PSYCHOLOGICAL TEST

SUBMITTED
BY

xxxxxxxx SORENG

ROLL NO: 104

REGD NO:
SEMESTER: 1
ASSESSMENT FOR LEARNING (AL41022P)
DEPARTMENT OF EDUCATION
SESSION: 2019-2021
ST. XAVIER’S COLLEGE KOLKATA (AUTONOMOUS),
PARK STREET 30,
MOTHER TERESA SARANI (PARK STREET),
KOLKATA – 700016
 ACKNOWLEDGEMENT

I consider it as proud to acknowledge my indebtedness to those persons who have provided invaluable help to
produce this research work directly or indirectly.

I would like to thanks Rev. Dr. Fr. Dominic Savio S., J., Father Principal, St. Xavier’s College (Autonomous),
Kolkata for his constant motivation at the time of need.

I am grateful to Prof.Dr.Charlotte Simpson Veigas , Vice Principal, Department of Education, for her kind co
– operation giving valuable suggestions at the time of require.

I express my sense of gratitude to the Supervisor, Prof. Sirin Ray ,for her guidance and supervision. Her
scholarly guidance, valuable criticism, constant and timely supervision made it possible to produce this
research in time by the investigator.

I am gladly to oblige to the staff members of St. Xavier’s College (Autonomous), Kolkata for their co –
operation of necessary review materials for this case study.

Above all, I am thankful to the Almighty God for giving me strength and wisdom to accomplish my task.

DATE xxxxxxxx xxxxxxxxx(name)

CONTENTS PAGE NO.

CONTENTS ANALYSIS

BEHAVIORAL OBJECTIVES ACCORDING TO BLOOMS TAXONOMY

TAXONOMICAL TABLE

TABLE OF SPECIFICATION

ACHIEVEMENT TEST

ITEM WISE ANALYSIS

SCORING KEY

DISTRIBUTION OF MARKS
 INTRODUCTION

Achievement is a change in behavior in desired direction. Learning results in change in responses

to certain type of stimuli. The actual extent, to which one has been able to learn, therefore represents
one’s “achievement”.

Gronlund defines an achievement as “system procedure for determining the amount a student has learned
through instruction.”

An achievement test is a test of developed skill or knowledge. According to Downie “Any test that measures
the attainment or accomplishment of an individual after a period of training or learning is an Achievement
Test.

Achievement scores are often used in our educational system to determine the level of instructions for which a
student is prepared. Higher achievement scores usually indicate a mastery of grade-level materials, and the
readiness for advanced instructions.

Low achievement scores can indicates the need for remedial teaching or repeating a course grade.
Achievement test is very important component in the school evaluation programmed. It helps the teacher
measuring the progress by identifying the strength and weakness of the students in their respective subject
area. Several educational and vocational decisions about students are taken on the basis of their performance
in achievement test.

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 CONTENTS ANALYSIS

SUBJECT: ASSESSMENT FOR LEARNING

CLASS: BED 1ST YEAR

UNIT: PSYCHOLOGY TEST

SUB –UNIT 1: MEANING AND CONCEPT OF PSYCHOLOGICAL TEST

SUB-UNIT 2: INTELLIGENT TEST

SUB-UNIT3: APTITUDE TEST

SUB-UNIT:4 INTEREST INVENTORY.

AGE GROUP: 25-30 YEARS

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BEHAVIORAL OBJECTIVES ACCORDING TO BLOOMS TAXONOMY

COGNITIVE DOMAIN

LEVEL-1 REMEMBERING

FK –student will be able to write the meaning of psychological test.

Ck- student will be able to quote the definition of psychological test According to …. Psychologist.

Pk- student will be able to write the step of psychological test.

Mck- student will be able to make a facts chart on intelligence.

LEVEL-2 UNDERSTANDING

FK- student will be able to explain the meaning of psychological test.

Ck- student will be able to summarize the uses of intelligence test.

Pk- student will be able to discuss about the aptitude test.

Mck-student will be able to find the more information on intelligence test.

LEVEL-3 APPLICATION

FK- student will be able to examine the intelligent test.

Ck- student will be able to illustrate interest inventory with example.

PK- student will be able to solve aptitude test.

MCK-student will be able to apply their knowledge to create an attitude test.

LEVEL-4 ANALYSIS

PK- student will be able to analyze the intelligence test.

CK- student will be able to distinguish between the aptitude test and in interest inventory.

PK-student will be able to categorize the intelligence test according to use.

MCK- student will be able to examine an aptitude test.

LEVEL- 5 EVALUATIONS

FK- student will be able to measure the psychological test.

CK- student will be able to find the importance of intelligent test.

PK- student will be able to assess the attitude test.

MCK- student will be able to predict the result of intelligent test.

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LEVEL -6 CREATING

FK- student will be able to formulate intelligence test.

CK- student will be able to compile the importance points related to intelligent test.

PK-student will be able to design the intelligent test.

MCK- student will be able to plan an aptitude

AFFECTIVE DOMEAIN

 The student will develop a positive attitude and interest towards achievement tests.
 They will be able to tabulate the construction and uses of achievement tests.
 They will be able to differentiate between intelligent and aptitude tests.
 They will be able to construct the characteristic of achievement test clearly.

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 TAXONOMICAL TABLE

ACCORDING TO THE REVISED BLOOMS TAXOMONY

THE COGNITIVE DOMAIN

COGNITIVE DIMENSION

KNOWLEDGE REMEMBERING UNDERSTANDING APPLYING ANALYZING EVALUATION CREATING

DIMENSION
R U A AN E C

FACTUAL 1A 2A 3A 4A 5A 6A
KNOWLEDGE
CONCEPTUAL 1B 2B 3B 4B 5B 6B
KNOWLEDGE
PROCEDURAL 1C 2C 3C 4C 5C 6C
KNOWLEDGE
METACOGNITIVE 1D 2D 3D 4D 5D 6D
KNOWLEDGE

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 TABLE OF SPECIFICATION
FULL MARKS-20 CLASS: B.ED 1ST YEAR

COGNITIVE PROCESS DIMENSION FULL PERCENTAGE

UNIT SUBUNIT MARKS
R U A AN E C
O VS S O VS S OT ST O VS ST O VS ST OT VS ST
T T T T T T VS T T T T T
T

SUB 1(1 1 5%
PSYCHOLOGICAL TEST

UNIT-I )

SUBUNIT- 1(1)1(1) 4(1) 1(1) 1(2) 9 45%

II

SUBUNIT- 1(1)1(1) 2(2 1(1) 1(1 1(1) 9 45%

III ) )

SUBUNIT- 1(1) 1 5%
IV

TOTAL 4 6 5 2 2 1 20
PERCENTAGE 20% 30% 25% 10% 10% 5% 100%

OT=OBJECTIVE TYPE – 1 MARK

VST=VERY SHORT TYPE- 1 MARK
ST= SHORT TYPE – 2 MARKS

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 ACHIEVEMENT TEST

TIME: 30 MINUTE CLASS: B .ED

FULL MARKS: 20

Instruction to the examinee

1. Read the questions carefully before answering them.
2. Do not copy the text.
3. Attempt the entire question.

1. Fill in the blanks 5x1=5

A) Aptitude is describe as a pronounced ………………….. Capacity for given line of endeavor such
as particular art. (S-2)U (OT)

B) Aptitude test can be used in admitting …………For various types of professional training. (S-2)U(OT)

c) Education interest inventories are intended to help ………………..to choose cause, curricular, co-
curricular activities.(S-4)U (OT)

D) Intelligence test are ……………….. test that are designed to measure a variety of mental function.(S-
2)C (OT)

E) Intelligence test may be classified under ………………. Categories.(S-2)A (OT)

2. STATE TRUE OR FALSE 5X1=5

A) Employer use aptitude test for selecting person for job.( ) (S-3)R (OT)

B)DATB is short form of “differential aptitude test for boys.” ( ) (S-3) C (OT)

C) There are four types of group test. ( ) (S-2)U (OT)

D) Non verbal test do not require the use of language to respond to item. ( ) (S-2)U (OT)

E) Intelligence is used to describe a property of mind. ( ) (S-2)R(OT)

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3. ANSWER THE FOLLOWING QUESTION IN ONE OR TWO WORDS 4X1=4

A) Write the full form of GATB. (S-3)R(VST)

B)YOLE EDUCATION TEST measures aptitude in the areas of ……………… . (S-3)E (VST)

C) Write any two classifications of psychological tests. (S-1)U (VST)

D) State two type of group test. (S-2)R (VST)

4. WRITE VERY BRIEFLY IN ONE OR TWO SENTENCES 2X3=6

A) Differentiate between aptitude test and interest inventory. (S-3)A(ST)

B) Illustrate intelligence test. (S-2)A (ST)

C) Briefly explain psychological test. (S-1) AN (ST)

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 ITEM WISE ANALYSIS

Q. NO. SUBUNI TYPE OF INSTRUCTIO MARK APPROXIMATL PROPOS

T QUESTIO N OBJECTIVE S Y DIFFICULTY E TIME
N LEVEL
1(A) 1 OT U 1 EASY 1MINUT
E
1(B) 1 OT U 1 EASY 1MINUT
E
1(C) 2 OT U 1 EASY 1MINUT
E
1(D) 2 OT C 1 EASY 1MINUT
E
1(E) 3 OT A 1 EASY 1MINUT
E
2(A) 1 OT R 1 EASY 1MINUT
E
2(B) 1 OT C 1 EASY 1MINUT
E
2(C) 2 OT U 1 EASY 1MINUT
E
2(D) 3 OT U 1 EASY 1MINUT
E
2(E) 3 OT R 1 EASY 1MINUT
E
3(A) 1 VST R 1 MEDIUM 2MINUT
E
3(B) 2 VST E 1 MEDIUM 2MINUT
E
3(C) 2 VST U 1 MEDIUM 2MINUT
E
3(D) 3 VST R 1 MEDIUM 2MINUT
E
4(A) 3 ST A 2 DIFFICULT 4MINUT
E
4(B) 2 ST A 2 DIFFICULT 4MINUT
E
4(C) 1 ST R 2 DIFFICULT 4MINUT
E
TOTA 20 30
L

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COGNITIVE PROCESS DIMENTION C=CREATING

R=REMEMBERING APPROXIMATELY DIFFICULT LEVEL

U=UNDERSTANDING E=EASY

A= APPLYING M=MEDIUM

AN=ANALYZING D=DIFICULT

TYPES OF QUESTION

OT=OBJECTIVE TYPE

VST= VERY SHORT TYPE

ST= SHORT TYPE

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 SCORING KEY

1. (A) INNATE

(B)CANDIDATE

(C)PUPIL

(D)PSYCHOLOGICAL

(E)THREE

2. (A) TRUE

(B)FALSE

(C)FALSE

(D)TRUE

(E)TRUE

3. (A) GENERAL APPTITUDE TEST BATTERY

(B)VERBAL FACILITY, LINGUISTIC ABILITY, VERBAL REASONING ETC.

(C)ACCORDING TO MADE OF ADMINISTRATION

 INDIVIDUAL TEST
 GROUP TEST

(D) (1) VERBAL TEST

(2) NON-VERBAL TEST

4(A)AN APTITUDE TEST IS THE ABILITITY OR COLLECTION OF ABILITIES WHERE

AS AN INTEREST INVENTORY IS A TESTING INSTRUMENT DESIGNED FOR THE
PURPOSE OF MEASURING AND EVALUTING THE LEVEL OF AN INDIVIDUAL’S
INTEREST IN VARIETY OF ACTIVITIES.

(B) AN INTELLEGENCE TESTS ARE PSYCHOLOGICAL TESTS THAT ARE DESIGNED

TO MEASURE A VARIETY OF MENTAL FUNCTION SUCH AS REASONING
COMPREHENSION AND JUDGEMENT.

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(C) PSYCHOLOGICAL TEST IS SURVEY TOOLS THAT GUAGE CERTAIN TRAITES
APTITUDE, HABITS OR THESE TESTS ASSES AND EVALUATE INFORMATION THAT
AN INDIVIDUAL GIVES TO THE EXAMINEE.

DISTRIBUTION OF MARKS

NO. OF QUESTION MARKS

5
1
5
2
4
3

4 6

TOTAL 20

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