Positive feedback provides the student with valuable motivationand encouragementthat can change the student’s self-perception from a negative outlookto a positive one. 7. CHARACTERISTICS OF UNIT TEST a) Exams provide a controlled environment for independentwork and so are often used to verify students’learning. b) Students tend to open their books more often when an evaluation is coming up.Exams can be great motivators. c) Exams are a form of learning activity.They can enable students to see the material from a different perspective.They also provide feedback that students can then use to improve their understanding. d) Exams enable both studentsand instructorsto identify which areas of the material students do not understand.This allows
- 11. 11 students to seek help, and instructors to address areas that may need more attention,thus enabling student progression and improvement. e) You can use exams to evaluate your own teaching.Students’ performance on the exam will pinpoint areas where you should spend more time or change your current approach. f) Institutionsoften want information on how students are doing. How many are passing and failing,and what is the average achievement in class? Exams can provide this information. g) Certain professionsdemand that students demonstrate the acquisitionof certain skills or knowledge.An exam can provide such proof– for example, the Uniform Final Examination (UFE) serves this purpose in accounting. 8. TYPES OF UNIT TEST There are mainly 2 types of unit tests. a) Teacher made test b) Standardisedtest Teacher made (classroom) tests:in terms of criteria I. Preparation and construction:the same person as instructor, test writer,and evaluator II. Administration:no uniform procedures III. Content and objectivescoverage:those determinedby the teacher in the classroom IV. Scoring:subjective and usually biased and judgment evaluative
- 12. 12 V. Purpose and use: measures particular objectives and is used to make intraclasscomparisons Standardisedtest : in terms of criteria I. Preparation and construction:a team of experts II. Administration:standard uniformprocedures III. Content and objectivescoverage:determinedby ministry of education,existing curriculaand syllabi IV. Scoring:objective,usuallymachine-scored V. Purpose and use: measures broad objectives and is used to make interclass,school,and national comparisons 9. GUIDING TO THE TEACHER IN PLANNING & CONSTRUCTION OF TEST The overall exam should be consistent with learning outcomes for the course.There are a number of ways to review and prioritize the skills and concepts taughtin a course.A teacher could: Use the topics list provided in course outline Skim through lecture notes to find key conceptsand methods Review chapter headings and subheadingsin the assigned readings The teacher should make his test plan by taking into consideration the followingfacts.
- 13. 13 Knowledge or how it is used. The teacher can design your test questions to assess students’knowledge or ability to apply material taught in class. Process or product. The teacher can test students’reasoning skills and evaluate the process by focusingthe marks and other feedback on the process they follow to arrive at a solution.Alternatively,you can evaluate the end product. The communicationof ideas. The teacher can evaluate students’communicationskills their ability to express themselves - whether this is by writing a cogent argument,or creating an elegant mathematical proof. Convergentthinking or divergentthinking. The teacher can test your students’ability to draw a single conclusionfrom different inputs (convergent thinking).Or you may alternatively want them to comeup with different possible answers (divergentthinking).Do you expect different answers from students,or do you expect all of them to provide the same answer? Absolute or relative standards. Is student success defined by learning a set amount of material or demonstrating certain skills,or is student success measured by assessing the amount of progressthe students make over the duration of the course? 10. CONSTRUCTION OF UNIT TEST A. PLANNING OF UNIT TEST i. UNIT TEST IS DEVELOPED TO MOTIVATE LEARNER “Most likely,having multiple cumulative exams motivates low- scoring studentsto engage in behaviors that promote better performance and long-term retention.High-scoring students
- 14. 14 probably already have the motivation to engage in these types of behaviors.” Research in cognitive science and psychology shows that testing, done right,can be an effective way to learn. Taking tests can produce better recall of facts and a deeper understanding than an education devoid ofexams. Tests being developed to assess how well students have met the Common Core State Standards show promise as evaluationsof deep learning. ii. UNIT TEST IS A SELF EVALUATING DEVICE Students are confused about the result of the situation.Students want to learn how and why an observationdid not happen the way it would be. Students reflect the observationfor them inorder to satisfy their curiosity.After they solve problems,they can articulate their answers in multiple ways. The students decide howmuch they want to learn about the concept and how they want to achieve the goal. The teacher regulates the content that the studentsare learning but the studentsdecide how they want to explore the concept. iii. IT IS USED FOR CORRECTING LEARNING MISTAKES Unit tests are not only done for evaluation of teacher`s effective teaching and students` learning difficulties,but also for correcting learning mistakes.This would help the teacher as well as the students to know about the weakness of the students in different part of the unit.The learning mistakes lead students to the betterment of their study.They should learn from their mistakes and take the consequences positively. iv. IT IS USED AS TEACHING DEVICE
- 15. 15 Exams provide teacher with the opportunity to obtain feedback on student learning,teacher`s teaching methods,and the quality of the exam itself. Write impressions on your exam and keepthem. During the exam and the marking of the exam, keep track of which questions seem to be well understood,and which questions were frequently misunderstood. Collect numerical data. If you have machine-scorable exams, you can get statistics on your questions,such as which questions were missed most often or which distracters were most often chosen.In other cases you can collect an overview of the marks. Get student feedback. You can leave space specificallyfor feedback on exams, or you can obtain feedback in class after the exam. Consider asking your students to complete an exam wrapper – a short survey asking students about exam preparationstrategiesthey used, what questions they found difficult to answer, and what they might do differently to prepare for the next exam (see our Teaching Tip on Teaching Metacognitive Skills). Reviewing examination results can help teachers identify concepts and methods that students are having difficultywith – questions that were missed – as well as concepts and methods that were well understood – questionsgenerallysuccessfully answered.Or it may highlightwell-constructed or poorly constructed exam question. Consider using this informationto: Change how you teach the remainder of the term Check for improvement on specific topics or methods over a term Redesign the course or the examination for future classes
- 16. 16 Assess your teaching practice – what is working especiallywell and what can be improved upon B. PREPARATION OF BLUE PRINT The questions were prepared for the unit test by the blueprint given below. topi c knowledge understanding analysing Creating evaluating total mc q t/f Fill In blank s Mc q t/f Fill In blank s mc q t/f Fill In blank s mc q t/f Fill In blank s mc q t/f Fill In blanks Set 1 1 1 3 Real no 1 1 1 1 1 1 6 Line & angle s 1 1 1 1 1 1 1 7 quad rilater al 1 1 1 1 4 total 4 5 4 4 3 20 The blueprint has been prepared by following the procedures given below. i. PREPARATION OF DESIGN Our goal is valid,reliable,useful assessment Which requires: a. Determiningwhat is to be measured b. Defining it precisely c. Minimizing measurement of irrelevancies
- 17. 17 Four Steps in Planning an Assessment i. Deciding itspurpose ii. Developing test specifications iii. Selecting bestitem types iv. Preparing items ii. WEIGHTAGE TO OBJECTIVES a) Knowledge a. Knows correct definitions b. Able to list major limitations of different types of items b) Comprehension a. Selects correct item type for learning outcome b. Understandslimitations of true-false items c. Distinguishes poor true-false items from good ones c) Application a. Applies construction guidelines to a new content area b. Creates a table of specifications d) Analysis a. Identifies flaws in poor items b. Lists general and specific learning outcomes e) Synthesis a. Lists general and specific content areas b. Provides weights for areas in table of specifications f) Evaluation a. Judges quality of procedure/product b. Justifies product c. Improves a product iii. WEIGHTAGE TO DIFFERENT AREAOF UNIT TEST a) trends/controversies in assessment
- 18. 18 b) interdependence of teaching,learning,and assessment c) purposes and forms of classroom assessment d) planning a classroomassessment (item types,table of specs) e) item types (advantages and limitations) f) strategies for writing good items g) compiling and administeringclassroom assessments h) evaluating and improving classroom assessments i) grading and reporting systems j) uses of standardized tests k) interpreting standardized test scores iv. WEIGHTAGE TO DIFFERENT FORMS OF QUESTIONS Objective type questions most directly measure learning outcome.where not clear, selection-type (more objective) are used. a. multiple choice based (less guessing,fewer clues) b. matching only if items homogeneous c. true-false only if only two possibilities classifications A. objective--supply-type a. short answer b. completion B. objective--selection-type a. true-false b. matching c. multiple choice C. essays a. extended response b. restrictedresponse
- 19. 19 D. performance-based a. extended response b. restrictedresponse Strengthsand Limitations ofObjective vs. Essay/Performance Objective Items Strengths o Can have many items o Highly structured o Scoring quick, easy,accurate Limitations o Cannot assess higher level skills (problemformulation, organization,creativity) Essay/Performance Tasks Strengths o Can assess higher level skills o More realistic Limitations o Inefficient for measuring knowledge o Few items (poorer sampling) o Time consuming o Scoring difficult,unreliable In this project,I conducted the test using objectives-selection type questions. v. SCHEMES OF OPTIONS
- 20. 20 In multiple choice based items,there must be one option correct from the 4 options given.But the other 3 options should not be wrong.They should be the distractors which wouldconfuse the students to guess the right answer.The student have to answer the questions by comparing the optionswith eachother.In match the column,there should be 2 columns.In first column there should be certain quantityof relations.In the second column there shouldbe given one or two optionsmore than the first column in order to trouble the students.This will feature the students accuracy in the learning.In the true false questions,we should avoid long and complexsentences.Students are most likely to answer true .so we have to give same number of true/false statements or slightly more number of false statements than true statements. vi. SECTION IN THE QUESTION PAPER 1. use table of specifications as guide 2. write more items than needed 3. write well in advance of testing date 4. task to be performed is clear, unambiguous, unbiased, and calls forth the intended outcome 5. use appropriate reading level (don’t be testing for ancillary skills) 6. write so that items provide no clues (minimize value of "test- taking skills") a. a/an b. avoid specific determiners (always, never, etc.) c. don’t use more detailed, longer,or textbook language for correct answers d. don’t have answers in an identifiable pattern 7. write so that item provides no clues to other items 8. seeming clues should lead away from the correct answer 9. experts would agree on the answer
- 21. 21 10. if item revised, recheck its relevance C. CONSTRUCTION OF UNIT TEST The construction ofunit test involves manysteps.First of all, I went to the SRI AUROBINDAINSTITUTE OF HIGHER STUDIES AND RESEARCH,MATRUNHAVAN,CUTTACK school to bring permission to conduct the test. There, I got the permissionto conduct the test of class IX studentson 20.2.18. Then I decided to do the test of 20 marks. I asked the teachers about the completionof course.I collected book from the students and chose four units of science (2 of Algebra& two of Geometry).Then I prepared a blueprint and started making questions.I gave priority to the volumeof the unit while distributingmarks.I prepared more questions from larger units and less questionsfrom smaller unit.Since I was allowed to conduct only short-answer type test,so I chose three types of questions that were mcq, t/f and fill in the blanks. According to the blue print,I tried to prepare a standardisedquestion for all the students.All the questions were written in odia with appropriate instructionsince it is a odia-medium school. D. ADMINISTRATION OF UNIT TEST POPULATIONAND SAMPLE There are about 120 students studying in class IX in that school. Class IX consists of 5 sections.Each section has a maximum strength of 25 students.I was provided one section of class IX. On the exam day, twentyone students were present.Among them, twelve were boys and only nine were girls.The classroom has the facilities of lights and fans. The students of that section were informed before about the test and the units.The teachers of the
- 22. 22 school helped me in the data collection and provided me the the necessary things. PROCEDUREOF DATA COLLECTION On 20.2.18,I reached in the school by 11.30am as per the permission.Then I went to the section provided and arranged the students properlyto conduct the test well.twenty one students were present on that day. The unit test consisted of 50 marks. First I gave the science questions to all the students and gave a timeof 40 minutes to do the questions.After 40 minutes,I collected the answer sheet from all the students.Then I distributed mathematics question and collected it after 30 minutes.I took two periods to conduct the unit tests and both the test were conducted by me on the same day. After the test,I told them the answer of the questions.Then, I checked their answer copies and gave the marks they secured.The marks are given below. E. DATA ANALYSIS AND INTERPRETATION From the unit test,I got the marks of the students.Their marks are given below. Sl no marks 1 12 2 16 3 15 4 9 5 5
- 23. 23 The marks are shown below graphically. from the above data, the mean of the data = sum of the individual marks of students / total no. of students = 251 ÷ 21= 11.95= 12 0 2 4 6 8 10 12 14 16 18 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 LINE GRAPH OF STUDENTS PERFORMANCE Column1 Column2 mark secured 6 13 7 12 8 14 9 14 10 12 11 8 Sl no marks 12 10 13 8 14 11 15 11 16 11 17 14 18 15 19 14 20 14 21 13
- 24. 24 Therefore mean of the data is 12 If we arrange the data is ascending order then the data will be in the followingmanner. 5, 8, 8, 9, 10, 11, 11, 11, 12, 12, 12, 13, 13, 14, 14, 14, 14, 14,15,15, 16 The middle no.is the median. The middle position ofthe data is 11th position. Hence 12 is the median of the data. In the above data, 14 is repeated 5 times which is more than the other numbers. Hence the mode of the data is 14. MEAN = 12 MEDIAN = 12 MODE = 14 11. MAJOR FINDINGS All the students have secured above 30% except one. The highest mark in this test is 16 and the lowest score is 5 out of 20. The above data shows that the students performance in mathematics unit test. The graph shows that the students performance is quite good in mathematics.All students except one has secured above 30% mark. Only one student scored above 80% , 12 students scored between 60%-80%,7 students scored between 40%-60% and only one student scored below 40%. From the result,it was found that the girls have secured better marks than the boys. The above data
- 25. 25 shows that confidence level is very good at mathematics.The grade of the studentsin this test is shown below. 12. CONCLUSION Reviewing examination results can help teacher identify concepts and methods that students are having difficultywith – questions that were missed – as well as concepts and methods that were well understood – questionsgenerallysuccessfully answered.Or it may highlightwell-constructed or poorly constructed exam question. Consider using this informationto: Change how a teacher teaches the remainder of the term Check for improvement on specific topics or methods over a term Redesign the course or the examination for future classes Assess the teaching practice of teacher – what is working especially well and what can be improved upon Standardisedtestingis considered importantand these tests do assess what is taught on the national level.They are used to STUDENTS PERFORMANCE A-GRADE (> 80%) B-GRADE(60%-80%) C-GRADE(40%-60%) D-GRADE (< 40%)
- 26. 26 measure objectives and how schools are meeting educational state standards. There are three primary reasons for Standardized tests:Comparing among test takers, Improvementof ongoing instructionand learning,and Evaluation of instruction. Considering the information presented above,students undergoing the testing have been told to not spend copious amountsof their own timeto study and prepare for the tests,although students believe they need to do well to ensure they don't let down their school. Standardizedtests put large amounts of pressure on students. Some childrenwho are considered at the top of their class choke when it comes to standardized tests such as the citywide.From this project,I found an idea about conducting the unit test properly.The test procedure consists ofmany steps. I got a brief idea to prepare the blueprint.The studentsalso revised their lessons and it was beneficial for them. From the test, I came to know more about the summative assessment. 13. SUGGESTIONS The exam was conducted successfully.But it could be better if the students wouldbe better if the students were given enough timeto prepare.Also the questions paper contained onlyobjective types of questions.Somesubjective type or essay type questionscould be given. Both the exams were conducted on the same day. They could be conducted on different days. 14. REFERENCES Cangelosi,J. (1990) "Designing Tests for Evaluating Student Achievement."NY: Addison-Wesley.
- 27. 27 Gronlund,N. (1993) "Howto make achievement tests and assessments,"5th edition,NY: Allyn and Bacon. Haladyna,T.M. & Downing,S.M. (1989) Validityof a Taxonomy of Multiple-Choice Item-Writing Rules."Applied Measurementin Education,"2(1),51-78. Monahan,T. (1998)The Rise of Standardized Educational Testing in the U.S. – A Bibliographic Overview. Ravitch,Diane,"The Uses and Misuses of Tests", in The Schools We Deserve (New York: Basic Books, 1985),pp. 172–181 "Different Exam Types - Different Approaches".ExamTime. 2012- 02-21.Retrieved 2017-12-11. Freeman, D. J., Kuhs, T. M., Porter, A. C., Floden,R. E., Schmidt,W. H., & Schwille,J. R. (1983).Do textbooks and tests define a natural curriculum in elementary school mathematics? Elementary School Journal, 83(5),501–513. 15. ANNEX
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