1.

INTRODUCTION
A test or examination is an assessment intended to measure a test-
takers knowledge, skill, aptitude, physical fitness, or classification in
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 calculator when 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 interpreted with
regards to a norm or criterion, or occasionally both. The norm may be
established independently, or by statistical analysis of a large
number of participants. An exam is meant to test a child's knowledge
or willingness to 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. Standardized tests
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

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developed by individual instructors, 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 students to study, and to
provide feedback to students. In some instances, a teacher may
develop non-standardized tests that resemble standardized tests in
scope, format, and difficulty for the purpose of preparing their
students for an upcoming standardized test. In contrasts to 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, educational institution, 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 science with reporting.

a) To analyse the trends and issues in learning and learner

assessment
b) To become the use of a wide range of assessment tools and learn
to select and construct these appropriately.
c) To analyse and interpret results of assessment using rudimentary
statistical methods.
d) To learn how to make a blueprint of unit test.

3. MEANING OF UNIT
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Unit means a device that has a specified function, especially one
forming part of a complex mechanism. It is a quantity chosen as a
standard in terms of which other quantities may be expressed. This
is the division of instruction centering on a single theme.

4. MEANING OF UNIT TEST

Unit tests are conducted in the school to evaluate the summative
assessment of teaching-learning process. This is a process of
measuring student`s achievement. By unit test, the teacher comes to
know about the effectiveness of his\her 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. Although you 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 throughout this tutorial to refer to
this process of measuring what you know and have learned.

In case you are curious, here are some definitions:

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 A test or quiz is used to examine someone's knowledge of
something to determine what he or she knows or has learned.
Testing measures the level of skill or knowledge that has been
reached.

 Evaluation is the process of making judgments based on criteria

and evidence.

 Assessment is 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 educational context, 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 complicated with multiple reasons as
to why schools use tests.

At the school level, educators create tests to measure their students'

understanding of specific content or the effective application of
critical thinking skills. Such tests are used to evaluate student
learning, skill level growth, and academic achievements at the end of
an instructional period—such as the end of a project, unit, course,
semester, program, or school year.

These tests designed as summative assessment.

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According to the Glossary for Educational Reform, summative
assessments are defined by three criteria:

 To evaluate and grade students. Unit tests provide a

controlled environment for independent work and so are often
used to verify students’ learning.
 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 weaknesses and 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 progression and 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 information on 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 qualified students. Certain professions demand
that students demonstrate the acquisition of certain skills or
knowledge. An test can provide such proof – for example, the
Uniform Final Examination (UFE) serves this purpose in
accounting.

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At the district, state, or national level, standardized tests are an
additional form 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 Standards in
2009 continued state-by-state testing through different testing groups
(PARCC and SBAC) in order to determine student readiness for
college and career. Many states have since developed their own
standardized tests. 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 obvious point of classroom testing is to assess what students

have learned after the completion of a lesson or unit. When the
classroom tests are tied to effectively written lesson objectives,
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-teacher conferences.

b. To identify student strengths and weaknesses

Another use of tests at the school level is to determine student

strengths and 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

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Until 2016, school funding had been determined by student
performance on state exams.

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 requirement came a recommendation for
the use of effective tests.

"To support State and local efforts to reduce testing time, section
1111(b)(2)(L) of the ESEA allows each State, at its discretion, the
option to set a limit on the aggregate amount of time devoted to the
administration of assessments during a school year."

This shift in attitude by the federal government came is a response to

concerns over the number of hours schools use to specifically "teach
to the test" as they prepare students to 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 testing can be contentious with educators who
believe they cannot control the many factors influence a student's
grade on an exam.

There is a national test, the National Assessment of Educational

Progress (NAEP),which is the "largest nationally representative and
continuing assessment of what America's students know 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.

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For example, the PSAT/NMSQT is often given in the 10th grade to
students across the nation. When students become National Merit
Scholars due to their results on this test, they are offered 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 successfully completing a 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 enrollment program” to high school

students who enroll in college 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 application to colleges. Additionally, students
might be required to take additional exams to get into special
programs or be placed properly in classes. For example, a student
who has taken a few years of high school French might be required
to pass an exam in order to be placed in the correct year of French
instruction.

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Programs such as the International Baccalaureate (IB) "assess
student work as direct evidence of achievement" that students may
use in college applications.

6. IMPORTANCE OF ASSESSING THE PROGRESS OF

LEARNING
Teachers monitor student progress for several purposes. Teachers
can use monitoring tools to evaluate how well an individual student
learns new concepts presented in class and how well she retains
skills and concepts previously learned. Teachers can also evaluate
how well the current teaching program performs in reaching
students and what changes can be made in the way things are
taught to improve learning.

Curriculum
Curriculum-based monitoring uses standardized tests that include
material presented over the course of the entire year as a way to
effectively and accurately monitor student progress and 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 students learn and retain the
material.

Frequent Evaluations

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Frequent evaluations that chart student progress can positively
impact how students view themselves as learners, according to
Paul Black and Dylan Wiliam, authors of “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.
Successful learning improves the student’s self-esteem and
motivation to continue to participate in the educational experience.

Observation and Interaction

Individual interaction between teacher and student provides the
teacher with opportunities to evaluate progress and retention. This
interaction can also provide the student with an opportunity to
evaluate her own progress and communicate any concerns or
needs to the teacher, a component that Black and William report is
critical to accurate progress evaluation.

A teacher and student joint review of the student’s written work 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 progress and enable the student to
map a path to success. Positive feedback provides the student with
valuable motivation and encouragement that can change the
student’s self-perception from a negative outlook to a positive one.

7. CHARACTERISTICS OF UNIT TEST

a) Unit tests provide a controlled environment for independent
work and so are often used to verify students’ learning.
b) Students tend to open their books more often when an
evaluation is coming up. Unit tests can be great motivators.

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c) 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.
d) 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 progression and
improvement.
e) You can use tests 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) Institutions often want information on how students are doing.
How many are passing and failing, and what is the average
achievement in class? unit tets can provide this information.
g) Certain professions demand that students demonstrate the
acquisition of 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) Standardised test

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

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III. Content and objectives coverage: those determined by the
teacher in the classroom
IV. Scoring: subjective and usually biased and judgment
evaluative
V. Purpose and use: measures particular objectives and is used to
make intraclass comparisons

Standardised test : in terms of criteria

I. Preparation and construction: a team of experts

II. Administration: standard uniform procedures
III. Content and objectives coverage: determined by ministry of
education, existing curricula and syllabi
IV. Scoring: objective, usually machine-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 test should be consistent with learning outcomes for the
course. There are a number of ways to review and prioritize the skills
and concepts taught in a course. A teacher could:

 Use the topics list provided in course outline

 Skim through lecture notes to find key concepts and methods
 Review chapter headings and subheadings in the assigned
readings

The teacher should make his test plan by following the steps given
below.

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  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 focusing the marks and other
feedback on the process they follow to arrive at a solution.
Alternatively, you can evaluate the end product.
 The communication of ideas. The teacher can evaluate students’
communication skills their ability to express themselves - whether
this is by writing a cogent argument, or creating an elegant
mathematical proof.
 Convergent thinking or divergent thinking. The teacher can test
your students’ ability to draw a single conclusion from different
inputs Or you may alternatively want them to come up with
different possible answers (divergent thinking). 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
progress the 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 unit tests motivates low-

scoring students to engage in behaviours that promote better
performance and long-term retention. High-scoring students
probably already have the motivation to engage in these types of
behaviours.”

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 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 of exams.

 Tests being developed to assess how well students have met the
Common Core State Standards show promise as evaluations of
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 observation did not happen the way it would
be. Students reflect the observation for 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 students are learning but the
students decide 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.
The teachers should encourage the students in this case. When a
teacher gives a negative feedback in the answer copy, it creates a bad
impact on the students mind. So the teacher`s feedback would be such
that it will motivate as well as create a positive impact on the students.

iv. IT IS USED AS TEACHING DEVICE

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Exams provide teacher with the opportunity to obtain feedback on
student learning, teacher`s teaching methods, and the quality of the test
itself.

 Write impressions on your test and keep them. During the test
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 tests, 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 specifically for
feedback on tests, or you can obtain feedback in class after the
exam. Consider asking your students to complete an test wrapper –
a short survey asking students about exam preparation strategies
they used, what questions they found difficult to answer, and what
they might do differently to prepare for the next exam

Reviewing examination results can help teachers identify concepts

and methods that students are having difficulty with – questions that
were missed – as well as concepts and methods that were well
understood – questions generally successfully answered. Or it may
highlight well-constructed or poorly constructed exam question.
Consider using this information to:

 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
 Assess your teaching practice – what is working especially well
and what can be improved upon

B. PREPARATION OF BLUE PRINT

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topic knowledge understandin analysing Creating evaluating tota
g l
SCP mc t/f Fill Mcq t/f Fill mc t/f Fill mc t/f Fill mc t/f Fill
q In In q In q In q In
blan blan blan blan blan
k k k k k
Matter in 1 1 1 1 1 1 1 7
our
surroundi
ngs
Is matter 1 1 1 1 1 1 1 1 8
around
us pure?

SCL Matc Matc Matc Matc Matc

h h h h h
The The The The The
colu colu colu colu colu
mn mn mn mn mn
biodiversit 1 1 1 1 1 1 1 1 1 9
y
Cell & its 1 1 1 1 1 1 6
organisati
on
total 5 8 4 9 4 15+1
5
=30

The blueprint is prepared by following procedure.

i. PREPARATION OF DESIGN

Our goal is valid, reliable, useful assessment Which requires:

a. Determining what is to be measured

b. Defining it precisely

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 c. Minimizing measurement of irrelevancies

Four Steps in Planning an Assessment

i. Deciding its purpose

ii. Developing test specifications
iii. Selecting best item 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. Understands limitations 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

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 c. Improves a product

iii. WEIGHTAGE TO DIFFERENT AREA OF UNIT TEST

a) trends/controversies in assessment
b) interdependence of teaching, learning, and assessment
c) purposes and forms of classroom assessment
d) planning a classroom assessment (item types, table of specs)
e) item types (advantages and limitations)
f) strategies for writing good items
g) compiling and administering classroom 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

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 c. multiple choice
C. essays
a. extended response
b. restricted response
D. performance-based
a. extended response
b. restricted response

Strengths and Limitations of Objective 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 (problem formulation,
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.

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v. SCHEMES OF OPTIONS

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 would confuse the
students to guess the right answer. The student have to answer the
questions by comparing the options with eachother. In match the
column, there should be 2 columns. In first column there should be
certain quantity of relations. In the second column there should be
given one or two options more 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
complex sentences. 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

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 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
10. if item revised, recheck its relevance

C. CONSTRUCTION OF UNIT TEST

The construction of unit test involves many steps. First of all, I went
to the SRI AUROBINDA INSTITUTE OF HIGHER STUDIES AND
RESEARCH, MATRUNHAVAN,CUTTACK school to bring permission
to conduct the test. There, I got the permission to conduct the test
of class IX students on 20.2.18. Then I decided to do the test of 30
marks (15 from SCP+ 15 from SCL). I asked the teachers about the
completion of course. I collected book from the students and chose
four units of science (2 of physical science & two of bioscience).
Then I prepared a blueprint and started making questions. I gave
priority to the volume of the unit while distributing marks. I prepared
more questions from larger units and less questions from smaller
unit. Since I was allowed to conduct only short-answer type test, so I
chose three types of questions. In bioscience there were 1-multiple
choice, 2- true/false, 3-match the column questions and in physical
science, there were mcq, t/f and fill in the blanks. According to the
blue print, I tried to prepare a standardised question for all the
students. All the questions were written in odia with appropriate
instruction since it is a odia-medium school.

D. ADMINISTRATION OF UNIT TEST

 POPULATION AND SAMPLE

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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
school helped me in the data collection and provided me the the
necessary things.

 PROCEDURE OF 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 properly to 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 time of 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.

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 Score of students in science

The mark of the students is shown in tabular form.

Sl Phy. Bio. Total Sl Phy. Bio. Total

no Science Science no Science Science
1 7 4 11 12 9 8 17
2 13 12 25 13 8 6 14
3 11 9 20 14 6 9 15
4 7 2 9 15 6 11 17
5 7 11 17 16 12 11 23
6 7 5 12 17 11 14 25
7 9 10 19 18 10 13 23
8 7 5 12 19 11 9 20
9 5 7 12 20 8 6 14
10 8 8 16 21 9 9 18
11 10 7 17

The performance of students is shown below graphically.

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 BAR GRAPH OF SCIENCE MARKS
16

14

12

10

0
I II III IV V VI VII VIII IX X XI XII XIII XIV XV XVI XVII XVIII XIX XX XXI

PHYSICAL SCIENCE (SCP) BIO SCIENCE (SCL)

mean

From the above data we can find the mean, median and mode of the
data.

Mean = sum of the individual marks ÷ total no of students

Sum of the total individual scores = 357

Total no. of students = 21

Mean= 357 ÷ 21= 17

median

If the data is arranged in ascending order it will be as follows

9, 11, 12, 12, 12, 14, 14, 15, 16, 17, 17, 17, 18, 18, 19, 20, 20, 23, 23, 25, 25

There are 21 numbers in the list. So the middle one be the median.
The middle one is 11 number. th

Hence the median of the data is 17.

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Mode

In the above data 12 and 17 are the numbers that have repeated 3
times i.e. more than the other numbers.

Hence the data has 2 modes that is 12 and 17.

11. MAJOR FINDINGS

The above data shows that the students performance in the unit test
is good. All the students have secured more than 30%marks in this
test. Two students have secured more than 80%, seven students
have scored between 60%-80%, ten students have scored between
40%-60% and two students have secured below 40%. If we make a
gradation of students considering the marks then the pi chart is of the
following type. 15 students have scored more than 50% in physical
science while 15 students also have secured more than 50% marks
in bio science.All the students have secured more than 30% mark. So
the result is satisfactory. But none of them has scored more than 90%.
The highest mark in this unit test is 25 and lowest mark is 9. In physical
science, highest score is 13 and in bioscience , the highest score is
14. From the marks, it ws also found that the girls have scored better
than the boys. This result shows that the students are giving equal
priority to all the subjects.

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 GRADE OF STUDENTS

A- GRADE (> 80%) B-GRADE (60%-80%) C-GRADE (40%-60%) D-GRADE (< 40%)

12. CONCLUSION

Reviewing examination results can help teacher identify concepts

and methods that students are having difficulty with – questions that
were missed – as well as concepts and methods that were well
understood – questions generally successfully answered. Or it may
highlight well-constructed or poorly constructed exam question.
Consider using this information to

 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

Standardised testing is considered important and these tests do

assess what is taught on the national level. They are used to measure
objectives and how schools are meeting educational state standards.

26
There are three primary reasons for Standardized tests: Comparing
among test takers, Improvement of ongoing instruction and learning,
and Evaluation of instruction.

Considering the information presented above, students undergoing

the testing have been told to not spend copious amounts of their own
time to study and prepare for the tests, although students believe they
need to do well to ensure they don't let down their school.

Standardized tests put large amounts of pressure on students. Some

children who 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 of many steps. I got a brief idea to prepare the
blueprint. The students also 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 would be better if the students were given enough time to
prepare. Also the questions paper contained only objective types of
questions. Some subjective type or essay type questions could be
given. Both the exams were conducted on the same day. They could
be conducted on different days.

14. REFERENCES

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 Cangelosi, J. (1990) "Designing Tests for Evaluating Student
Achievement." NY: Addison-Wesley.
 Gronlund, N. (1993) "How to make achievement tests and
assessments," 5th edition, NY: Allyn and Bacon.
 Haladyna, T.M. & Downing, S.M. (1989) Validity of a Taxonomy of
Multiple-Choice Item-Writing Rules. "Applied Measurement in
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 sschool mathematics? Elementary School
Journal, 83(5), 501–513.

15. APENDIX

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