TEST AND MEASUREMENT

SUBMITTED BY,
G.PREMANANTHI,
19UED033,
II-B.ED PHYSICAL SCIENCE AND ENGLISH.

1
 INDEX
S.NO TOPIC PG NO
1 INTRODUCTION TO MEASUREMENT 4
2 NEED FOR TEST AND MEASUREMENT 4
3 INTRODUCTION TO EVALUATION 5
4 PURPOSE OF EDUCATIONAL EVALUATION 5
5 PROCESS OF EDUCATIONAL EVALUATION 6
6 TOOLS USED IN EVALUATION 7
7 QUALITIES OF A GOOD MEASURING 10
INSTRUMENT
8 ACHIEVEMENT TEST 15
9 TEACHER MADE ACHIVEMENT TEST 15
10 DESIGN OF THE QUESTION PAPER 17
11 BLUEPRINT 18
12 QUESTION PAPER 19
13 SCORING KEY 21
14 MARKING SCHEME 21
15 MARK LIST 23
16 DETAILED MARK LIST 23
17 STATISTICS 25
18 NEED FOR STATISTICS IN EDUCATION 25
19 METHOD OF ORGANIZING AND PRESENTING 25
DATA
20 STATISTICAL DATA 26
21 FREQUENCY TABLE 26
22 GRAPHICAL REPRESNTATION OF GROUPED 26
DATA
38 ITEM ANALYSIS 28
39 A. DISCRIMINATING POWER 28

2
 B. DIFFICULTY LEVEL 28
27 MEASURES OF CENTRAL TENDENCY 29
28 ARITHMETIC MEAN 29
29 MEDIAN 29
30 MODE 29
OBJECTIVE WISE ANALYSIS 29
32 THE RANGE 35
33 THE QUARTILE DEVIATION 36
34 THE AVERAGE DEVIATION 38
35 THE STANDARD DEVIATION 40
36 CORRELATION 41
37 RANK CORRELATION 42
24 THE FREQUENCY POLYGON 43
23 THE HISTOGRAM 44
25 THE CUMULATIVE FREQUENCY CURVE 46
26 O GIVES 47
42 REMEDIAL MEASURES 47
31 MEASURES OF DISPERSION 49
43 DIAGNOSTIC REPORT 49
44 CONCLUSION 50
45 REFERENCES 51

3
 MEASUREMENT

INTRODUTION:

MEASUEMENT is an important feature of our daily

life, “from birth to death ” says ROSS. Measurement enters into
all branches of science. Measurement is as effective in physical
science , in biological sciences in social sciences , as in applied
sciences. For that reason, measurement is indispensable in the domain
of educational and psychology.

In the words of JAMES M .BRAGFIELD , “measurement is the

process of assigning symbols to dimensions of phenomena in order
to characterize the status of a phenomenon as precisely as
possible”.

Educational measurements vary a great deal in their precision and

accuracy. The best that can be done is to rank the individuals or
arrange them in order . Measurements of cognitive characteristics
tend to be more precise “ It is important that the teacher should
realize that there is wide variation in the accuracy of measurement
used in education and he to be able to make sound judgements
concerning the precision of those he uses.

NEED FOR TEST AND MEASUREMENT:

 To analyze the merits and demerits of teacher’s teaching ability.

 To find out the students learning ability.
 To give promotion from one level to another level.
 To help the teacher in guiding students.

4
EVALUATION

INTRODUCTION:

Evaluation is a recent scientific concept and more

comprehensive than measurement. It takes into consideration qualitative
and quantitative changes in the total being.

In the words of Prof. James M.Bragfield, “Evaluation is the

assignment of symbols to phenomenon, in order characterize the
worth or value of phenomenon, usually with reference to some
social, cultural, or scientific standards”.

Education is the process of bringing about purposeful changes in pupil’s

behaviour. The direction of these changes is determined by the goals and
objective of teaching. This means education is a planned activity that
attempts to attain desirable goals. Evaluation is a process by which we
from judgement about students.

Evaluation requires clear concept of the goals the educator

wishes to reach by means of instruction. It involves the ways and means
of measuring the extent to which these goals are realized in our students.
A wide range of evaluation activities are there in a course.

The development of any evaluation programme depends upon the

responsibility of the teachers, the school administration, the pupils and in
some aspects,the parents.

PURPOSE OF EDUCATIONAL EVALUATION:

A comprehensive scheme of educational evaluation serves a

number of purposes that ultimately contribute to the improvement of the
instructional methods, text – books, curriculum and even an
advancement of our educational goals.

“Evaluation helps us to set tasks and goals which are

higher than what we aspired for either, thus giving leadership in
education”.

5
Prof. N.M. Downie lists the following purposes of evaluation:

1. To provide information for grading, reporting to parents, and

promoting students.
2. To evaluate the effectiveness of a single teaching method or to
appraise the relative worth of several methods.
3. To motivate the students.
4. To select students. This is especially so in privately controlled
secondary schools. However, some public supported
universities also use tests to select students.
5. To evaluate the entire educational institution and to show how
the various aspects could be improved.
6. To collect information for effective educational and vocational
counselling.

PROCESS OF EDUCATIONAL EVALUATION:

“Defining the objectives in clear terms, organizing and

comprehensive appraisal of pupil achievement through suitable
techniques and tools and using the information thus gained for
modifying and improving all aspects of education, essentially constitutes
the process of evaluation.

Thus the process of evaluation involves the following steps:

1. Formation of the objectives of education.

2. Stating objectives in terms of behaviour modification.

3. Imparting learning experiences in accordance with the

objectives.

4. Devising tools of evaluation in accordance with the objectives

and learning experiences.

5. Arriving at results by using the above tools.

6. Interpretation of the results.

7. Modifications to be suggested.

6
TOOLS USED IN EVALUATION
A tool may be defined as an instrument that
facilitates the work of the hand and the eye. In some manual work we
need to use certain tools. A tool of evaluation as used in education is a
device or techniques that will facilitate the process of measuring and
recording the characteristics of pupils. Tools of evaluation are
sophisticated techniques of appraisal, intelligently designed to measure
what is required to be measured.

Modern evaluation uses a variety of techniques such as:

 Tests
 Questionnaire
 Observation
 Check lists
 Rating scale
 Anecdotal record
 Critical incidents
 Interview

PAPER –PENCIL TESTS

For considerable time in the past, tests and examination have been
regarded as the major tools of evaluation .The teacher’s estimate based
on paper pencil test was accepted as the sole measure of a pupil’s ability
or achievement. Paper and pencil or written tests may be:

 Essay -type or long answer type tests

 Short –answer type tests
 Objective type tests

QUESTIONAIRE

A questionnaire is a useful tool of evaluation .A large amount of

data on various aspects of theme in hand can be collected and the
respondent can be evaluated accordingly .In the words of Good ,” In
general the word questionnaire refers to a device for securing answers to
question by using a form which the respondent fills himself”. The
information collected with the help of a questionnaire may be used for

7
evaluating personality traits, interest, opinions likes and dislikes. This
type of data is very useful in providing counseling.

OBSERVATION

Observation of the pupil‘s behavior is an important technique of

gathering information for purpose of evaluation. It is a tool by which the
external behavior of a person in controlled or uncontrolled situations can
be observed and recorded .In educational evaluation ,observation is the
most widely used of all measurement procedures .This is so, perhaps,
because a number of behavioral phenomena may not be assessed
validily by another person.

CHECK LISTS:

A check list is a simple tool of evaluation. It is easy to make, easy to use,

and yet can be constructed to cover various aspects of an individual’s
behavior adjustment. In preparing a check list, the teacher must keep in
mind what kind of behaviors are important to record and what kind of
objectives are to be evaluated.

RATING SCALE:

Rating scale is an important technique of evaluation. ‘Rating’ is

the assessment of person by another person .Ruth strung calls it ‘directed
observation’.

Rating techniques are devices by which judgment can be

quantified. A rating scale is a device by which the opinion concerning a
trait can be systematized.

A rating scale is an Improvement over check list. While a check

list simply records that something happened, a rating scale adds another
dimension: how much or how well it happened

Some of the widely used rating scales are:

1. Numerical rating scales.

2. Method of paired comparisons.

3. Graphic rating scales

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 4. Score cards

5. Man to man scale

6. Likert’s scale

7. Thurston’s scale

ANECDOTAL RECORD:

Anecdotal record is used by the teacher to record

behaviour of students as observed by him from time to time. Anecdotal
record is an objective description on a teacher of a specific incident
which a teacher has observed. Its chief value lies in the fact that it
“provides a lasting record of behaviour which may be useful later in
contributing to a judgement about a student”.

CRITICAL INCIDENTS:

Critical incidents are outstanding happenings which indicate

the presence or absence of the quality or characteristic or behaviour
pattern to be analyzed. “An incident will be considered critical when it
occurs in a situation where the purpose or intent of the act seems fairly
clear to the observer”. An analysis of such incidents helps in breaking
down broad statements of objectives into specific components needed
for evaluation.

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QUALITIES OF A GOOD MEASURING INSTRUMENT:

In a good measuring instrument, the following qualities are

essential:

1. Validity
2. Reliability
3. Objectivity
4. Practicability
 Administrability
 Scorability
 Economy
1. VALIDITY:

Validity is one of the most important considerations of a good

measuring device. Validity of a test refers to the tests quality to measure
what it is intended to measure. This means a test is valid when it can
measure the attainment of objectives for which it is designed
“The degree to which the test actually succeeds in measuring what it sets
out to measure is called its validity”. In the words of Gates, “A test is
valid when it measures truly and accurately the ability or quality one
wants to appraise”.

Thus validity means “truthfulness” of the test.

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TYPES OF VALIDITY:

Five major types of validity are:

 Face validity
 Content validity
 Factorial validity
 Predictive validity
 Concurrent validity

1. Face validity:

It means that the given test appears or seems to measure

what it is to measure. This validity does not refer to what the test
actually measures. After actual process, the test may or may not come
out to be valid.

2. Content validity:

It means logical or curricular validity. Content validity is

important for achievement tests. The content validity is determined by
the fact that it adequately covers both the content and objectives of the
subject matter unit on which the test is based. The test, in the sense,
gives equal weightage to all the aspects.

3. Factorial or construct validity:

Factorial validity of a test refers to the extent to which the

test measures a particular characteristics of the individual. Construct
validity may be ascertained by the method of factorial analysis. A test
which correlates with any one of the factors (verbal, numerical, spatial,
reasoning, etc.,) would be said to have factorial. Construct validity is
used in such tests as those of study habit skills, appreciations,
understanding and interpretation of data.

4. Predictive validity :

It determines the future success of the test. We need a test

having high predictive validity where we wish to use it for predicting the
future status of an individual. The predictive validity of a test is
determined on the basis of an established criterion. For this purpose, the
given test scores are correlated with data collected at a future date.
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5. Concurrent validity:

Test are said to have concurrent validity when they can distinguish
between two or more groups of individuals whose status at the time of
testing is different.

RELIABILITY:

Reliability is the second of the important characteristics of a good

evaluation technique or test. Reliabilty is the consistency of a test,
yielding the same results in measuring whatever it does measure.

A test is reliable if it measure efficiently what it proposes to measure

or what it does measure.

In the words of Anastasi, “The reliability of a test refers to the

consistency of score obtained by the same individuals on different
occasions or with different sets of equivalent items”.

Frank S.Freeman says, “The item reliability refers to the extent

to which it gives consistent result on testing and retesting “.

L.J.Cronback also regards reliability as, “Consistency

throughout a series of measurement” .Thus reliability means
“Consistency “.

METHODS OF DETERMINING RELIABILITY:

i) Test - retest method

ii) The split half method
iii) Parallel form method
iv) Kuder –Richardson method

TEST –RETEST METHOD:

Once if a test has been given to a group of students, their scores

are noted. After sometime, the same test is given to the same group of
students and score is noted. Now if the correlation between the results
first obtained and those obtained second time is sufficiently high, the test
is said to be reliable. A limitation of this method is that the students
might have remembered more or grown mature or have unlearnt

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something during the time that elapsed between the first trial and second
trial of the test.

THE SPLIT HALF METHOD:

This method also yields what is sometimes called a coefficient

of equivalence. The test is split into two equivalent halves usually by
pooling the odd numbered items for one score and then even numbered
items for another score. This usually makes two scores obtained from a
single test reasonably equivalent. In this way, two scores for each people
are obtained, one an odd numbered items and the second on even
numbered items. The correlation between the results of the two halves is
determined and from there,

FACTORS AFFECTING RELIABILITY:

i) The length of the test :

A longer test is more reliable than a shorter one
.This means that there should be a considerable number of
items or questions included in the test .That is why short
answer type long answer type have more reliability than long
answer type tests.

ii) Objectivity scoring :

A test which can be objectively scored can yield

more reliable results than otherwise. This means if the same
paper or question examined by two different examiners gives
out of the same results, the test is reliable , not otherwise

Reliability of the whole test is calculated by applying the “spearman –

Brown” which

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 2𝜋
𝑟1⁄
2 2
𝑟11 =
1 + 𝑟 1⁄ 𝑟1⁄
2 2

Where,

𝑟11 = is the reliability coefficient of the whole test

𝑟1⁄ 𝑟1⁄ = is the reliability coefficient of one half of the

2 2
test.

3. PARALLEL FORM METHOD:

According to this method, the parallel forms of the test can be

administered to the same group under similar conditions. The parallel
test items are similar in their form, content and difficulty. The
coefficient of correlation between these two forms is taken as reliability
coefficient.

This method is generally used in the psychological and

educational tests where the parallel forms are available.

4. KUDER – RICHARDSON METHOD:

The fourth method of determining the reliability of a test is the one

known after its originators, Kuder and Richardson. The parallel form is
also known as the ‘The method of internal consistency’, or the ‘method
of rational equivalence’. Kuder and Richardson have given a number of
methods which do not require splitting the test into halves and
calculating a correlation coefficient.

The widely known Kuder – Richardson formula is,

𝑛 𝑠𝑡 2 − ∑ 𝑝𝑞
𝑟11 = ( )( )
𝑛−1 𝑠𝑡 2

where,

𝑟11 = reliability estimate of the test

n = number of items in the test,

st = standard deviation of the test

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p = percentage of pass of a particular item

q = percentage of failing of a particular item

ACHIEVEMENT TESTS:

Achievement tests constitute an important tool in evaluation

programme. It is necessary for the teacher to know how far the pupils
have attained in a particular subject – area.

“Any test that measures the attainments or accomplishments of an

individual after a period of training or learning is called an
achievement test.”

Achievement test are useful aids for diagnosing a student’s

specific learning needs, for identifying his relative strengths and
weakness, for studying his progress and for predicting his success in a
particular curriculum.

TEACHER MADE ACHIVEMENT TESTS:

i) ORAL TEST:
This type of test is mostly used in lower classes. But even in
higher classes oral tests are used in science subjects. The viva
voce as used in college level is oral examination. Advantages
of this is that large amount of areas can be covered and
knowledge can be assessed.

LIMITATIONS:

 It is difficult to test whole content to each pupil

 Some questions cannot be asked to each pupil
 There is no proof for the examination.
 Personal bias appears.

ii) WRITTEN TEST:

a) Essay type:
Essay type test is the most popular form of written test. ”The
essay type allows the relative freedom of response to a given
problem but at the same time requires the students to recall rather

15
 recognition of information and organize and express his ideas
clearly.

ADVANTAGES:
i) Easy to construct.
ii) Encourage pupils study habit.
iii) Reduces the change of a spot copying.
iv) Bring into prominence language mastery and
develops the skill of matter organization.

LIMITATIONS:

i) Validity is minimum.
ii) There is no objectivity.
iii) Lack of reliability.
iv) This test encourages rote memory.
v) Lack of comprehensiveness.

b) SHORT ANSWER TYPE:

This type of test is highly thought provoking. So this test
is gaining a lot of favour. Question that demand answer in a few
sentences or words stimulate thinking and the pupils select the
relevant information which explains a particular situation. Thus
the pupil gets rid of habit of writing irrelevant answer.
E.g: why word “AMBULANCE” is written reverse in vehicle?

c) OBJECTIVE TYPE:

In objective type test the system of scoring in objective.

Hence more items that an essay type and usually each item can be
answered by making a single mark.

CHARACTERISTICS:

 Adequate representative sample of the topic or

covered.
 Easy to score
 Have more validity and reliability.
 Scoring is objective.

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RECALL TYPE:

a) Simple recall
b) Completion

RECOGNITION TYPE:

a) Multiple choices
b) Matching
c) Alternate response.

OTHERS:

a) Rearrange type
b) Analogies
c) Identification

ADVANTAGES:

i) Scoring is easy
ii) Extensive sampling can be done
iii) Objective in nature
iv) Economic in nature
v) No bluffing
vi) Equality of time opportunities

LIMITATIONS:

i) Preparation of question for this type of test is difficult.

ii) There is more chance for guessing.

iii) Only factual knowledge is measured.

iv) This is a costly test.

v) This is often ambiguous.

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S.NO Knowledge Understanding Application Total
Skill
E SA O E SA O E SA O E SA O

1. Matter in our 14
surroundings 1(2) 2(1) 1(1) 5(1) 2(1) 1(1) 1(1)

2. Measurement 2(1) 1(1) 5(1) 2(1) 1(1) 1(1) 2(1) 1(2)

16

TOTAL 0 2 3 5 4 2 5 2 2 0 2 3
MARK 30

GRANT 05 11 09 05
TOTAL 30

O - OBJECTIVE ; SA - SHORT ANSWER ; E –ESSAY

INSIDE BRACKET: NUMBER OF QUESTIONS ; OUTSIDE BRACKRET: MARKS.

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 AVINASHILINGAM INSTITUTE FOR HOME SCIENCE AND
HIGHER EDUCATION FOR WOMEN

ACHIEVEMENT TEST-JANUARY 2021

NAME OF THE SCHOOL:

THENMALAR HIGHER SECONDARY SCHOOL,

DHARAPURAM.

CLASS: VI
TIME: 1 HOUR
SUBECT: SCIENCE MARK: 25

PART-A
CHOOSE THE BEST ANSWER: (1X5=5)

1. One nanometer is equal to

A.10-10m B.10-9m C.10-12m D.1012m

2. The only substance which exist in all three states?

A. water B. stone C. gas D. liquid

3. The matter which has a negligible intermolecular space is

A. Solid B. liquid C. Gas D.Plasma

4. The space occupied by a body is called its

A. Volume B. Density C. Height D. Time

5. One litre is equal to

A. 1000cm B.1000cm3 C.1000m D. 10 cm

19
MATCH THE FOLLOWING: (1X5=5)

6. Liquid on heating — 9.46x1015m

7. Milk – 1.496x1011m

8. Atoms and molecules -- liquid

9. 1 Astronomic unit -- vapours

10. 1 Light year – building block of matters

PART-B (2x5=10)

ANSWER THE FOLLOWING QUESTION:

11. Write two examples for solid, liquid and gases.

12. Why does the smell of hot cooked food spread out easily?

13. What is a derived quantities?

14. Why does the hot air ballon fly?

15. What is light year?

PART-C
PARAGRAPH:

(answer any one). (1X5=5)

16. Solids are incompressible. Sponge is also a solid but able to

compress it. Could you explain why?

17. Explain about the simple pendulum with diagram.

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SCORING KEY

Q.No Correct value point marks

1 109m 1
2 water 1
3 solid 1
4 volume 1
5 1000cm2 1
6 vapours 1
7 liquid 1
8 Building block of matter 1
9 9.46x1015m 1
10 1.496x1011m 1

MARKING SCHEME

Q.NO value points Marks Total

Marks
PART-B
11. 2 2
Solid- stone, table
Liquid-milk, water
Gas-ballon, cylinder

12. 1. The free particles or molecules of gas 2 2

in aroma and air.
2. The speed of the gaseous particles or
molecules. The large space between
them.

13.
The multipilication or division of 2 2
fundamental physical quantities

14. 2 2
Expansion of molecules leads to fly.

15.
Distance travelled by light in vaccum in 2 2
one year.

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 PART-C

16.  Sponge has minute holes. 1

 Which air is trapped when we 1
press it the air is expelled and we
are able to compress it. 05
 Solid may difficult to break. 1
 It is difficult to change their shape. 1
 It is higher incompressible 1

 One complete to and pro motion is 1

17. called oscillation.
 The time taken to one oscillation is 1
known as time period.
 The distance between the point of 1
suspension and the centre of the 05
bob is called length of pendulum.
 Amplitude is the distance upto 1
which the bob is pulled from the
position of rest. 1
 Diagram with parts

22
 MARK LIST

S.NO NAMES TOTAL MARKS

OUT OF 50 OUT OF 100
1. M. AISHWARYA. 30 60
2. J. ANGEL DEEPA 34 68
3. J. CAHTEREN 38 76
4. S. CHITRA 50 100
5. A. HANSIKA 36 72
6. A.HARINI 42 84
7. K.S. HARI PRIYAANI 34 68
8. M. HEMALATHA 26 52
9. G. INDHUVATHANI 40 80
10. K. JANANI 18 36
11. V. JANANI 32 64
12. M. JAYASHREE 44 88
13. X. JEFFRIN 26 52
14. S. KAVIYADHARSHINI 44 88
15. S. KRISHNA PRIYA 42 84
16. R. POORANI 38 76
17. J. SAFIKA BEGAM 46 92
18. S.SARUMATHI 44 88
19. V. SHEEBA SHERLINE 42 84
20. S.SIVA SRUTHI 24 48
21. S. SRUTHIKA 40 80
22. K. SUGANYA 34 68
23. S.SWATHY 10 20
24. K. VIDHYA SRI 46 92
25. A.VINCY PRINCILLA 36 72

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 DETAILED MARK LIST

S.
N 01 02 03 04 05 06 07 08 09 10 11 12 13 14 15 16
17 TO
O T(2
5)
1 1 1 1 1 1 0 1 0 1 1 2 1.5 1 1 0 1.5 0 15
2 1 1 1 1 1 1 1 1 0 0 2 1 2 2 1 1 0 17
3 1 1 1 1 1 1 1 1 1 1 2 2 2 2 1 0 0 19
4 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 5 0 25
5 1 1 1 1 1 1 1 1 0 0 2 0 2 2 2 0 0 18
6 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 1 0 21
7 1 1 1 1 1 1 1 1 1 1 2 0 0 0 2 0 3 17
8 1 1 1 1 0 1 1 1 0 0 1 1 1 1 1 1 0 13
9 1 1 1 1 1 1 1 1 1 1 2 0 2 2 2 2 0 20
10 1 1 1 1 1 1 1 1 0 0 1 0 0 0 0 0 0 9
11 1 1 1 1 1 1 1 1 1 1 2 2 0 0 2 0 0 16
12 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 0 22
13 1 1 1 1 1 1 1 0 0 0 1 0 2 1 0 1 0 13
14 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 0 22
15 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 1 0 21
16 1 1 1 1 1 0 1 0 1 0 2 2 2 2 2 2 0 19
17 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 3 0 23
18 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 0 22
19 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 1 0 21
20 1 1 1 1 1 1 1 1 1 1 2 0 0 0 0 0 0 12
21 1 1 1 1 1 1 1 1 1 1 2 0 1 2 2 0 3 20
22 1 1 1 1 1 1 1 1 1 1 2 1 2 2 0 0 0 17
23 1 1 1 1 1 0 0 0 0 0 0 0 0 0 0 0 0 5
24 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 3 0 23
25 1 1 1 1 1 1 1 1 1 1 2 1 2 1 2 0 0 18

24
STATISTICS

Measurement and evaluation depend on statistical procedure.

The word ‘statistics’ refers to numerical facts or science or methodology

or dealing with numerical facts or summarized figures of numerical
facts.

Statistics is defined as the one of the subject of study that helps us

in the scientific collection, presentation analysis and interpretation of
numerical facts.

STATISTICS RENDER SERVICES IN THE FOLLOWING

DIMENSIONS:

a) In the collection of facts.

b) In the classification , organization and summarization of
numerical facts.
c) In drawing general conclusions and inferences.

NEED FOR STATISTICS IN EDUCATION:

a) Statistics help in the construction and standardization of various

tests.
b) Statistics help in the proper use of the result of various test.

METHODS OF ORGANISING AND PRESENTING DATA:

The data from tests and experiments in the form of scores need to be
classified and organized in a systematic way of understanding the
meaning and deriving some calculations. The methods of organizing and
presenting statistical data’s are:

 Presentation in the form of statistical tables.

 Presentation in the form of frequency distribution.
 Graphical representation of ungrouped data.
 Graphical representation of frequency distribution.

25
STATISTICAL TABLE

In this form of presentation, the data are tabulated or arranged in some

properly selected classes, the arrangement is prescribed by the titles and
subtitles. Such tables can list the original raw score as well as the
percentages, means and standard deviation etc.

Class Interval Frequency

0-10 0
10-20 1
20-30 0
30-40 1
40-50 1
50-60 3
60-70 4
70-80 6
80-90 6
90-100 3

FREQUENCY DISTRIBUTION TABLE:

In this form of presentation we group the quantitative data into

some arbitrarily chosen classes. From the usually the score are
distributed into group of scores and each score is allotted a place in the
respective group or class. Frequency distribution may be consider as
method of presenting collection of groups or score such a way as to
show the frequency in each group to score or class.

STEPS FOR GROUPING DATA IN THE TABLE:

a) First we have to find the range.

b) Then we have determined the class interval.

𝑹𝒂𝒏𝒈𝒆
Class interval, C=
𝑵𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒄𝒍𝒂𝒔𝒔𝒆𝒔

c) Then write the contents of frequency distribution.

26
 Class Interval Tally Marks Frequency
0-10 0 0
10-20 I 1
20-30 0 0
30-40 I 1
40-50 I 1
50-60 III 3
60-70 IIII 4
70-80 IIII I 6
80-90 IIII I 6
90-100 III 3

DIFFICULTY LEVEL OF TEST ITEM

The difficulty levels of test items mean, how well the item
distinguishes between students who known more and the students know
less. In this computation take upper 27% and lower 27%.

The formula is P=Nr / Nt

Where,

 P=item difficulty index

 Nr= total number of students in the combined high and low
group, who give correct answer to the test item.
 Nt=total number of students combined high and low groups
 The difficulty index level may range from 0 to 1.

27
 ITEM NO DIFFICULTY LEVEL DISCRIMINATING POWER

1 1 0

2 1 0

3 1 0
4 1 0
5 0.7 0.21

6 0.8 0.14
7 0.9 0.07
8 0.7 0.21

9 0.7 0.21
10 0.7 0.21

DISCRIMINATING POWER OF TEST ITEM:

Items discriminating power is that quantity which can differentiate

between students in the upper level and those in the lower level.

The formula is D=CH-CL/N

Where,

CH=correct answer to the item in the high group.

CL=the number of correct answers in the low group.

N=the number of pupils either in the high group or in the low group.

28
 WEIGHTAGE TO THE STUDENTS

S.No OBJECTIVES MARKS(25) PERCENTAGE(100)

1 Knowledge 9 36
2 Understanding 10 40
3 Application 4 16
4 Skill 2 8
WEIGHTAGE OF THE CONTENT

S.No CONTENT MARKS(25) PERCENTAGE(100)

1 Matters in our 14 56
surrrounding
2 measurment 16 64

MEASURES OF CENTRAL TENDENCY

In many frequency distributions the score tend to be ‘bunched ‘near

the middles of the range and to become relatively less and less frequency
towards either end of the range. This tendency of a group distribution is
named as central tendency.

Jate defined central tendency as a sort of average or typical value of

the items in the services and its function is to summarize and at the
series terms of this average value.

The measures of central tendency are:

 Arithmetic mean
 Median
 Mode

29
ARITHMETIC MEAN

Mean is the most useful measure of central tendency. It is

commonly referred to as ‘average’. It is computed by adding all the
scores in a group and dividing by number of scores.

For grouped data:

∑𝐟𝐱
Mean, 𝑿 =
∑𝐱

For ungrouped data:

∑𝒙𝒊
Mean, X =
𝒏

f – Frequency, n – Number of items.

MEAN

Class Interval Frequency(f) Midpoint(x) Fx

0-10 0 5 0
10-20 1 15 15
20-30 0 25 0
30-40 1 35 35
40-50 1 45 45
50-60 3 55 165
60-70 4 65 260
70-80 6 75 450

80-90 6 85 510

90-100 3 95 285
∑f= 25 ∑fx = 1765

30
 ∑𝒇𝒙
Mean(X) =
∑𝒙

𝟏𝟕𝟔𝟓
=
𝟐𝟓

Mean(X) = 70.6

MEDIAN

The median is defined as the point in a rank. Ordering of

scores on either side of which lie fifty percent of the scores. It is then,
the median midpoint of the distribution. Here, it should be clearly
understood that the centred item itself is not the median. It is only the
measure or value of the central item that is known as median.

For ungrouped data

Me = The value of the item at (n+1/2) nd position.

For grouped data- discrete

Me = The value of the item at (n+1/2) nd position.

For grouped data- continuous

𝑵
−𝑪.𝒇
𝟐
Me = L+ ×C
𝒇

Where,

L – Lower limit of the median class

N – Total of the frequency

C.F – cumulative frequency preceding the median class

F – Frequency corresponding to median class.

31
 MEDIAN

Class Interval Frequency (f) Midpoint(x) Cumulative

Frequency
(C.F)
0-10 0 5 0
10-20 1 15 1
20-30 0 25 1
30-40 1 35 2
40-50 1 45 3
50-60 3 55 6
60-70 4 65 10
70-80 6 75 16
80-90 6 85 22
90-100 3 95 25
∑f = 25

𝑵
−𝑪.𝒇
𝟐
Median = L+ ×C
𝒇

N/2 = 12.5; C.F = 10 ; f = 6 ; c = 10

𝟐𝟓
−𝟏𝟎
𝟐
Median = 70+ × 10
𝟔

= 70 + 0.416 X 10

Median = 74.1

32
 MODE

Mode is defined to be the size of the variable which occurs most

frequently. It is the point on the score scale that corresponds to the
maximum frequency of the distribution. In any series, if the value of the
item at which is the most common and is usually repeated maximum
number of time.

Mode = 3 median – 2 mean

Another formula,

𝑫𝟏
Mode (z) = L+{𝑪 ( )}
𝑫𝟏+𝑫𝟐

Where,

L = lower limit of the maximum frequency.

C = class interval.

D1 = 𝑓0 − 𝑓2 ; D2 = 𝑓0 − 𝑓1

𝑓0 = maximum frequency

𝑓1 = frequency below maximum frequency

𝑓2 = frequency above maximum frequency

33
 MODE

Class interval Frequency

(f)
0-10 0
10-20 1
20-30 0
30-40 1
40-50 1
50-60 3
60-70 4
70-80 6
80-90 6
90-100 3

𝑫𝟏
MODE = L+{𝑪 ( )}
𝑫𝟏+𝑫𝟐

𝟐
= 70+{𝟏𝟎 ( )}
𝟐+𝟎

= 70+10

=80

34
 THE RANGE

Range is the simplest measure of variability or dispersion. It is

calculated by subtracting the lowest score in the series from the highest.
But it is very rough measure of the variability of the series. It takes only
extreme score into consideration and tells nothing about the variation of
the individual items.

Range = Highest value - Lowest value

Highest value=100; Lowest value=20

Range = 100-20

Range = 80

ℎ𝑖𝑔ℎ𝑒𝑠𝑡 𝑣𝑎𝑙𝑢𝑒−𝑙𝑜𝑤𝑒𝑠𝑡 𝑣𝑎𝑙𝑢𝑒

Co efficient of range =
ℎ𝑖𝑔ℎ𝑒𝑠𝑡 𝑣𝑎𝑙𝑢𝑒+𝑙𝑜𝑤𝑒𝑠𝑡 𝑣𝑎𝑙𝑢𝑒

= 80/120

Co efficient of range = 0.6666

35
 THE QUARTILE DEVIATION

A member of variability that avoids being unduly influenced by

extreme scores is the quartile deviation or Q.D. this is the one half the
distance between the first and third quartile .For the reason , it is often
referred to as the semi - inter quartile range . Since twenty - five percent
of the scores fall below as, the first quartile and seventy - five of the
scores exceed the quartile or Q3 , the inter quartile is the range of the
middle fifty percent of the scores.

Class interval Frequency Cumulative

(f) frequency

0-10 0 0

10-20 1 1

20-30 0 1

30-40 1 2

40-50 1 3

50-60 3 6

60-70 4 10

70-80 6 16

80-90 6 22

90-100 3 25

∑f = 25

36
 𝑵
−𝑪.𝒇
𝟒
Q1 = L+ ×C
𝒇

N/4=25/4=7.25 L=60 C.F=6 f=4 C=10

𝟔.𝟐𝟓−𝟔
= 60+ ×10 = 60+0.625
𝟒

Q1 = 60.625.

𝟑𝑵
−𝑪.𝒇
𝟒
Q3 = L+ ×C
𝒇

3N/4 3X25/4=18.75 L=80 C.F=16 f=6 C=10

𝟏𝟖.𝟕𝟓−𝟏𝟕
= 80+ × 10
𝟔

=80 + 2.916

Q3=82.916

Q.D = 82.916– 60.625 ̸ 2

Q.D = 22.291 / 2

Q.D = 11.145

37
 THE AVERAGE DEVIATION

Average deviation or A.D as Garette defines it is the mean of

the deviation of all the separate scores in the series taken from their
mean(occasionally from the median or mode).

It is the simplest measure of variability that takes into account the

fluctuation or variation of all the items in a series.

For ungrouped data,

∑∣𝑿−𝑿∣
A.DX=
𝑵

For grouped data

∑∣𝑭[𝑿−𝑿]∣
A.DX=
𝑵

38
 AVERAGE DEVIATION

Class Frequency Mid point d=x-x fd |𝒇𝒅|

interval (x)
(f)

0-10 0 5 -65.6 0 0

10-20 1 15 -55.6 -55.6 55.6

20-30 0 25 -45.6 0 0

30-40 1 35 -35.6 -35.6 35.6

40-50 1 45 -25.6 -25.6 26.6

50-60 3 55 -15.6 -46.8 46.8

60-70 4 65 -5.6 -22.4 22.4

70-80 6 75 4.4 26.4 26.4

80-90 6 85 14.4 86.4 86.4

90-100 3 95 24.4 73.2 73.2

∑f = 25 ∑fx = 1355 ∑|𝑓𝑑| = 373

Mean (x) = ∑fx / ∑f

=70.6

│∑𝒇𝒅│
Average Deviation (A.D) =
𝑵

= 𝟑𝟕𝟑/𝟐 A.D = 14.92

39
 THE STANDARD DEVIATION

Class Frequency Midpoint Fx d = (x- fd 2

Interval (f) (X) x)
0-10 0 5 0 -65.6 0
10-20 1 15 15 -55.6 3091.36
20-30 0 25 0 -45.6 0
30-40 1 35 35 -35.6 1267.36
40-50 1 45 45 -25.6 655.36
50-60 3 55 165 -15.6 730.08
60-70 4 65 260 -5.6 125.44
70-80 6 75 450 4.4 116.16
80-90 6 85 510 14.4 1244.16
90-100 3 95 285 24.4 1786.08
∑f= 25 ∑fd 2=9016

Standard deviation is defined as the square of the average of the

squares of the deviation is regarded as most stable and reliable measure
of variability as it's employs mean for its computation .It is often called
as root mean square deviation and is defined as ,

Standard Deviation = √∑𝑓𝑑 2 N

∑𝑭𝐝𝟐
Standard deviation (𝝈) = √
𝑵

𝟗𝟎𝟏𝟔
𝝈 = √
𝟐𝟓

Standard deviation(𝝈) = 18.99

40
 CORRELATION

There are severe methods of finding the closeness and

direction of the relationship between two series of measures, if the data
are in the scores or derived scores. We can apply the spearman rank
correlation differences to find out the co efficient of correlation. This co
efficient of correlation is usually referred as rank correlation order
coefficient and denoted by ρ.

𝒎(𝒎𝟐 −𝟏) 𝒎(𝒎𝟐 −𝟏) 𝒎(𝒎𝟐 −𝟏)

(∑𝒅𝟐+ + + +⋯
ρ= 1-6{ 𝟏𝟐 𝟏𝟐 𝟏𝟐
}
𝑵(𝑵𝟐 −𝟏)

Where,

d- Difference between the ranks

N- Number of items

m- Number of times the rank occurs

41
 RANK CORRELATION

S.No Marks Ranks d=|R1-R2| d2

English X Science Y R1 R2

1. 98 60 2 20 -18 324
2. 56 68 17 17 0 0
3. 46 76 22.5 11.5 11 121
4. 76 100 11 1 10 100
5. 36 72 25 14 11 121
6. 78 84 10 7 3 9
7. 74 68 12.5 17 -4.5 20.25
8. 62 52 16 21.5 -5.5 30.25
9. 74 80 12.5 9.5 3 9
10. 80 36 7.5 24 -16.5 272.25
11. 46 64 22.5 19 3.5 12.25
12. 82 88 6 4 2 4
13. 52 52 19 21.5 -2.5 6.25
14. 98 88 2 4 -2 4
15. 44 84 24 7 17 289
16. 92 76 5 11.5 -6.5 42.25
17. 98 72 2 14 -12 144
18. 94 88 4 4 0 0
19. 64 84 15 7 8 64
20. 80 48 7.5 23 -15.5 240.25

42
 21. 55 80 18 9.5 8.5 72.25
22. 68 68 14 17 -3 9
23. 79 20 9 25 -16 256
24. 50 92 20 2 18 324
25. 48 72 21 17 7 49
∑d2=2523
𝒎(𝒎𝟐 −𝟏) 𝒎(𝒎𝟐 −𝟏) 𝒎(𝒎𝟐 −𝟏)
(∑𝒅𝟐+ + + +⋯
ρ = 1-6{ 𝟏𝟐 𝟏𝟐 𝟏𝟐
}
𝑵(𝑵𝟐 −𝟏)

ρ= 1-6{2523+2+0.5+0.5+2+2+0.5+2/15600}

= 1 – 6 (0.1625)

= 1- 0.9751

ρ = 0.0249

It is positive correlation.

GRAPHICAL REPRESENTATION OF GROUPED

DATA:

The data’s are presented in the form of graphs by the

following intervals:
 The histogram or column diagram.
 The frequency polygon.
 The cumulative frequency graph.
 The cumulative frequency percentage curve or
Ogives.

43
 THE HISTOGRAM

A histogram or column diagram is essentially a bar of a

frequency distribution.

Points to be remembered while constructing the histogram:

 The actual class limits are taken.

 We must take two extra intervals one below and one
above the given graded intervals.
 Actual lower limits are to be taken along X-axis and
frequency distribution along Y-axis.
 Each class with its specific frequency represented by
separate rectangle.
 Care should be taken to select the appropriate units of
representation along the X-axis and Y-axis.
HISTOGRAM

Class interval Frequency

0-10 0
10-20 1
20-30 0
30-40 1
40-50 1
50-60 3
60-70 4
70-80 6
80-90 6
90-100 3

44
 THE FREQUENCY POLYGON

A frequency polygon is essentially a line graph

for the graphical representation of the frequency distribution.
We can get a frequency polygon from a histogram, if the
middle points of the upper bases of the rectangles are
joined.

Points that are to be remembered are:

 Two extra intervals one above and below given intervals

are taken.
 Midpoints of the classes are calculated.
 By choosing suitable scales plot the points.
 Join the points by straight lines.
FREQUENCY POLYGON

Class interval Mid value Frequency

(x) (f)
0-10 5 0
10-20 15 1
20-30 25 0
30-40 35 1
40-50 45 1
50-60 55 3
60-70 65 4
70-80 75 6
80-90 85 6
90-100 95 3

45
 THE CUMULATIVE FREQUENCY CURVE

A frequency curve is essentially a curve which is smooth and

free hand drawn from the frequency histogram. We can form
the distribution also.

 The midpoints of the classes are calculated.

 The midpoints are marked along the X-axis and
the corresponding frequencies are plotted along Y-
axis.
 The points are joined by smooth free hand curve
to give cumulative frequency curve.
CUMULATIVE FREQUENCY CURVE
Class interval Frequency Mid point(x) Cumulative
(f) frequency

0-10 0 5 0

10-20 1 15 1

20-30 0 25 1

30-40 1 35 2

40-50 1 45 3

50-60 3 55 6

60-70 4 65 10

70-80 6 75 16

80-90 6 85 22

90-100 3 95 25

46
 THE CUMULATIVE FREQUENCY PERCENTAGE
CURVE OR OGIVES

When cumulative frequencies are plotted on a graph, then the

frequency obtained is called Ogives or cumulative frequency percentage
curves. Here two curves are drawn. One has less than intervals along X-
axis and frequencies along Y-axis another taking greater than intervals
and frequencies. The curves meet at the point which is called median.

OGIVES

CLASS CUMULATIVE FREQUENCY

INTERVE FREQUENC Less Frequenc Greater Frequency
L Y than y than
0-10 0 0 0 0 25
10-20 1 10 0 10 25
20-30 0 20 1 20 25
30-40 1 30 1 30 24
40-50 1 40 2 40 23
50-60 3 50 5 50 22
60-70 4 60 6 60 20
70-80 6 70 10 70 15
80-90 6 80 16 80 11
90-100 3 90 22 90 3
100 25 100 1

47
 NORMAL DISTRIBUTION CURVE

Normal distribution plays on important role in statistical

theory.

‘x’is said to have a normal distribution width parameters

µ(mean)and σ2(variation)its probability density function
(p.d.f)is given by the probability law .

F(x: µ, σ) =1/σ┌2π e-1/2(x-µ/σ)2

(Or)

Y=0.3999(Nxi/σ) e-1/2(x-x/σ)2

NORMAL DISTRIBUTION CURVE

x-3σ x-2σ x-σ x X+σx X+2σ X+3σ

X 13.63 32.62 51.61 70.6 89.59 108.58 127.57

y 0.0058 0.0711 0.3192 0.5264 0.3192 0.0711 0.00058

48
DIAGNOSTIC REPORT

The test was conducted on 11.01.2021 at THENMALAR

HIGHER SECONDARY SCHOOL; DHARAPURAM. The
achievement is understood from the score of the students.
Moreover it is directly related to the growth and development
of the people in educational situation where the learning and
the evaluation are interrelated. The test has been conducted to
the VII standard students and the time allotted for this test was
one hour. The question paper constituted 3 parts. After
evaluating the test the measures of central tendency and
measures of dispersion were calculated and analyzed.

The question paper covered the entire content and

importance was given to all the objectives (Knowledge,
Understanding, Application and Skill). In part- A, B, C most
of the students answered well.

MEASURES OF CENTRAL TENDENCY:

Mean, X=70.6

Median, Me=74.1

Mode, Z=80

MEASURES OF DISPERSION:

Range=80

49
Quartile deviation=11.145

Average deviation=14.92

Standard deviation=18.99

CORRELATION:

The mark was correlated with English mark, the correlation

was found to be positive and the value was 0.0249.

As the value of quartile deviation is 11.145, average deviation

is 14.92 and standard deviation is 18.99 are small it describes
high uniform of distribution of marks.

The correlation value is 0.024 between English. This shows

that the value is positive correlation, which exists between the
one subject. From this we can conclude the students were good
in both subject.

CONCLUSION

Test and measurement is an important aspect in the educational

process. By conducting the achievement test and evaluating it
we can find whether the objectives of learning have been
achieved or not. We are able to find the difficulty experienced
by the pupils in certain topics and remedial teaching can be
given. A well constructed test with good scoring helps the
teacher to boring improvement in her pupils and she can mostly
modify her methodology of teaching also.

50
REFERENCES:

1. https://rd.acer.org/article/getting-to-the-essence-of-
assessment
2. Lynch, B. K., “Rethinking assessment from a
critical perspective,” Language Testing, vol. 18, no. 4, pp.
351–372, 2001

51