MULTIPLE CHOICE QUESTIONS
SEMESTER IV
Monday, February 20, 2017
Sunday, February 12, 2017
DIAGNOSTIC TEST
A diagnostic test is one kind of educational tests, and to
reveal specific weakness or failures to learn some subject of study. It helps
the teachers in identifying the status of the learner at the end of a
particular lesson, unit or course of learning as to what specific teaching or
learning points have been properly grasped by the learner. If such a deficiency
is located in several students it becomes obvious to the teacher to reflect upon
whether something went wrong with his method of teaching.
It is also possible that the entire group of students suffering
from that particular particular learning difficulty might not have the basic
knowledge required for befitting from further learning. After administrating a
diagnostic test or a battery of diagnostic tests to students, a teacher takes
remedial measures to overcome the deficiencies thus discovered.
Diagnostic testing is an important tool for educators who
want to know where their students are academically in order to bring those
students to where they need to be. If you want your students to move forward,
you need to identify where they have started; diagnostic testing is the way to
do this. A diagnostic test measures where students are in terms of their
knowledge and skills. It will assess the abilities that students have at a
particular time to solve problems or answer questions in a subject area.
CHARACTERISTICS OF
AN EFFECTIVE
DIAGNOSTIC TEST
Characteristics of an effective diagnostic test
are:-
v It
should be an integral part of the curriculum, emphasizing and clarifying the
important objectives.
v It
must be based on experimental evidence of learning difficulties.
v It
should reveal the mental processes of the learner sufficiently to detect points
of error.
v It
should suggest or provide specific remedial procedures or each error detected.
v It
should be designed to cover a long sequence or learning systematically.
v It
should be designed to check forgetting by constant review of difficult elements
as well as to detect faulty learning.
v It
should reveal pupil progress in objective terms.
steps in the
construction of
a diagnostic test
The following steps are
involved in the construction of a diagnostic test : -
1. Identifying learning
deficiencies.
2. Analyzing errors.
3. Analyzing content.
4. Identifying learning
points to be covered emerging from above.
5. Developing test
formats and their tryout.
6. Selecting items for
inclusion in the test.
7. Assembling the test.
Administrating the diagnostic test
The following points
need to be kept in view:-
1. The first task of
the teacher is to win the
confidence of the students.
2. It should be administrated
in a relaxed environment.
3. Students should be
asked not to consult each other
while taking the test.
4. Students should be
seated comfortably.
5. If any students is
not able to follow something, he
should be allowed to seek a clarification
from the teacher.
6. The teacher may
ensure that the students taking the test
attempt all questions.
7. Time table should
not be enforced strictly. If any students takes all
little more time, he should be allowed to
do so.
Analysis of a
diagnostic test
This is perhaps the
most important step to the taken up. The analysis should aim at identification
of the exact nature of each difficulty. This may be done at two levels, with
respect to the group tested and for each individual student. The former will
help in locating difficulties common for the group or a sub group. The latter
aims at helping each individual student solve difficulties specific for him. By
such a thorough analysis, the reason for each difficulty can be determined.
This process essentially requires competence, imagination and experience at the
same time.
Remedial instruction
When once the exact nature
if the difficulties and the reason for these are known, the teacher has to take
steps for remedial instruction for the whole group. What is needed is to provide
additional learning activities that might help in reducing the difficulties
noticed. What type of activities are to be given depends upon the nature of the
difficulty and the behind it. The diagnosis and remedial instruction should be
a continuous process and an integral part of effective instruction.
ACHIEVEMENT TEST
A test of educational
achievement is one that is designed to measure knowledge, understanding and
skills in a particular subject or groups of subjects taught in schools. The
teacher will be interested in knowing the level of achievement of each student
on each of the learning points and in evaluating these on the basis of his
predetermined instructional objectives which act as the criteria of reference.
A test meant for the above purpose is known as an achievement test. An
achievement test comes at the end of the course. The most common type of
achievement test is a standardized test.
According to N.M
Downie, ‘Achievement test is any test that measures accomplishment of an
individual after a period of training or learning.
QUALITIES OF A GOOD ACHIEVEMENT TEST
1. OBJECTVE BASE
Evaluation was defined
earlier as making judgement about some phenomena or performance on the basis of
pre-determined objectives.
2. COMPREHENSIVENESS
A
test should cover all the points expected to be learnt by pupils. It should
also cover all the pre-determined objectives. This is referred to by the term
comprehensiveness.
3. OBJECTIVTY
By
objectivity of a question, what is meant is the definiteness in the answer
expected, by which subjectivity in measurement as well as in evaluation is
reduced to the minimum.
4. VALIDITY
The validity of a test
may be defined as the accuracy with which it measure what it is intended to
measure or as the degree in which it approaches infallibility in measuring what
it purports to measure.
5. RELIABILITY
Reliability
of a test indicates the degree of consistency and accuracy with which it
measures what it has been intended to measure.
6. DISCRIMINATING POWER
A
test should be able to discriminate the examinees in terms of their levels of
achievement in the phenomenon measured.
7. PRACTICABILITY
A
test, however well it satisfies all the above criteria, maybe useless unless it
is not practically feasible. It was already pointed out how performance tests
and oral tests are limited to a minimum because of practical considerations.
PROCEDURE
At
the end of the second phase of the teaching practice, an achievement test was
conducted for the 9th standard students of D.V.N.S.S.H.S.S Poovattoor. Five chapters from first and second terminal
portion of Social Science are taken for the test.
STEPS IN THE CONSTRUCTION OF AN ACHIEVEMENT TEST
Major steps involved in
the construction of an achievement test includes
1. Planning of an achievement tests.
2. Preparation of a
design for the test.
3. Preparation of a
blueprint.
4. Item writing.
5. Preparation of the
scoring key and marking scheme.
6. Preparation of
question-wise analysis.
PLANNING
OF THE TEST
Name of the teacher
Name of the school
Subject
Unit I
Unit II
Time
Marks
PREPARATION
OF A DESIGN FOR THE TEST
After determining the
broad scope of the test, a design has to be developed in tune with it. The
objectives, content, forms of questions and the difficulty levels of items are
the most important factors to be considered in such a design.
a. Weightage to
Objectives
b. Weightage to content
c. Weightage to form of
questions.
d. Weightage to
difficulty
PREPARATION OF A BLUEPRINT
A Blueprint gives the
details of the design in concrete terms. Blueprint is prepared as
three-dimensional chart indicating the distribution of questions objective
wise, content wise and form wise. Some people make it four-dimensional adding
difficulty level also as one of the dimensions.
ITEM
WRITING
The
blueprint gives a very clear idea about the number of questions to write from
each topic, their forms and objectives.
PREPARATION OF THE SCORING KEY AND MARKING SCHEME
In order to maintain objectivity, scoring should be made strictly in
accordance with a pre-designed scheme of evaluation. So it is essential to
prepare the scoring key and the marking scheme simultaneously with the question
paper. In preparing marking scheme what the examiner has to do is to list out
the value points to be credited and then to fix up the mark to be given.
PREPARATION OF QUESTIONWISE ANALYSIS
In order to avoid loopholes, the
setter prepares a statement of question-wise analysis of the test. This is done
by marking an analysis of each item in terms of objective, specification and
form of question, difficulty level marks and estimated time.
Mean
Mean is the simplest but most useful measure of central tendency. For
calculating the arithmetic mean of the scores represented by a frequency table
the mid-point of each class can be taken as the single score representing the
class and it may be multiplied by the frequency of the class.
median
The median is the
score or value of that central item which divides the series into two equal
parts. In this connection it should be clearly understood that central item
itself is not the median. It is only the measure or value of the central item
that is known as median
Mode
The score which thus
has the maximum frequency in a distribution is said to be the modal score or
the mode.
Wednesday, February 8, 2017
READING
AND
REFLECTING
ON TEXT
STEPS OF READING AND
REFLECTING ON TEXT
1. IRODUCTION
2. REFLECTION ON EXTERNAL
DETAILS
3. REFLECTION ON internal
details
a. Introduction
b. Aims and Objectives
c. Methadlogical Framework
d. The textbook organization
e. Theeme, situations and characters
f. Supplimentary reading materials
g. Material for texting language outline
4. Contents in each
chapters
5. Insights Drawn
6. Self decision
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