Achievement Test Construction Report

Submitted To: Dr. Afsheen Masood

Submitted By: Darood Fatima Khan

Roll no : 21

Class : BS 5th to 8th (Replica)

Institute of Applied Psychology, University of the Punjab

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Table of content

INTRODUCTION ................................................................................................................... 3

Achievement Test ..................................................................................................................... 4

Types of Achievement Tests ................................................................................................. 4

Objective type achievement test: ......................................................................................... 4

Subjective type achievement test: ........................................................................................ 4

Standardized achievement test: ............................................................................................ 4

Teacher-made achievement test: .......................................................................................... 5

Steps in Test Construction....................................................................................................... 5

Step 1. Planning the Test ........................................................................................................ 5

Step 2. Preparing the Test: ..................................................................................................... 5

Step 3. Trying out the test ...................................................................................................... 5

References ........................................................................................................................... 14

Conceptualization, Designing and Construction of ............................................................ 16

a Teacher-made Achievement Test ....................................................................................... 16

Achievement Test report .................................................................................................... 16

Test Blueprint/ Specification Chart...................................................................................... 20

Test and Scoring Key ............................................................................................................. 23

Item Analysis Blanks ............................................................................................................. 31

Permission letter
INTRODUCTION
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Achievement Test
Achievement test is defined as a standardized test that is designed to measure an individual's

level of knowledge in a particular area. An achievement test focuses specifically on how much a

person knows about a specific topic or area such as math, geography, or science. It is also defined as

a test designed to assess how much knowledge a person has in a certain area or set of areas.

Types of Achievement Tests

Achievement tests are usually of the following four main types:

Objective type achievement test

The test which consists of a relatively large number of questions or incomplete statements in

response to which the examinee chooses one of several suggested answers, that test is ordinarily

referred to as an objective test. Objective tests can be scored by clerks or scoring machines. The

scores obtained from objective tests tend to be more reliable than those obtained from subjective

tests.

Subjective type achievement test

The test which consists of a relatively small number of questions, in response to which the

examinee writes a sentence, a paragraph, or a longer essay of his own composition, that test is

usually referred to as a subjective test. Subjective tests must be scored by judges who have special

qualifications and who sometimes are specially trained for the particular scoring process.

Standardized achievement test

Standardized tests are prepared by specialists and are constructed very carefully. They are usually

correlated with another test of known validity and reliability. Their psychometric properties have

been established and are administered on a large population. They are used to measure innate
capacities and characteristics and are usually accompanied by a manual of instructions on how to

administer and score the test and how to interpret the results. They are also generally copyrighted.

Teacher-made achievement test

Teacher-made tests do not very well know the principles of test construction. They are often

made hurriedly to meet the dead line. They are usually intended for a class thus no norms are

developed. They are also not subjected to any statistical procedures to determine their psychometric

properties. They usually measure subject achievement and do not have manuals of instruction

regarding administration, scoring and interpretation. They can be taken orally as well and are not

copyrighted.

Steps in Test Construction

There are four main steps of standardized test construction. These steps and procedures help

to produce a valid, reliable and objective standardized test. The four main steps are:

1. Planning the Test

2. Preparing the Test

3. Trying Out the Test

4. Evaluating the Test.

Step 1. Planning the Test

Planning the test is the first important step in test construction. The main goal of evaluation

process is to collect valid, reliable and useful data from the student. Therefore, before preparing any

test we must keep in mind some major considerations:

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• Determining the objectives of testing

• Preparing test specifications

• Selecting appropriate item types

1. Determining the objectives of testing:

A test can be used for different purposes in a teaching learning process. It can be used to measure the

entry performance, the progress during the teaching learning process and to decide the mastery level

achieved by the students. It answers the questions, whether the students have requisite skill to enter

into the course or not, what previous knowledge does the pupil possess. Therefore, it must be

decided whether the test will be used to measure the entry performance or the previous knowledge

acquired by the student on the subject.

2. Preparing test specifications:

The second important step in the test preparation is to prepare the test specifications. In order to

be sure that the test will measure a representative sample of the instructional objectives and content

areas we must prepare test specifications. One of the most commonly used devices for this purpose is

"Table of Specification” or "Blue Print."

Preparation of table of specification/blue print: Preparation of table of specification is the most

important task in the planning stage. It acts as a guide for the test construction. Table of specification

or 'Blue Print' is a three dimensional chart showing list of instructional objectives, content areas and

types of items in its dimensions. It includes four major steps:

• Determining the weightage to different instructional objectives:

There are vast arrays of instructional objectives. We cannot include all in a single test. In a

written test, we cannot measure the psychomotor domain and affective domain. We can only

measure the cognitive domain. It is also true that all the subjects do not contain different learning

objectives like knowledge, understanding, application and skill in equal proportion. Therefore, it
must be planned how much weightage should be given to different instructional objectives. While

deciding this, we must keep in mind the importance of the particular objective for that subject or

chapter. For example, if we have to prepare a test in General Science for Class VI, we may give the

weightage to different instructional objectives as following:

Table showing weightage given to different instructional objectives in a test of 50 marks:

Objectives Weightage in % No of Questions/Marks

Knowledge 80% 24

Application 20% 6

Theorizing 0% 0
Total 100 30

• Determining the weightage to different content areas:

The second step in preparing the table of specification is to outline the content area. It

indicates the area in which the students are expected to show their performance. It helps to obtain a

representative sample of the whole content area. It also prevents repetition or omission of any unit.

Now question arises how much weightage should be given to which unit. Some experts say that, it

should be decided by the concerned teacher keeping the importance of the chapter in mind.

Others say that it should be decided according to the area covered by the topic in the text

book. Generally, it is decided on the basis of pages of the topic, total pages in the book and number
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of items to be prepared. For example, if a test of 100 marks is to be prepared then, the weightage to

different topics will be given as following.

Weightage of a topic or chapter = total no of items/ total no of pages in book x No of pages in

topic/chapter

• Determining the item types:

The third important step in preparing table of specification is to decide appropriate item types.

Items used in the test construction can broadly be divided into two types like objective type items

and subjective type items. For some instructional purposes, the objective type items are most

efficient whereas for others the subjective questions prove satisfactory. Appropriate item types

should be selected according to the learning outcomes to be measured.

• Preparing the three-way chart:

Preparation of the three-way chart is the last step in preparing table of specification. This chart

relates the instructional objectives to the content area and types of items. In a table of specification,

the instructional objectives are listed across the top of the table, content areas are listed down the left

side of the table and under each objective the types of items are listed content-wise.

Step 2. Preparing the Test:

After planning, preparation is the next important step in test construction. In this step, the

test items are constructed in accordance with the table of specification. Each type of test item needs

special care for construction. The preparation stage includes the following three functions:

• Preparing the test items:

 Preparation of test items is the most important task in the preparation step. Therefore, care must

be taken in preparing a test item. The following principles help in preparing relevant test items.

i. Text items must be appropriate for the learning outcome to be measured:

The test items should be so designed that it will measure the performance described in the

specific learning outcomes. So the test items must be in accordance with the performance described

in the specific learning outcome.

ii. Test items should measure all types of instructional objectives and content area:

The items in the test should be so prepared that it will cover all the instructional objectives

knowledge, understanding, thinking skills and match the specific learning outcomes and subject

matter content being measured. When the item are constructed on the basis of table of specification

the items became relevant. iii. The test items should be free from ambiguity:

The item should be clear Inappropriate vocabulary and awkward sentence structure should be

avoided. The items should be so worded that all pupils understand the task.

iv. The test items should be of appropriate difficulty level:

The test items should be of proper difficulty level, so that it can discriminate properly. If the item

is meant for a criterion-referenced test its difficulty level should be as per the difficulty level

indicated by the statement of specific learning outcome. The items should not be so easy that

everyone answers it correctly and also it should not be so difficult that everyone fails to answer it.

The items should be of average difficulty level.

v. The test item must be free from technical errors and irrelevant clues:
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Sometimes there are same unintentional clues in the statement of the item which helps the pupil

to answer correctly. For example, grammatical inconsistencies, verbal associations, extreme words

(ever, seldom, always, and mechanical features (correct statement is longer than the incorrect).

Therefore, while constructing a test item careful steps must be taken to avoid most of these clues.

vi. Test items should be free from racial, ethnic and sexual biasness:
The items should be universal in nature. Care must be taken to make a culturally fair item.

The terms used in the test items should have a universal meaning to all members of group.

• Preparing instructions for the text:

This is the most neglected aspect of the test construction. Generally, everybody gives
attention to the construction for the test time. Bet the reliability and the validity of the test
items to give extent depend upon the instruction for the test maker should provide clear cut
direction about;

a) The purpose of testing

b) The time allowed for answering

c) The basics for answering

d) The procedure for recording answer Preparing the scoring key:

The scoring key increases the reliability of a text. So the test maker should provide the procedure

for scoring the answer scripts. Direction must be given whether the scoring will be made by a

scoring key or by a scoring stencil (when answer is recorded on separate answer sheet) and how

marks will be awarded.

Step 3. Trying out the test:

When the test is prepared now it is time to be confirming the validity, reliability and usability

of the test. Try out helps us to identify defective and ambiguous items, to determine the difficulty

level of the test and to determine the discriminating power of items. Try out involves two important

function.
 a) Administration of the test:
Administration means administering the prepared test of the sample of pupils. So, the

effectiveness of the final form test depend upon fairs administration. Gronlund and Linn

(2006) have stated that “the guiding principle in administering any class room test is that all pupils

must be given a fair chance to demonstrate their achievement of learning outcome being measured.”

It implies the pupils must be provided congenial physical and psychological environment during the

time of testing. One should follow the following principle during the test administration:

1. The teacher should talk as less as possible.

2. The teacher should not interrupt the student at the time of testing.

3. The teacher should not give any hints to any student who has asked about any items.

4. The teacher should provide paper invigilation in order to prevent the student from cheating.

b) Scoring the test:

Once the test is administered and the answer script are obtained the next step is to score the

answer script. A scoring key be obtained by provided for scoring when the answer is on the paper

itself. Scoring key is a simple answer script on which the correct answer is recorded. When answer is

on simple answer sheet, when the correct alternative is have been punched. By putting the scoring

stencil on the pupil’s answer script, correct answer is marked. For subjective type items, separate

instruction for scoring each learning objective may be provided.

Step 4. Evaluating the test

Evaluating the test is most important step is test construction process. Evaluation is necessary

to determine the quality of the test and the quality of the responses. Quality of the test implies how

good and dependable the test is. Quality of the response mean which items are misfit in the test in

general class room situation. Evaluating the test involves the following function:

a) Item analysis:
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Items analysis procedure gives special emphasis on item difficulty level and item discriminating

the power. The items analysis procedure follows the following:

1. The test paper should be ranked from highest to lower.

2. Select 33% test papers from highest and 33% from lowest end. For example, if the test is

administrated on 30 students then select 9 papers from highest end and 9 test papers from

lowest end.

3. Keep aside the other test paper as they are not required in the items analysis.

4. Tabular the number of pupils in the upper and lower group who select each alternative from

each test items. This can be done on the back of test papers or a separate test items card may

be used.

5. Calculate items difficulty for each item by using formula.

6. Calculate the discriminating power by using formula.

7. Find out the effectiveness of the distracters. A distracter is considered to be a good distracter

when it attaches to more pupils from the lower group then the upper group.

The distracters which are not selected at all or very rarely selected should be revised. b)

Item Difficulty:

Item difficulty can be calculating by using formula:

Item difficulty = 𝑹 X 100

𝑻

Where, R= Total number of student that got the items correct.

T = Total number of student that tried the items.

For example, out of 18 students from both the groups 10 students have answered the items

correctly and 18 students have tried the items.

The item difficulty is as following:

 =10/18 X 100

= 55.55%

It implies that the item has a moderate difficulty level. As it is customary to follow 20% to 80%

rule to consider the items difficulty, it mean if any item has an item difficulty more than 80% then it

is too easy items and if it is less than 20% then it is a too difficult item.

c) Item Discrimination:

Item discrimination index can be calculating using the following formula:

Item discrimination power= 𝑹 𝑼−𝑹𝑳

𝑻/𝟐

Where, Ru = Student from upper group who got the answer correct.

RL= Students from lowest group who got the answer correct.

T/2 = half of the student number of pupils included in the items analysis

For example, 8 students from upper group responded the items correctly and 5 from lower

group responded the items correctly.

Items discrimination = 8 – 5/9 x100 = 33.33%

A high positive ratio includes the high discriminating power. Here 33.33% includes an

average discriminating power if all the students from the lower group and 9 students from the upper

group answer the item correctly, then the discriminating power will be 0%. It included that the item

has no discriminating power. If all the 9 students from the upper group answer the items correctly,

then the items discriminating power will be 100%, it indicates an items with maximum positive

discriminating power.

Preparing a test items files:

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Once the item analysis process is over we can get a list of effective items. Now the task

is to make a file of the effective items. It can be done with item analysis cards. The item should be

arranged according to the order of difficulty. While filing the items, objectives and the contact area it

measures must be kept in mind. This helps in the future use of the items.

a. Determining validity of the test:

At the time of evaluation, it is estimated that to what extent the test measures what the test

makers intends to measure.

b. Determining reliability of the test:

Evaluation process also estimates to what extent a test is consistent from one measurement to

other. Otherwise the result of the test cannot be dependable.

c. Determining the usability of the test:

Trying out and the evaluation process indicate to what extent a test is usable in general

classroom conditions. It implies how for a test is usable from administration, scoring, time and

economy point of view.

References

Sarkar, C. (2019). Effectivness of Constructivist Approachon Academic Achievement of

Senior Secondary School Students of Science. European Journal of Business and Social Sciences,

7(2), 756-775.

Akash, C. (2016). Steps for Constructing Test. Retrieved from

http://www.yourarticlelibrary.com/education/test/top-4-steps-for-constructing-atest/64781/

Amutha, G.S., (2013). Construction a Good Achievement Test. St. Mary’s Higher Secondary

School.
Downing, S. M. & Haladyna, T.M., (2006). Handbook of Test Development, Mahwah, NJ:

Lawrence Erlbaum

Adom, D., Mensah, J. A., & Dake, D. A. (2020). Test, Measurement, and Evaluation:

Understanding and Use of the Concepts in Education. International Journal of Evaluation and

Research in Education, 9(1), 109-119.

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Conceptualization, Designing and Construction of

A Teacher-made Achievement Test

Achievement Test reports

Achievement test is define as a standardized test that is designed to measure an individual’s

level of knowledge in a particular area. An achievement test is focuses specifically on how much a

person knows about a specific topic or area such as math, geography, or science, it is also define as a

test designed to assess how much knowledge a person has in a certain area or set of areas. There are

some difference in the achievement test made by teachers and standardized tests.

Standardized test are prepared by specialist and are constructed very carefully. These are

usually correlated with another test of known validity and reliability. Their psychometric properties

have been established and are administrated on a large population. They are used to measure innate

capacities and characteristics and are usually accompanied by manual of instruction on how to

administer and score the test and how to interpret the result. They are also generally copyrighted.
 Whereas, teacher made tests do not very well known the principles test construction. They

are often made hurriedly to meet and dead line. They are usually intended for a class thus no norms

are developed. They are also not subjected to any statistical procedure to determine their

psychometric properties. They usually measure subject achievement and do not manuals of

instruction regarding administration, scoring and interpretation. They can be taken orally as well and

are not copyrighted.

In order to equip our skills the determining psychometric properties of achievement test, a

systematic attempt was made by construction of multiple choices items achievement test. In this

reference, some school base class was assessed; the teacher teaching specific subject was inquired

about the converted content area of certain subject. He was also probed about the stress or emphasis

that he laid on any particular topic or content area. On the basis of this feedback and by reviewing

the topics covered in past two months, a test blue print or achievement test specification charts and

constructed.

In this specification chart, percentage values were assigned to each of the content area

according to the feedback of the teacher. The teaching objective were reviewed and subsumed as

factual information, application of knowledge and synthesis and generalization.

I specified 60% to factual information as this test was administrated on students of 10th

Grade and application of knowledge and theorizing and generalizing were given 20% and 20%

weightage respectively.

According to the computed percentage, the issue was constructed for each of the content

area. The achievement test was arranged by randomly shuffling the items. The finalized achievement

test thus arranged was administrated to the same class for which it was prepared. The script was

marked and arranged in descending order of performance. According to the standardized format of
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analysis, 33% script from the top scorers and 33% script from the bottom scores were chosen.

Acceptance and rejection of the items were analyzed.

The achievement test under review and discussion is a preliminary effort in standardization

of achievements test. There is always margin of rigorous revision in the standardization process of

the achievements test. This particular activity provided adequate insight into the process of

achievements test developed and standardization. This stage and the steps adopted to conduct the

analysis would be repeated until the standardization version is developed. Thus this practical

exercise has enable us to acquire skills related to achievement test designing, achievement test

development and items analysis (items difficulty and items discrimination analysis)

Limitation and suggestion

▪ Student were not given ample time to prepare for the test.

▪ Students were not given the opportunity to ask question while administrating the test.

▪ No careful consideration toward distractors was given during test construction.

▪ More weightage should have been given to objective of theorizing and generalizing.

Blue Print/Test (Specification Chart)

( Achievement Test)

Course: Physics

Academic Grade: 10th Class

 Time allowed: 30 minutes Total items: 30
Learning Objectives Content Areas

Introduction to Scalars and Motion and

Physics Vectors Force

30%
40% 100%
30%

B Factual Information M.C/T.F/C.I/M.I M.C/T.F/C.I/M.I M.C/T.F/C.I/M.I

21
J 70% 8/9 6/7 6/7

E
Application of
C Knowledge M.C/T.F/C.I/M.I M.C/TF/C.I/M.I M.C/T.F/C.I/M.I
6

T 20% 2/3 1/2 1/2

V Theorizing and M.C/T.F/C.I/M.I M.C/T.F/C.I/M.I M.C/T.F/C.I/MI

Generalization 3
E 1/2 0/1 0/1
10%
S

Total 12 10 8 30

Total items
Factual information items = 70/100 × 30 = 21
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Application of Knowledge items = 20/100× 30 = 6

Theory and generalization items = 10/100× 30 = 3

Chapter no. 01
Factual information items = 40/100 x 21 = 8
Application of knowledge = 40/100 x 6 = 2
Theorizing and generalizing = 40/100 x3 = 2

Chapter no. 02
Factual information items = 30/100 x 21= 7
Application of knowledge = 30/100 x 6 = 2
Theorizing and generalizing = 30/100 x 3 = 1

Chapter no. 03
Factual information items = 10/100 x 21= 2
Application of knowledge = 10/100 x 6 = 1
Theorizing and generalizing = 10/100 x 3 = 0

TEST AND SCORING KEY

PHYSICS TEST

CLASS: 10

TIME: 30 MINUTES
TOTAL MARKS: 30

Name:______________________ Roll no:_________

Obtained marks: _____________

READ THE STATEMENTS CEARFULLY. ENCIRCLE THE BEST OPTION.

Ø NOTE: CUTTING AND CIRCLING TWO OPTIONS ARE NOT ACCEPTABLE. USE BLACK
OR BLUE INK PEN/POINTER.EACH MCQ CARRY ONE MARK.
1)Which of the following is NOT a fundamental quantity?
a) Mass
b) Time
c) Velocity
d) Length

2)The S.I. unit of electric current is:

a) Ampere
b) Volt
c) Ohm
d) Joule

3)When a body moves in a circular path, its acceleration is directed:

a) Towards the center of the circle
b) Away from the center of the circle
c) Tangentially to the circle
d) Opposite to the direction of motion

4)The weight of an object is maximum at:

a) The North Pole
b) The South Pole
c) The Equator
d) It is the same everywhere on Earth
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5)The principle of conservation of energy is based on:

a) Newton's first law of motion
b) Newton's second law of motion
c) Law of gravitation
d) Work-energy theorem

6)The force of gravity acting on an object is dependent on:

a) The object's mass
b) The object's weight
c) The object's volume
d) The object's density

7)The phenomenon of total internal reflection is used in: a)

Periscope
b) Telescope
c) Microscope
d) All of the above

8)The process of charging a body by bringing it near another charged body is called:
a) Induction
b) Conduction
c) Electrification
d) Polarization
9)The electric fuse in a circuit is used to protect against:
a) Overload
b) Short circuit
c) Open circuit
d) Ground fault

10)When white light passes through a prism, it gets separated into different colors due to:
a) Reflection
b) Refraction
c) Diffraction
d) Interference

11)The SI unit of power is:

a) Watt
b) Joule
c) Volt
d) Ampere

12)The process of changing a liquid into a gas is called:

a) Melting
b) Evaporation
c) Condensation
d) Sublimation

13)What is the SI unit of work and energy?

a) Watt
b) Joule
c) Newton
d) Ohm

14)Which of the following is an example of kinetic energy?

a) A stationary car on a road
b) A rock placed on a cliff
c) A moving bicycle
d) A person climbing a ladder

15)The work done by a force on an object is defined as the product of the force and the:
a) Displacement of the object
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b) Velocity of the object

c) Acceleration of the object
d) Mass of the object

16)A machine is said to be 100% efficient if: a)

It requires the least amount of energy
b) It converts all input energy into useful work
c) It doesn't require any external energy input
d) It produces the maximum amount of energy

17)The potential energy of an object is maximum when it is:

a) At rest
b) Moving with a constant velocity
c) At the highest point of its motion
d) At the lowest point of its motion

18)Which law of motion explains the conservation of linear momentum?

a) Newton's first law
b) Newton's second law
c) Newton's third law
d) Law of universal gravitation

19)When two objects of different masses are dropped from the same height, they will reach the
ground:
a) At the same time
b) With the same velocity
c) With the same acceleration
d) None of the above

20)The force that opposes the motion of objects through a fluid (such as air or water) is called: a)
Frictional force
b) Tension force
c) Gravitational force
d) Drag force

21)The quantity that remains constant in a closed system, where no external forces act, is called:
a) Net force
b) Inertia
c) Conservation of momentum
d) Conservation of energy

22)The transfer of heat energy through direct contact between particles of matter is called:

a) Conduction

bConvection

c)Radiation
d)Expansion

23)The element that has the maximum number of valence electrons is:
a) Hydrogen
b) Oxygen
c) Carbon
d) Neon

24)The process of gaining electrons by an atom is called:

a) Ionization
b) Electron affinity
c) Electronegativity
d) Atomic radius

25)The atomic number of an element is determined by the number of: a)

Electrons
 26

b) Neutrons
c) Protons
d) Nucleons

26)The isotopes of an element have the same number of: a)

Electrons
b) Protons
c) Neutrons
d) Nucleons

27)The chemical formula of sodium chloride is:

a) NaCl2
b) Na2Cl
c) NaCl
d) NaClO3

28)The valency of an element is determined by the number of: a) Neutrons

b) Protons
c) Electrons
d) Valence shells

29)The process of combining two or more elements to form a new substance is called: a)
Ionization
b) Fusion
c) Fission
d) Chemical reaction

30)The pH scale is used to measure the:

a) Concentration of acids
b) Concentration of bases
c) Concentration of salts
d) Concentration of solvents

Scoring key

Item Number Correct Answer

1 c
2 a
3 a
4 c
5 d
6 a
7 d
8 a
9 b
10 b
11 a
12 b
13 b
14 c
15 a
16 b
17 c
18 c
19 a
20 d
21 d
22 a
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23 d
24 b
25 c
26 c
27 c
28 c
29 d
30 a