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    2. Report Format

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    malikasjid929
    4 views12 pages
    Vu Report format

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    Vu Report format

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    © All Rights Reserved
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    Download as pdf or txt
    4 views12 pages

    2. Report Format

    Uploaded by

    malikasjid929
    Vu Report format

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    Practical Activity No.

    Achievement Test Report

    Submitted By:

    Roll no:

    Program:

    Submitted To:

    Virtual University of the Pakistan


    1

    Conceptualization, designing and construction of a teacher-made achievement


    test…………………………………………………………………………………. (2)

    Achievement Test Report …………………………………………………………..()

    Test Blue Print………………………………………………………………………()

    Item analysis blanks ………………………………………………………………...()

    Final Table …………………………………………………………………………..()

    Limitations and suggestions…………………………………………………………()

    Test ………………………………………………………………………………….()

    Scoring key ………………………………………………………………………….()

    Permission letter …………………………………………………………………….()


    2

    Abstract

    To furnish skills in determining psychometric properties of achievement test, a systematic


    endeavor was made by the construction of multiple-choice items achievement test. For this
    purpose, some school-based class (9th class biology students) was assessed; the teacher
    teaching biology was inquired about the covered content area. On the basis of teacher’s
    feedback, a test blue print was constructed. 80% and 20% weightage were specified to factual
    information and application of knowledge respectively. According to the computed
    percentage, the items were constructed for each of the content area and the achievement test
    was arranged and administered. The scripts were marked and arranged in descending order of
    performance. 30% scripts from the top scorers and 30% scripts from the bottom scorers were
    chosen. Evaluation of the difficulty and discrimination level of each of the items was done.
    Acceptance and rejection of the items were analyzed. The computed values were reviewed in
    details. The items falling within the stipulated range were 1,2,3,4,5,6,8,9,10,11, 12,13,14,
    15,16,17,18,19,20,21,22,23,25,27,28 and 30. These were accepted to be retained as it is or
    with minor revisions in the final version of achievement test. While items crossing beyond
    the stipulated range were rejected (i.e. items no. 7, 24, 26 and 29). They will be discarded as
    they do not meet the criterion. All the stages and the steps would be repeated unless a
    standardized version is developed.
    3

    Conceptualization, designing and construction of a teacher-made achievement test

    Achievement Test Report

    In order to furnish our skills in determining psychometric properties of achievement test, a


    systematic endeavor was made by the construction of multiple-choice items achievement test.
    In this reference, some school-based class was assessed; the teacher teaching specific subject
    was inquired about the covered content area of that subject. He was also asked about the
    stress or emphasis that he laid on any particular topic or content area. On the basis of this
    feedback and by reviewing the topics covered in past three months, a test blue print or
    achievement test specification chart was constructed. In this specification chart, percentage
    values were assigned to each of the content areas according to the feedback of the teacher.
    The teaching objectives were reviewed and subsumed as factual information, application of
    knowledge and theorization and generalization.

    80% weightage was specified to factual information as this test was administered on 9th class
    biology students and the focus at this grade is more on factual information rather than
    application of knowledge which was given 20% weightage.

    According to the computed percentage, the items were constructed for each of the content
    area and the achievement test was arranged. The finalized achievement test, thus, was
    administered to the same class for which it was prepared. The scripts were marked and
    arranged in descending order of performance. According to the standardized format of item
    analysis, 30% scripts from the top scorers and 30% scripts from the bottom scorers were
    chosen.
    The item difficulty index and item discrimination index formula were used for evaluating the
    difficulty and discrimination level of each of the items. Acceptance and rejection of the items
    were analyzed.
    The computed values were reviewed in details on the basis of overall review, and
    certain categories were developed for classification of items. The items falling within the
    stipulated range were 1,2,3,4,5,6,8,9,10,11,12,13,14,15,16,17,18,19,20,21,22,23,25,27,28 and
    30. These were accepted to be retained as it is or with minor revisions in the final version of
    4

    achievement test. While items crossing beyond the stipulated range were rejected (i.e. items
    no. 7, 24, 26 and 29). They will be discarded as they do not meet the criterion.
    5

    Test Blue Print


    6

    Item analysis blanks


    7

    Final Table
    8

    Limitations and Suggestions


    There were some limitations in the construction and application of achievement test. For
    instance, the students on which test was administered were taught by a different teacher and
    their test was constructed by the different person who was unfamiliar to them, and the test
    constructor was also not familiar with students, thus there might be some flaws. Another
    limitation was that the test builder was an inexperienced individual with his first experience
    of constructing a test for students. It can be aspired that after gaining some experience his test
    could be better than the first one. If teacher and students are familiar and more time will be
    spent with students, the test will be much better and more according to the student’s mentality
    and approach.

    All the stages and the steps would be repeated unless a standardized version is developed.
    Although some of the items were rejected, yet this exercise has provided a fair chance of
    learning the development of multiple-choice items according to the technical base line. It is
    expected that future efforts in this regard could yield better result. Thus, this practical
    exercise has enabled testers-to-be to acquire skills related to achievement test designing,
    achievement test development, content validity determination and item analysis.
    9

    Test
    10

    Scoring key
    11

    Permission letter

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