 Introduction

An achievement test is a type of developed skill or knowledge. The most common type of
achievement test is a 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, a more general
and stable trait.

Achievement is often used in an educational system to determine what 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.

 Definition

1) An achievement test is designed to measure a person's level of skill, accomplishment, or

knowledge in a specific area. Some examples of achievement tests include:

A math exam covering the latest chapter in book

A test in social psychology class

A comprehensive final in Spanish class

A skills demonstration in martial arts class

Each of these tests is designed to assess how much we know at a specific point in time about
a certain topic. Achievement tests are not used to determine what you are capable of; they are
designed to evaluate what you know and your level of skill at the given moment.

2) The type of ability test that describes what a person has learned to do………Throndike and
Hagen.

3) Any test that measures the accomplishments of an individual after a period of training or
learning…………. NM Downie.

 Steps and Purposes of Standardized Achievement Testing

1) Screening

One frequent use of standardized achievement tests is to identify students who perform
below, at the same level, or above their peers. That is, the utility of achievement test results in
the screening process is in identifying students who need further assessment. Examples of
achievement tests to use for screening are the Iowa Tests of Basic Skills and the Peabody
Individual Achievement Test–Revised/Normative Update.
2) Determining Eligibility

Using standardized achievement tests in conjunction with other types of tests can help
determine eligibility for services. For example, using the Wechsler Individual Achievement
Test, Second Edition (WIAT–II), with a measure of cognitive ability can help determine
eligibility for services.

3) Program Planning

Program planning and monitoring student progress connect instruction with assessment.
Achievement tests can aid in instructional planning and can be helpful in identifying what the
student knows and can do. Two useful tests for program planning are the Peabody Individual
Achievement Test–Revised/NU and theKeyMath–Revised/NU. The teacher can also utilize
other assessment approaches discussed in this chapter to assist with program planning.

4) Monitoring Progress

Regularly monitoring students' progress in literacy, mathematics, and other academic content
areas is important. Norm-referenced tests may not be as useful in monitoring progress as are
other assessment approaches because they are not sensitive to small changes in performance.
Frequent monitoring assists the teacher in modifying instruction to meet the needs of the
student. As with program planning, the teacher may also use other assessment approaches
discussed in this chapter.

5) Program Evaluation

Teachers and other professionals employ achievement tests to conduct two types of program
evaluation: individual student programs as specified in an IEP and, more broadly, the
progress that a class, grade, school, or the school district itself has made over a period of
time.

 Functions of achievement test

1) Expose pupil’s difficulties which the teacher can help them to

solve.

2) Motivate the students before a new assignment has taken up.

3) Find out where each student stands in various academic areas.

4) Provides basis for promotion to next grade.

  CHARACTERISTICS OF ACHIEVEMENT TESTS

1) RELIABILITY

a) The degree of accuracy with which an exam, test measures, what it seeks to measure a
given variable

b) A test good reliability means that the test taker will obtain the same test score over
repeated testing as long as no other extraneous factors have affected the score

A good instrument will produce consistent scores. An instrument’s reliability is estimated

using a correlation coefficient of one type or another.

2) VALIDITY

a) Validity is the quality of a test which measures what it is supposed to measure.

b) It is the degree to which evidence, common sense, or theory supports any interpretations or
conclusions about a student based on his/her test performance.

A test is valid when it

- It has representative norms.

-It can be objectively scored.

-Measures what it intends to measure.

-Produces consistent scores over time.

3) EASE IN ADMINISTRATION

A test is good only when the conditions of answering are simple (scientific and logical). Its
instruction should be simple and clear.

4) COST

A good test should be in expensive, not only from the view point of money but also from the
view point of time and effort taken in the construction of a test

5) ACCEPTABILITY

A good test should be acceptable to student to whom its being given without regard to any
specific situation that is the question given in the test should be neither very difficult nor very
easy.

6) TIME
Generally the time given to students is always in short supply however the students too do not
accept very long tests. Therefore a test should neither be very long nor very short.

7) OBJECTIVITY

A test is objective when the scorer’s personal judgment doesn’t affect the scoring & teaching
content

8) EQUILIBRIUM:

Achievement of the correct proportion among questions allotted to each of the objectives.

9) SPECIFICITY

Items in a test should be specific to the objectives.

10) CLEAR AND PRECISE

Items should be precise, clear so that the students can answer well and score marks.

 Types of Standardized Achievement Tests

            There are two types of standardized achievement tests, the screening test, and the
comprehensive test.

Screening Tests

            Screening tests take less time to administer and may have only one subtest in the core areas,
e.g., reading, math, and spelling. Screening tests may be used to determine whether a comprehensive
test is indicated. Because they may measure only lower level cognitive skills and because they are
limited in scope, screening tests may not accurately measure the student’s skills. Examples of
screening tests include Wide Range Achievement Test-3 (WRAT-3), Wechsler Individual
Achievement Test-Screener (WIAT-Screener), and Kaufman Test of Educational Achievement-Brief
Form (K-TEA Brief Form). 

Comprehensive Tests

            Comprehensive tests assess at least three subjects, have more than one subtest in each subject,
and may measure both lower and higher cognitive skills. Examples include the Woodcock- Johnson
III Tests of Achievement (WJ III ACH), Kaufman Test of Educational Achievement- Comprehensive
Form (K-TEA), and Wechsler Individual Achievement Test (WIAT). Comprehensive tests may have
as few as six subtests or more than twenty subtests.
  BIBLIOGRAPHY

-Leddy Susen and Pepper J. Mac. Conceptual Bases Of Profession Nursing.Ed 4th
Lippincott
-http://www.slideshare.net/mevement-testsanusethi927/achi
-en.wikipedia.org/wiki/Achievement_test
-www.education.com › ... › national standard test.
-www.isbe.state.il.us/assessment/isat.htm