TEST

PREPARED BY
GREESHMA SURESH C.S
 CONSTRUCTION OF TEST

• COMPUTERIZED TEST CONSTRUCTION, A COMBINATION OF ITEMS IS SELECTED FROM AN ITEM BANK THAT IS OPTIMAL IN SOME SENSE
AND SATISFIES A SET OF CONSTRAINTS REPRESENTING THE CONTENT SPECIFICATIONS FOR THE TEST. FORMALLY, THIS PROBLEM HAS
THE STRUCTURE OF A CONSTRAINED COMBINATORIAL OPTIMIZATION PROBLEM IN WHICH AN OBJECTIVE FUNCTION IS OPTIMIZED
SUBJECT TO A SET OF CONSTRAINTS, BOTH TYPICALLY MODELED USING 0–1 DECISION VARIABLES FOR THE INCLUSION OF THE ITEMS
IN THE TEST. THOUGH DIFFERENT KINDS OF OBJECTIVE FUNCTIONS CAN BE FORMULATED, THE MOST POPULAR ONE MATCHES THE
INFORMATION FUNCTION OF THE TEST TO A SET OF TARGET VALUES. THREE DIFFERENT KINDS OF CONSTRAINTS ARE DISCUSSED,
NAMELY CONSTRAINTS ON: (A) CATEGORICAL ITEM ATTRIBUTES; (B) QUANTITATIVE ITEM ATTRIBUTES; AND (C) LOGICAL RELATIONS
BETWEEN THE ITEMS IN THE TEST. APPLICATIONS OF THE METHODOLOGY TO THE PROBLEMS OF ASSEMBLING TESTS WITH A LINEAR,
SEQUENTIAL, AND ADAPTIVE FORMAT ARE REVIEWED.
• VIEW CHAPTERPURCHASE BOOK
•
 TYPE OF TEST

• DIAGNOSTIC ASSESSMENT

• BEFORE CREATING THE INSTRUCTION, IT’S NECESSARY TO KNOW FOR WHAT KIND OF STUDENTS YOU’RE CREATING THE INSTRUCTION. YOUR GOAL IS TO
GET TO KNOW YOUR STUDENT’S STRENGTHS, WEAKNESSES AND THE SKILLS AND KNOWLEDGE THE POSSES BEFORE TAKING THE INSTRUCTION. BASED
ON THE DATA YOU’VE COLLECTED, YOU CAN CREATE YOUR INSTRUCTION.

• FORMATIVE ASSESSMENT

• FORMATIVE ASSESSMENT IS USED IN THE FIRST ATTEMPT OF DEVELOPING INSTRUCTION. THE GOAL IS TO MONITOR STUDENT LEARNING TO PROVIDE
FEEDBACK. IT HELPS IDENTIFYING THE FIRST GAPS IN YOUR INSTRUCTION. BASED ON THIS FEEDBACK YOU’LL KNOW WHAT TO FOCUS ON FOR FURTHER
EXPANSION FOR YOUR INSTRUCTION.

• SUMMATIVE ASSESSMENT

• SUMMATIVE ASSESSMENT IS AIMED AT ASSESSING THE EXTENT TO WHICH THE MOST IMPORTANT OUTCOMES AT THE END OF THE INSTRUCTION HAVE
BEEN REACHED. BUT IT MEASURES MORE: THE EFFECTIVENESS OF LEARNING, REACTIONS ON THE INSTRUCTION AND THE BENEFITS ON A LONG-TERM
BASE. THE LONG-TERM BENEFITS CAN BE DETERMINED BY FOLLOWING STUDENTS WHO ATTEND YOUR COURSE, OR TEST. YOU ARE ABLE TO SEE
WHETHER AND HOW THEY USE THE LEARNED KNOWLEDGE, SKILLS AND ATTITUDES.
 STEPS OF ACHIEVEMENT TEST

• ACHIEVEMENT TEST

• ANY TEST DESIGNED TO ASSESS THE ACHIEVEMENT IN ANY SUBJECT WITH REGARD TO A SET OF PREDETERMINED OBJECTIVES

• MAJOR STEPS INVOLVED IN THE CONSTRUCTION OF ACHIEVEMENT TEST

• PLANNING OF TEST

• PREPARATION OF A DESIGN FOR THE TEST

• PREPARATION OF THE BLUE PRINT

• WRITING OF ITEMS

• PREPARATION OF THE SCORING KEY AND MARKING SCHEME

• PREPARATION OF QUESTION-WISE ANALYSIS

• 1. PLANNING OF TEST

• OBJECTIVE OF THE TEST

• DETERMINE THE MAXIMUM TIME AND MAXIMUM MARKS

• 2. PREPARATION OF A DESIGN FOR THE TEST

• IMPORTANT FACTORS TO BE CONSIDERED IN DESIGN FOR THE TEST ARE:

• WEIGHTAGE TO OBJECTIVES

• WEIGHTAGE TO CONTENT

• WEIGHTAGE TO FORM OF QUESTIONS

CONCLUSION