FINAL ACHIEVEMENT TEST REPORT

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ACHIEVEMENT TEST

REPORT

[Type the document subtitle]

SUBMITTED TO SUBMITTED TO Dr. Geeta Sahni Dr. Geeta Sahni By By Tathagata Dutta Tathagata Dutta Roll : 232 Roll : 232 B. ED. (2009-10) B. ED. (2009-10)

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ACKNOWLEDGEMENT

I am very thankful to my mentor and guide in the central Institute I am very thankful to my mentor and guide in the central Institute of Education, Dr. Sahni, for being patient with me and allowing this of Education, Dr. Sahni, for being patient with me and allowing this Achievement Test report a success. I am also thankful to Ms. Shubhangi, Achievement Test report a success. I am also thankful to Ms. Shubhangi, where previous ATR provided scaffolding to the creation of this record. where previous ATR provided scaffolding to the creation of this record. My special thanks to Mr. Tulika Rajpal who has been a kind soul and My special thanks to Mr. Tulika Rajpal who has been a kind soul and helped us during our teaching practice and also while making this report. helped us during our teaching practice and also while making this report.

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I wowould uld alsalso o conconvey vey my my regregards ards to to the the ininstistituttutionion, , GoGoververnmenmentnt Senior Secondary School for Boys, 1, Roopnagar. I am also thankful to Senior Secondary School for Boys, 1, Roopnagar. I am also thankful to the library and the staff at the Central Institute and at the British Council. the library and the staff at the Central Institute and at the British Council. My special thanks to all my hostel mates who had been kind and very My special thanks to all my hostel mates who had been kind and very co-operative during the preparation of the report.

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EVALUATION AND EDUCATION

Evaluation is the process of determining the extent to which pupils Evaluation is the process of determining the extent to which pupils achie

achieve ve instinstructiructional objectivonal objectives. es. It It is a is a schemscheme e for collectifor collecting ng evideevidence nce of of behavioral changes in the learners and judge the direction and extent of behavioral changes in the learners and judge the direction and extent of such changes. Evaluation is a continuous process and forms an integral such changes. Evaluation is a continuous process and forms an integral p

parart t of of ththe e tototatal l sysyststem em of of ededucucatatioion n anand d is is vavary ry clclososelely y rerelalateted d toto edu

educatcationional al obobjecjectitivesves. . It It exeexercircises ses a a gogood od infinflueluence nce on on puppupilils s ststudyudy habits and also speaks about the method that has been used by the teacher. habits and also speaks about the method that has been used by the teacher. Thus, it not

Thus, it not only helps to only helps to measmeasure ure educaeducationational l achiachievemeevement nt but also but also howhow to improve it.

to improve it.

The purpose of evaluation is to make provisions for guiding the The purpose of evaluation is to make provisions for guiding the growth of the learners to diagnose their strengths and weakness and point growth of the learners to diagnose their strengths and weakness and point out areas where remedial measures are devised. It makes a judgment on out areas where remedial measures are devised. It makes a judgment on tthe he ququaalliity ty or or wworortth h of of an an ededucucatatiiononal al pproroggrarammmme e oor r ssttududenentt’s’s ac

achihievevememenent t aand nd pprorovvidides es ffor or a a susubsbseqequeuent nt mmododififiicacatition on oof f ththee curriculum.

curriculum.

Wrightstone defines evaluation, a relatively new technical term, as Wrightstone defines evaluation, a relatively new technical term, as “the method to designate a more comprehensive concept of measurement “the method to designate a more comprehensive concept of measurement that is implied in conventional tests and examinations...the emphasis in that is implied in conventional tests and examinations...the emphasis in me

measurasuremeement nt is is upoupon n sinsingle gle aspaspectects s of of subsubjecject t mamattetter r achachievievemeement nt inin spe

specifcific ic skiskills lls and and abiabililitieties..s...th.the e ememphaphasis sis in in evevalualuatiation on is is upoupon n brobroadad ch

chanangeges s anand d mamajojor r obobjejectctivives es of of on on ededucucatatioionanal l prprogogramrammeme. . ThThesesee include not only subject matter achievement but also attitudes, interests, include not only subject matter achievement but also attitudes, interests, ideas, ways of thinking, work habits and personal

ideas, ways of thinking, work habits and personal and social adaptability.”and social adaptability.”

CONTINUOUS AND COMPREHENSIVE

EVALUATION

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In

In orordeder r to to mmeeeet t ththe e obobjejectctivive e of of rereal al ededucucatatioion, n, ththerere e iis s a a neneed ed toto co

contntininuouoususlly y anand d ccomompprerehehensnsiivevelly y evevalaluauate te chchiilldrdrenen. . In In ffacactt,, educationalists argue that if we really

educationalists argue that if we really want to education system to turn thewant to education system to turn the co

cornrner er anand d brbrining g ababouout t ththe e cocoveveteted d alall l rorounund d dedevevelolopmpmenent t of of tthehe personality of the child, them continuous and comprehensive evaluation is personality of the child, them continuous and comprehensive evaluation is

the way forward. the way forward.

The continuous aspects takes care of the ‘continual’ (placement and The continuous aspects takes care of the ‘continual’ (placement and fo

formrmatativive e evevalaluauatitionon) ) papart rt of of evevalaluauatition on anand d ththe e cocompmprerehehensnsivivee com

componponent ent taktakes es carcare e of of assassessessmenment t of of alall l rouround nd devdeveloelopmepment nt of of thethe chi

child’ld’s s perpersonsonaliality. ty. It It incincludludes es assassessmessment ent in in the the proprocescess s of of reareasonsoninging fr

from om evevididenencece. . To To dedesisign gn asassesessmssmenents ts of of ststududenents ts leleararnining ng ththat at wiwillll provide useful evidence requires that we coordinate and align three key provide useful evidence requires that we coordinate and align three key

co

compmpononenents: ts: COCOGNGNITITIOION, N, whwhicich h rerefefers rs to to a a momodedel l of of ththininkiking ng anandd learning of students within the subject domain, OBSERVATIONS; the learning of students within the subject domain, OBSERVATIONS; the ta

takekes s or or acactitivivitities es ththat at ststududenents ts enengagage ge in in ththat at prprovovidide e evevididenence ce of of learning; and INTERPRETATION, the process or methods for making learning; and INTERPRETATION, the process or methods for making sense of the evidence.

sense of the evidence.

A

ASSSSEESSSSMMEENNT T LLEEAARRNNIINNG G OOBBJJEECCTTIIVVEESS

INSTRUCTIONAL ACTIVITIES INSTRUCTIONAL ACTIVITIES

Assessments are effective and useful only to the degree that these three Assessments are effective and useful only to the degree that these three components are in synchrony.

components are in synchrony.

In the Indian education system, the term evaluation and assessment In the Indian education system, the term evaluation and assessment is

is asassosociciatated ed wwitith h exexamamininatatioion, n, ststreress ss anand d ananxixietety. y. ThThe e NaNatitiononalal Curriculum Frameworks (2005) seek to provide guidelines for a good Curriculum Frameworks (2005) seek to provide guidelines for a good evaluation and examination system that can become an integral part of the evaluation and examination system that can become an integral part of the le

leararnining ng prprococesess s anand d bebenenefifit t bobotth h ththe e leleararneners rs ththememseselvlves es anand d ththee educational system by giving valuable feedback.

educational system by giving valuable feedback.

White speaking on school stages and assessment in chapter 3 of White speaking on school stages and assessment in chapter 3 of NCF (2005) the frames state the assessment required at different NCF (2005) the frames state the assessment required at different

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stages:-•

• For ECCE and classes I and II of the Elementary stage, assessmentFor ECCE and classes I and II of the Elementary stage, assessment mus

must t be be purpurelely y quaqualilitattative ive judjudgmgmentents s of of chichildrldren’en’s s actactiviivitieties s inin various domains. There should be no test, oral or written.

various domains. There should be no test, oral or written. •

• For class III to VIII of the Elementary stage, a various methodsFor class III to VIII of the Elementary stage, a various methods may be used but these should be seen as part of the teaching may be used but these should be seen as part of the teaching process and not a constant threat.

process and not a constant threat.

•

• For class IX to class XII of the secondary and Higher SecondaryFor class IX to class XII of the secondary and Higher Secondary

Stage, assessment may be based more on tests, examinations and Stage, assessment may be based more on tests, examinations and projects for the knowledge-based areas of the curriculum, along projects for the knowledge-based areas of the curriculum, along

with self-assessment. with self-assessment.

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EVALUATION

Evaluation may be undertaken for three principal reasons: Evaluation may be undertaken for three principal reasons: 1. Accountability

1. Accountability

2. Curriculum development and betterment. 2. Curriculum development and betterment.

3. Self-development: teachers and other language teaching professionals. 3. Self-development: teachers and other language teaching professionals.

Evaluation for the purpose of accountability Evaluation for the purpose of accountability

This is mainly concerned with determining whether there has been This is mainly concerned with determining whether there has been va

valulue e fofor r momoneney, y, in in ototheher r wowordrds s whwhetetheher r sosomemeththining g hahas s bebeen en bobothth effective and efficient. Generally, the information derived from this is not effective and efficient. Generally, the information derived from this is not used in any major way to improve the functioning of the curriculum or used in any major way to improve the functioning of the curriculum or classroom practice. Rather, it provides us with the information whether classroom practice. Rather, it provides us with the information whether something should be continued or discontinued. Evaluations of this type something should be continued or discontinued. Evaluations of this type are

are larlargelgely, y, altalthouhough gh not not excexcluslusiveively, ly, the the domdomain ain of of popoliclicy y mamakes kes or or provides of resources. Usually, such evaluations are carried out after an provides of resources. Usually, such evaluations are carried out after an innovation has been running for some time, or at the end of the project. innovation has been running for some time, or at the end of the project. This type of evaluation, known as SUMMATIVE EVALUATION, has This type of evaluation, known as SUMMATIVE EVALUATION, has als

also o tentended ded to to invinvolvolve e testestiting ng and and meameasuresuremenment, t, and and anaanalyselyses s of of thethe sta

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limited by their focus on overall outcomes at the end of an educational limited by their focus on overall outcomes at the end of an educational innovation.

innovation.

Evaluation for purpose of curri

Evaluation for purpose of curriculum developmentculum development

Teachers have a key role to play in the curriculum renewal and Teachers have a key role to play in the curriculum renewal and de

devevelolopmpmenent t prprococesess. s. It It is is ththe e teteacacheher, r, rarathther er ththan an ththe e ‘t‘tesesteter’ r’ or or ththee evaluation ‘expert’, who has most information about specific classroom evaluation ‘expert’, who has most information about specific classroom context. This information may be reported at various times and in various context. This information may be reported at various times and in various forms, for example as responses to questionnaires, interviews, records, or forms, for example as responses to questionnaires, interviews, records, or diary keeping. It may be largely descriptive and qualitative, and need not diary keeping. It may be largely descriptive and qualitative, and need not enta

entail il teststests, , measmeasurementurements, s, and and infeinferences about rences about curricurriculum quality fromculum quality from statistical data. This type of evaluation which is intended to improve the statistical data. This type of evaluation which is intended to improve the curriculum by gathering data from different people oven a period of time curriculum by gathering data from different people oven a period of time is called FORMATIVE EVALUATION. Such evaluations are ongoing is called FORMATIVE EVALUATION. Such evaluations are ongoing and monitor developments by identifying the strengths and weaknesses of and monitor developments by identifying the strengths and weaknesses of all aspects for teaching and learning. As opposed to merely passing an all aspects for teaching and learning. As opposed to merely passing an ev

evalaluatuativive e jujudgdgmement nt on on ththe e enend d prprododucuct t of of a a teteacachihing ng prprogogramrammeme,, formative evaluation is designed to provide information that may be used formative evaluation is designed to provide information that may be used as the basis for future planning and action.

as the basis for future planning and action.

Evaluation for the purposes

Evaluation for the purposes of teacher self developmentof teacher self development

A third and

A third and majomajor r role that evaluatrole that evaluation has ion has to play is to play is in formaliin formalizingzing and

and extextendending ing a a teteachacher’s er’s knoknowlwledgedge e aboabout ut teateachiching ng and and lelearnarning ing inin cl

clasassrsroooomms. s. TThihis s iis s sosommetetiimmes es rereffererrered d tto o as as IILLLLUMUMININATATIVIVEE EVALUATION, because it involves raising the consciousness of teachers EVALUATION, because it involves raising the consciousness of teachers and after ELT practitioners as to what actually happens in the language and after ELT practitioners as to what actually happens in the language te

teacachihing ng clclasassrosroomom. . ThThis is tytype pe of of evevalaluatuatioion n is is dedevevelolopmpmenentatal l anandd formative in nature and the focus is more on the process and less on the formative in nature and the focus is more on the process and less on the end product, on the teaching and learning and has a major role to play in end product, on the teaching and learning and has a major role to play in teacher self-development.

teacher self-development.

CONCLUSION

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When we evaluate different aspects of the teaching and the learning When we evaluate different aspects of the teaching and the learning process, it becomes important to make explicit the criteria used in our process, it becomes important to make explicit the criteria used in our judgments, and to be principled in our evaluation. It prepared and ad-hoc judgments, and to be principled in our evaluation. It prepared and ad-hoc

eva

evaluatluationions s are are lilikelkely y to to be be unrunrelieliablable, e, unfunfair air and and alsalso o uniuninfonformarmativtive.e. They do not provide a suitable base to make any educational decision. They do not provide a suitable base to make any educational decision.

Evaluation means much more than administering tests to learners Evaluation means much more than administering tests to learners and analyzing the results. It not only focuses on the learner but also makes and analyzing the results. It not only focuses on the learner but also makes a commentary on the process of teaching as well. Successful evaluation a commentary on the process of teaching as well. Successful evaluation sh

shouould ld be be sysyststememataticic. . In In orordeder r to to teteacachihing ng ththis is we we neneed ed to to tatake ke inintoto account the concept of management as reflected through our leadership account the concept of management as reflected through our leadership skills. As teachers we used to be aware of the role of manages and skills. As teachers we used to be aware of the role of manages and ev

evalaluatuate e ouour r mamananagegemement nt ststylyleses. . We We neneed ed to to knknow ow whwhy y we we wiwish sh toto evaluate, what evaluation is for, and how to organize it.

evaluate, what evaluation is for, and how to organize it.

CONCEPTS IN LANGUAGE

TESTING

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En

Englglisish h is is ththe e ofoffificicial al asassosociciatate e lalangnguauage ge in in InIndidia a anand d as as susuchch becomes the second language for national curriculum framework. With becomes the second language for national curriculum framework. With the growing importance of English in every aspect of public life, the the growing importance of English in every aspect of public life, the teaching of English language has also evolved through the decades. At teaching of English language has also evolved through the decades. At pr

preseesent nt momost st lalangunguage age teateachechers rs folfollow low the the ‘Co‘Commmmuniunicatcative ive LanLanguaguagege Teaching’ (CLT) method in the classroom environment. The focus is on Teaching’ (CLT) method in the classroom environment. The focus is on fluen

fluency and cy and the guided approathe guided approach ch to help the learner arrive at to help the learner arrive at the accuratthe accuratee way of using the foreign language. The rules of the language are not way of using the foreign language. The rules of the language are not giv

given; en; a a conconververt t memethothod d is is folfollowlowed ed whwhere ere the learnthe learners ers are guideare guided d toto arrive at the rules. The teaching of English language can be divided into arrive at the rules. The teaching of English language can be divided into four categories or skills:

four categories or skills:

LISTENING LISTENING R REECCEEPPTTIIVVEE OORRAALL SPEAKING SPEAKING READING READING P PRROODDUUCCTTIIVVE E WWRRIITTTTEENN WRITING WRITING

While conducting a language test all four skills have to be kept in mind, While conducting a language test all four skills have to be kept in mind, along with the usage of grammar and vocabulary. However, all the four along with the usage of grammar and vocabulary. However, all the four ski

skilllls s havhave e a a didiffefferent set rent set of of conconsidsideraterationion, , waways ys of of testestinting g and and thetheir ir evaluation. We shall consider all

evaluation. We shall consider all the skills in the following sections.the skills in the following sections.

TESTING LISTENING

An oral and receptive skill, the testing of listening parallels in most An oral and receptive skill, the testing of listening parallels in most ways the testing of reading. But there may be situations where the testing ways the testing of reading. But there may be situations where the testing of oral ability is considered, for one reason or another, impractical; and so of oral ability is considered, for one reason or another, impractical; and so

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a test of listening should be included to judge the backwash effect and a test of listening should be included to judge the backwash effect and also for tested for diagnostic purposes.

also for tested for diagnostic purposes.

The special problems in constructing listening tests arise out of the The special problems in constructing listening tests arise out of the transient nature of the spoken language. A listening test should be able to transient nature of the spoken language. A listening test should be able to test the following abilities of the learners.

test the following abilities of the learners.

•

• Ability to obtain the gist.Ability to obtain the gist. •

• Ability to follow on argument.Ability to follow on argument. •

• Ability to recognize the attitude of Ability to recognize the attitude of the speaker.the speaker.

To test ability of the learners, the teacher has to be careful about the To test ability of the learners, the teacher has to be careful about the sample of speech/text and has to keep in mind the test specifications. To sample of speech/text and has to keep in mind the test specifications. To test the native speakers, samples should be taken for authentic speech. test the native speakers, samples should be taken for authentic speech. Possible sources are the radio, television, the Internet and even our own Possible sources are the radio, television, the Internet and even our own recordings.

recordings.

TESTING SPEAKING

The objective of teaching spoken language is the development of The objective of teaching spoken language is the development of the ability to interact successfully in that language, and that this involves the ability to interact successfully in that language, and that this involves comprehension as well as production. The representative tasks can be comprehension as well as production. The representative tasks can be grope under the following heads:

grope under the following heads:

•

• EEXXPPRREESSSSIIOONNSS -- LLiikkeess//ddiisslliikkeess, , aaggrreeeemmeenntt//ddiissaaggrreeeemmeenntt,,

preferences, opinions preferences, opinions •

• DDIIRREECCTTIINNGG -- IInnssttrruuccttiioonn, p, peerrssuuaaddiinngg, a, addvviissiinngg

•

• DDEESSCCRRIIBBIINNGG -- AccttiioA onnss, e, evveennttss, o, obbjjeeccttss, p, peeooppllee, p, prroocceessss.. •

• EELLIICCIITTIINNGG -- IInnffoorrmmaattiioonn, , ddiirreeccttiioonnss, , ccllaassssiiffiiccaattiioonnss.. •

• NNAARRRRAATTIIOONN -- SSeeqquueenncce e oof f eevveennttss •

• RREEPPOORRTTIINNGG -- DDeessccrriippttiioonn, , ccoommmmeenntt, , ddeecciissiioonns s aannd d cchhooiicceess..

The skills that are tested while taking a test on oral ability can be The skills that are tested while taking a test on oral ability can be sub-divided into two broad heads - Informational and Interactional skills. In divided into two broad heads - Informational and Interactional skills. In the task, the

the task, the stustudendent t shoshould uld be be infinformormatiative ve aboabout ut the theme and the theme and alsalsoo int

interaeract ct wiwith th othother er stustudendents. ts. WhWhile ile evaevalualuatinting g the the skiskills lls in in mamanagnaginging interactions, the following abilities should be kept

interactions, the following abilities should be kept in mind-in

mind-•

• Initiate interactions.Initiate interactions. •

• Charge the topic of an interactionCharge the topic of an interaction •

• Share the responsibility for the development of an interactionShare the responsibility for the development of an interaction •

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•

• Come to a DecisionCome to a Decision •

• End an interaction.End an interaction.

The test-taken has to choose an appropriate technique. The test may be in The test-taken has to choose an appropriate technique. The test may be in the form of an interview, role play, interpretation, prepared monologue, the form of an interview, role play, interpretation, prepared monologue, re

readadining g ababouout, t, rerespspononseses s to to auaudidio o / / vividedeo o rerecocordrdiningsgs, , sisimmululatateded conversations.

conversations.

TESTING READING

Re

Readiading ng useused d to to be be the the priprincincipal pal aiaim m of of momost st forforeigeign-lan-langunguageage courses and it was developed through textual analyses, vocabulary tests, courses and it was developed through textual analyses, vocabulary tests, and translations into English, listening and speaking were merely taught and translations into English, listening and speaking were merely taught to be the by products. But with the change in approaches to teaching a to be the by products. But with the change in approaches to teaching a fo

forereigign n lalangnguauagege, , ththerere e is is a a nenew w gogoal al in in rereadadining g - - nonot t a a veverbrbatatimim translation but total comprehension without recourse

translation but total comprehension without recourse to English.to English. Th

The e prprimimarary y aiaim m in in teteacachihing ng a a foforereigign n lalangnguaguage e wawas s to to enenabablele stude

students to nts to read foreign texts in read foreign texts in the originathe original. Thus, when l. Thus, when a student learnsa student learns to read a foreign language, his/her mind should also be functioning in that to read a foreign language, his/her mind should also be functioning in that language. Reading requires a familiarity on the put of the reader with the language. Reading requires a familiarity on the put of the reader with the two fundamental building blocks of that particular language structure and two fundamental building blocks of that particular language structure and v

voocacabubullarary. y. TThe he bbroroadadeer r ththe e papartrtiicuculalar r llanangguauagge, e, ststruructcturure e anandd vo

vocabcabulularyary, , ththe e brbroaoadeder r ththe e ststududenents ts knknowowleledge dge of of ststrucructuture re anand d ththee greater the vocabulary and the more difficult text he / she will be able to greater the vocabulary and the more difficult text he / she will be able to approach. Consequently, two general types of test items are necessary to approach. Consequently, two general types of test items are necessary to ev

evalaluatuate e ststududenent t rereadadining g popotetentntiaial: l: VoVocacabubulalary ry ititemems s anand d ststruructctururalal (Syntactical and morphological) items.

(Syntactical and morphological) items.

Reading can be differentiated from writing, speaking, and listening Reading can be differentiated from writing, speaking, and listening by another characteristics speed. In learning a new language the student by another characteristics speed. In learning a new language the student wishes eventually to read it easily and rapidly. Fluency in speaking and wishes eventually to read it easily and rapidly. Fluency in speaking and ease in listening comprehension correspond to speed in reading. The tasks ease in listening comprehension correspond to speed in reading. The tasks that are generated while testing a student’s reading skill depend on the that are generated while testing a student’s reading skill depend on the speed of the learner. There is a distinction, based on the difference of speed of the learner. There is a distinction, based on the difference of purpose, between expeditions reading and slow and careful reading.

purpose, between expeditions reading and slow and careful reading.

In expeditions reading operations, candidates may be asked to In expeditions reading operations, candidates may be asked to do:-1.

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to-•

• Obtain main ideas and discourse topic quickly and efficientlyObtain main ideas and discourse topic quickly and efficiently •

• Establish quickly the structure of a text,Establish quickly the structure of a text,

•

• Decide the relevance of the text to their needs.Decide the relevance of the text to their needs. 2. SCANNING, where the objective is to find

2. SCANNING, where the objective is to find

-•

• Specific words or phrases;Specific words or phrases; •

• figures, percentagesfigures, percentages

•

• Specific items in an index;Specific items in an index; •

• Specific names in a bibliography or a set of references.Specific names in a bibliography or a set of references.

In a careful reading operation, candidates may be asked to In a careful reading operation, candidates may be asked to

•

• Identity discourse makers;Identity discourse makers; •

• Interpret complex sentences;Interpret complex sentences; •

• Interpret topic sentences and logical organization of the text;Interpret topic sentences and logical organization of the text; •

• Identify implicitly and explicitly stated main ideas;Identify implicitly and explicitly stated main ideas; •

• Recognize writer’s intentions;Recognize writer’s intentions; •

• Distinguish between fact from opinion, hypothesis Distinguish between fact from opinion, hypothesis from fact;from fact; •

• Infer the meaning of an unknown word from context;Infer the meaning of an unknown word from context; •

• Make pragmatic inferences.Make pragmatic inferences.

TESTING WRITING

Of the four language skills, writing may truly be considered the Of the four language skills, writing may truly be considered the mo

most st sopsophishisticticateated. d. In In lilistesteninning g and and in in reareadinding, g, the the ststudeudent nt recreceiveives es aa message formulated by another; his role is passive even though he may be message formulated by another; his role is passive even though he may be mentally interpreting and analyzing what it she is hearing or reading. In mentally interpreting and analyzing what it she is hearing or reading. In spe

speakiaking, ng, the studethe student nt is is engengageaged d in in comcommunmunicaicatinting g hihis s own own ideideas as andand fee

feelinlings, gs, but but wiwith th appapproxroximimatiations ons and and expexplanlanatiationsons. . ComCommunmunicaicatiotionn through the written word, on the other hand, possesses a certain degree of through the written word, on the other hand, possesses a certain degree of fi

finanalility ty anand d dedemamandnds s rereal al prprofoficicieiencncy y frfrom om ththe e wiwintnter er if if it it is is to to bebe effective. The mechanics - vocabulary, spelling, and grammar must be effective. The mechanics - vocabulary, spelling, and grammar must be mastered before the student can aspire to precision of expression, fluency, mastered before the student can aspire to precision of expression, fluency, and style. Tests must consequently be so structured that they measure the and style. Tests must consequently be so structured that they measure the various aspects of student’s progress toward the acquisition of this skill. various aspects of student’s progress toward the acquisition of this skill. This can be achieved it is divided into three

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parts-•

• We have We have to set writing tasks that are to set writing tasks that are propeproperly representarly representative of tive of thethe

population of tasks that we should expect the students to be able to population of tasks that we should expect the students to be able to perform.

perform.

•

• The tasks should elicit valid samples The tasks should elicit valid samples of writing.of writing. •

• It is essential that the samples of the writing can and will be scoredIt is essential that the samples of the writing can and will be scored

validly and reliably. validly and reliably.

TESTS AND TYPES

TESTS AND TYPES OF TESTING

OF TESTING

Tests can be categorized according to the types of information they Tests can be categorized according to the types of information they provide. This categorization is useful because

provide. This categorization is useful because it not only helps in decidingit not only helps in deciding whether an existing test is suitable for a particular purpose but also in whether an existing test is suitable for a particular purpose but also in writing new tests where these are:

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((aa)) PPrrooffiicciieennccy ty teessttss ((bb)) AAcchhiieevveemmeennt t tteessttss ((cc)) DDiiaaggnnoossttiic c tteessttss ((dd)) PPllaacceemmeennt t tteessttss

Proficiency tests

Proficiency tests are designed to measure people’s ability inare designed to measure people’s ability in a language, regardless of any training they may have had in that language. a language, regardless of any training they may have had in that language. The content of a proficiency test, therefore, is not based on the content or The content of a proficiency test, therefore, is not based on the content or ob

objejectctivives es of of lalangnguaguage e cocoururseses s ththat at pepeopople le tatakiking ng ththe e tetest st mamay y hahaveve followed. Rather, it is based on a specification of what candidates have to followed. Rather, it is based on a specification of what candidates have to be able to do in the language in order to be considered proficient. This be able to do in the language in order to be considered proficient. This

raises the question of what we mean by the word ‘proficient’. raises the question of what we mean by the word ‘proficient’.

In the case of some proficiency tests, ‘proficiency’ means having In the case of some proficiency tests, ‘proficiency’ means having sufficient command of the language for a particular purpose. Such a test sufficient command of the language for a particular purpose. Such a test many even attempt to take into account the level and kind of English many even attempt to take into account the level and kind of English needed to follow courses in particular subject areas. it might, for example, needed to follow courses in particular subject areas. it might, for example, have one form of the test for acts subjects, another for sciences and so on. have one form of the test for acts subjects, another for sciences and so on. Whatever the particular purpose to which the language is to be put, this Whatever the particular purpose to which the language is to be put, this w

wiill ll be be rereffllececteted d iin n tthe he ttesest t cocontntenent t aat t an an eaearlrly y ststagage e oof f tthe he ttesestt development.

development.

There are other proficiency tests which, by contrast, do not have There are other proficiency tests which, by contrast, do not have any occupati

any occupation on or course or course of study of study in mind. But in mind. But these general proficithese general proficiencyency test

tests s shoulshould d have a have a detadetailed specifiiled specificatiocation n on what on what it is it is that the successfulthat the successful ca

candndididatates es hahave ve dedemomonsnstratrateted d ththat at ththey ey cacan n dodo. . DeDespispite te didiffffereerencnceses between them in relation to content and level of difficulty, all proficiency between them in relation to content and level of difficulty, all proficiency tests have in common the fact that they are not on courses that candidates tests have in common the fact that they are not on courses that candidates have previously taken.

have previously taken.

In contrast to proficiency tests, it is much more probable that they In contrast to proficiency tests, it is much more probable that they will be involved in the preparation and use of

will be involved in the preparation and use of achievement tests.achievement tests.

The achievement test is directly related to language courses, their purpose The achievement test is directly related to language courses, their purpose being to establish how successful individual students, groups of students, being to establish how successful individual students, groups of students, or the courses themselves have been in achieving objectives. There are or the courses themselves have been in achieving objectives. There are tw

two o kikinds nds of of achachievievemeement nt testest: t: finfinal al achachievievemeement nt testest t and and proprogregressissiveve achievement test

achievement test..

Final achievement tests

Final achievement tests are those administered at the endare those administered at the end of a course of study. They content of these tests must be related to the of a course of study. They content of these tests must be related to the

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courses with which they are concerned. Because its content is so firmly courses with which they are concerned. Because its content is so firmly based on the syllabus or on the books and manuals used, it has been also based on the syllabus or on the books and manuals used, it has been also called as the ‘syllabus content approach’. It has an obvious appeal, since called as the ‘syllabus content approach’. It has an obvious appeal, since the test only contains what it is thought that the students have actually the test only contains what it is thought that the students have actually en

encocoununteteredred, , anand d ththus us in in ththis is rerespspecect, t, cacan n be be cacalllled ed a a fafair ir tetestst. . ThThee disadvantage of such a test is that if the syllabus in badly designed, then disadvantage of such a test is that if the syllabus in badly designed, then the results of the test can be very misleading.

the results of the test can be very misleading.

An alternative approach is to base the tests content directly on the An alternative approach is to base the tests content directly on the objectives of the course. This has number of advantages. First, it compels objectives of the course. This has number of advantages. First, it compels course designers to be explicit about objectives. Secondly, it makes it course designers to be explicit about objectives. Secondly, it makes it possible for performance on the test to show jus how far students have possible for performance on the test to show jus how far students have achieved those objectives. This in turn puts pressure on those responsible achieved those objectives. This in turn puts pressure on those responsible for the syllabus and for the selection of books and materials to ensure that for the syllabus and for the selection of books and materials to ensure that are consistent with the course

are consistent with the course objectives.objectives.

One may wonder if there is any real difference between the final One may wonder if there is any real difference between the final achievement tests and proficiency tests. If a test is based on the objectives achievement tests and proficiency tests. If a test is based on the objectives of a course, and these are equivalent to the language needs on which a of a course, and these are equivalent to the language needs on which a proficiency test is based, there is no reason to expect a difference between proficiency test is based, there is no reason to expect a difference between the form and content of the two tests. But two things have to remember. the form and content of the two tests. But two things have to remember. Fi

Firstrst, , obobjejectctivives es anand d neneededs s wiwill ll nonot t tytypipicacalllly y cocoinincicide de in in ththis is waway.y. Se

Secocondndlyly, , mmanany y acachihievevememenent t teteststs s arare e nonot t in in fafact ct babasesed d on on cocourursese obj

objectectiveives. s. TheThese se facfacts ts namname e imimpliplicatcation ion botboth h for for the uses the uses of of the the testestt re

resusullts ts aand nd ffor or ththe e tetest st wwriritetersrs. . IIt t wwaas s tto o kknonow w on on wwhahat t babasisis s onon ach

achievievemeement nt tetest st has has beebeen n conconstrstructucted, ed, and and be be awaaware re of of the the pospossibsiblyly limited validity and applicability of the test scores. Test writers, on the limited validity and applicability of the test scores. Test writers, on the other hand, must create achievement tests that reflect the objectives of a other hand, must create achievement tests that reflect the objectives of a particular course, and not expect a general proficiency test to provide a particular course, and not expect a general proficiency test to provide a

satisfactory alternative. satisfactory alternative.

Progressive achievement tests

Progressive achievement tests,, as their name suggests,as their name suggests, are

are intintendended ed to to memeasuasure re ththe e proprogregress ss thathat t stustudendents ts are makinare making. g. TheTheyy contribute to formative assessment. One way to measure progress would contribute to formative assessment. One way to measure progress would be to take achievement tests at regular basis. But in addition to this, the be to take achievement tests at regular basis. But in addition to this, the teacher has also to create a set of ‘pop quizzes’ which would provide a teacher has also to create a set of ‘pop quizzes’ which would provide a rough check on the student’s progress.

rough check on the student’s progress.

Diagnostic tests

Diagnostic tests are used to identify learners’ strengths andare used to identify learners’ strengths and weaknesses. They are intended primarily to ascertain what learning still weaknesses. They are intended primarily to ascertain what learning still

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needs to take place. We can be fairly confident of our ability to create needs to take place. We can be fairly confident of our ability to create tests that will us that someone is particularly weak, way in speaking as tests that will us that someone is particularly weak, way in speaking as opposed to reading in a language.

opposed to reading in a language.

But there is lack of good diagnostic test. This is because the size of But there is lack of good diagnostic test. This is because the size of such test would make it impractical to administer in a routine fashion. such test would make it impractical to administer in a routine fashion. Di

Diagnagnostostic ic coucould ld be be extextremremely ely useuseful ful for for inindivdividuidualialized zed insinstrutructictionsons.. Learners would be shown where gaps exist in their command of the Learners would be shown where gaps exist in their command of the la

langnguauagege, , anand d cocoululd d be be hahappppilily y didirerectcted ed to to sosourcurces es of of ininfoformrmatatioion,n, exemplification and practice.

exemplification and practice.

Plac

Placemenement t testtestss,, as as ththeieir r naname me sugsuggegeststs, s, arare e inintetendnded ed toto provide the required information that will help to place students at the provide the required information that will help to place students at the

st

stagage e of of ththe e teteacachihing ng prprogograrammmme e momost st apapprpropopririatate e to to ththeieir r ababililititieies.s. Typically, they are used to assign students to classes at different levels. Typically, they are used to assign students to classes at different levels. The placement tests depend on the identification of the key features at The placement tests depend on the identification of the key features at different levels of teaching

different levels of teaching in the institution.in the institution.

MY LEARNERS’

I was assigned to teach English to class XI learners of Government I was assigned to teach English to class XI learners of Government senior secondary school for boys, Roopnagar. The students of this section senior secondary school for boys, Roopnagar. The students of this section had the Arts program of CBSE. Though the class strength was of 35 had the Arts program of CBSE. Though the class strength was of 35 students were of 36 students, 7 of them had opted for Sanskrit.

students were of 36 students, 7 of them had opted for Sanskrit.

The students were bright and eager to learn. But they have been The students were bright and eager to learn. But they have been ingrained and conditioned into a method of learning that was ingrained and conditioned into a method of learning that was

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teacher-oriented. This posed a problem for me at the beginning as they were very oriented. This posed a problem for me at the beginning as they were very reluctant to speak up in class. They expected me to provide them with the reluctant to speak up in class. They expected me to provide them with the answer. But slowly they started to open up and started to speak in English answer. But slowly they started to open up and started to speak in English and take part in class discussions confidently.

and take part in class discussions confidently. Th

The e clclasass s wwas as a a prpretetty ty boboiiststererouous s onone e anand d as as a a teteacacheher r I I wawass sometimes at a loss while dealing with some of the more mischievous sometimes at a loss while dealing with some of the more mischievous learners. But, in the end, all of them came to love the subject. Though learners. But, in the end, all of them came to love the subject. Though they were still a bit hesitant in the usage of the language, they were they were still a bit hesitant in the usage of the language, they were definitely on the road where they will be more confident while dealing definitely on the road where they will be more confident while dealing with the language.

with the language.

DETAILS OF THE

DETAILS OF THE SYLLA

SYLLABUS

BUS

COVERED

S

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1.

1. PPrroossee TThhe e AAddvveennttuurree

2.

2. PPooeettrryy TThhe e BBrroowwnniinng g VVeerrssiioonn

3.

3. RReeaaddiinngg NNoottee--mmaakkiinngg

4.

4. WWrriittiinngg LLeetttteer r tto o tthhe e eeddiittoor r

5.

5. GGrraammmmaarr RReeppoorrtteed d ssppeeeecchh

Idioms Idioms

Tenses Tenses

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MARKSHEET OF THE ENTIRE

CLASS

CLAS CLAS S S ROLL ROLL NO. NO. EXAM EXAM ROLL ROLL NO. NO. N NAAMMEE MMAARRKKSS OBTAINE OBTAINE D D % % OBTAINE OBTAINE D D 1 1.. XXIIAA11 AAMMAAN N PPRREEEET T SSIINNGGHH 228 8 447 7 %% 2 2.. XXIIAA22 AARRVVIINNDD 3377 6622%% 3 3.. XXIIAA33 BBHHAARRAAT T KKUUMMAARR 334 4 5577%% 4

4.. XXIIAA44 CCHHIITTRRAANNJJAAN N KKUUMMAARR 339 9 6655%% 5

5.. XXIIAA55 DDEEEEPPAAKKSHSHAARRMMAA 4433 7722%% 6

6.. XXIIAA66 GGAANNGGEESSH H KUKUMMAAR R JJHHAA 228 8 4477%% 7

7.. XXIIAA77 HHAARRI I GGOOVVIINND D NNIIRRAALLAA 337 7 6622%% 8

8.. XXIIAA88 JJAASSPPAALL SSIINNGGHH 3300 5500%% 9 9.. XXIIAA99 MMAAHHEENNDDEER R SSHHUUKKLLAA 229 9 4488%% 1 100.. XXIIAA1100 MMAANNOOJJ 3322 5533%% 1 111.. XXIIAA1111 MMAANNOOJJ KKUUMMAARR 3311 5522%% 1 122.. XXIIAA1122 MMEELLEEKKHHRRAAJ J MMAAHHAAGGUURRUUJJII 440 0 6677%% 1 133.. XXIIAA1133 MMAAYYAANNK K KKHHAANNDDEELLWWAALL 229 9 4488%% 1 144.. XXIIAA1144 PPAANNKKAAJ J SSIINNGGHH 3388..5 5 6644%% 1 155.. XXIIAA1155 PPRRAABBHHAAKKAAR R PPAALL 333 3 5555%% 1 166.. XXIIAA1166 RRAAHHUULL 2211 3333%% 1 177.. XXIIAA1177 RRAAHHUULL 2255 4422%% 1 188.. XXIIAA1188 RRAAHHUUL L MMAATTHHUURR 338 8 6633%% 1

199.. XXIIAA1199 RRAAJJU U CHCHAAUUDDHHUURRII AAbb. . ----2 200.. XXIIAA2200 RRAANNI I GOGOSSWWAAMMII 332 2 5533%% 2 211.. XXIIAA2211 SSAARRAAFFAATT AALLII 2277 4455%% 2 222.. XXIIAA2222 SSUUNNNNYYSSIINNGGHH 3300 5500%% 2 233.. XXIIAA2233 TTEEJJAASSVVI I SSAANNKKAARR 229 9 4488%% 2 244.. XXIIAA2244 VVIIKKAASS KKAANNTT 4411 6688%% 2

255.. XXIIAA2255 VVIINNOODD NNEEGGII 4411 6688%% 2

266.. XXIIAA2266 VVIIVVEEK K PAPANNDDEEYY 334 4 5577%% 2

277.. XXIIAA2277 VVIIRREENNDDEER R SSIINNGGHH AAbb. . ----2

288.. XXIIAA2288 YYOODDEENNDDEER R SSIINNGGHH 332 2 3322%% 2

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----MARKSHEET OF THE ENTIRE

MARKSHEET OF THE ENTIRE

CLASS AND THEIR GRADES:

CLAS CLAS S S ROLL ROLL NO. NO. EXAM EXAM ROLL ROLL NO. NO. N NAAMMEE MMAARRKKSS OBTAIN OBTAIN ED ED % % OBTAIN OBTAIN ED ED GRADE GRADE 1 1.. XXIIAA11 AAMMAAN N PPRREEEET T SSIINNGGHH 228 8 447 7 % C% C++ 2 2.. XXIIAA22 AARRVVIINNDD 3377 6622%% BB++ 3 3.. XXIIAA33 BBHHAARRAAT T KUKUMMAARR 334 4 5577%% BB 4

4.. XXIIAA44 CCHHIITTRRAANNJJAAN N KUKUMMAARR 339 9 6655%% BB++++ 5

5.. XXIIAA55 DDEEEEPPAAK K SSHHAARRMMAA 443 3 7722%% AA 6

6.. XXIIAA66 GGAANNGGEESSH H KKUUMMAAR R JJHHAA 228 8 4477%% CC++ 7

7.. XXIIAA77 HHAARRI I GGOOVVIINND D NNIIRRAALLAA 337 7 6622%% BB++++ 8

8.. XXIIAA88 JJAASSPPAAL L SSIINNGGHH 330 0 5500%% CC++++ 9 9.. XXIIAA99 MMAAHHEENNDDEER R SHSHUUKKLLAA 229 9 4488%% CC++ 1 100.. XXIIAA1100 MMAANNOOJJ 3322 5533%% CC++++ 1 111.. XXIIAA1111 MMAANNOOJ J KKUUMMAARR 331 1 5522%% CC++++ 1 122.. XXIIAA1122 MMEELLEEKKHHRRAAJ J MMAAHHAAGGUURRUUJJII 440 0 6677%% BB++++ 1 133.. XXIIAA1133 MAMAYYAANNK K KKHHAANNDDEELLWWAALL 29 29 4488%% CC++ 1 144.. XXIIAA1144 PPAANNKKAAJ J SIINS NGGHH 3388..5 5 6644%% BB++ 1 155.. XXIIAA1155 PPRRAABBHHAAKKAAR R PPAALL 333 3 5555%% BB 1 166.. XXIIAA1166 RRAAHHUULL 2211 3333%% FF 1 177.. XXIIAA1177 RRAAHHUULL 2255 4422%% CC 1 188.. XXIIAA1188 RRAAHHUUL L MMAATTHHUURR 338 8 6633%% BB++ 1

199.. XXIIAA1199 RRAAJJU U CCHHAAUUDDHHUURRII AAbb. . ---- ----2 200.. XXIIAA2200 RRAANNI I GGOOSSWWAAMMII 332 2 5533%% CC++++ 2 211.. XXIIAA2211 SSAARRAAFFAAT T AALLII 227 7 4455%% CC++ 2 222.. XXIIAA2222 SSUUNNNNY Y SIINS NGGHH 330 0 5500%% CC++++ 2 233.. XXIIAA2233 TTEEJJAASSVVI I SASANNKKAARR 229 9 4488%% CC++ 2 244.. XXIIAA2244 VVIIKKAAS S KKAANNTT 441 1 6688%% BB++++ 2

255.. XXIIAA2255 VVIINNOOD D NENEGGII 441 1 6688%% BB++++ 2

266.. XXIIAA2266 VVIIVVEEK K PPAANNDDEEYY 334 4 5577%% BB 2

277.. XXIIAA2277 VVIIRREENNDDEER R SSIINNGGHH AAbb. . ---- ----2

288.. XXIIAA2288 YYOODDEENNDDEER R SSIINNGGHH 332 2 3322%% FF 2

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----TH

THE

E LE

LEAR

ARNE

NERS

RS AR

ARE

E G

GRA

RADE

DED

D IN

IN A

ACC

CCOR

ORDA

DANC

NCE

E

WITH THE FOLLOWING TABLE:

RA

RANGNGE E OF OF PEPERCRCENENTATAGEGE OBTAINED OBTAINED GRADE GRADE 9 955--8855 OO 8 844--8800 AA++++ 7 799--7755 AA++ 7 744--7700 AA 6 699--6655 BB++++ 6 644--6600 BB++ 5 599--5555 BB 5 544--5500 CC++++ 4 499--4455 CC++ 4 444--4400 CC 3 399--3355 DD L LEESSSS TTHHAANN 3355 FF

ITEM ANALYSIS: DIFFICULTY AND

DISCRIMINATION

Item analysis

is a process which involves a careful of scoreis a process which involves a careful of score pattern on each of the test items. The analysis tells us that how well each pattern on each of the test items. The analysis tells us that how well each item is working, that is, the contribution it is making to the overall picture item is working, that is, the contribution it is making to the overall picture of

of the candithe candidatdates es abiabilitlity y ememergerging ing frofrom m the the testest. t. The The anaanalyslysis is of of thethe stu

studendents’ ts’ resresponponses ses to to the the objobjectectiveive-tes-test t ititems ems is is a a powpowerfuerful l totool ol for for im

imprprovovemement ent anand d fofor r acaccumcumulaulatiting ng a a babank nk of of hihigh gh ququalalitity y ititemems. s. ItIt suggests why an item is not effective and how it might be improved.

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The analysis of the responses to the individual items of a test is helpful for The analysis of the responses to the individual items of a test is helpful for two broad reasons. First, the teacher can discover if there are certain two broad reasons. First, the teacher can discover if there are certain points that a sizeable number of students have failed to master. Second, points that a sizeable number of students have failed to master. Second, the teacher can verify how well certain items have be done in relation to the teacher can verify how well certain items have be done in relation to the test as

the test as a whole. This informata whole. This information will be ion will be usefuuseful l in the constructiin the construction on of of new test. Item analysis usually provides two kinds of information on the new test. Item analysis usually provides two kinds of information on the test items:

test items: •

• ITEM DIFFICULTYITEM DIFFICULTY, which helps us to decide if the test item are, which helps us to decide if the test item are right for the target group.

right for the target group. •

• ITEM DIFFICULTY,ITEM DIFFICULTY, which helps us to see if the individual itemswhich helps us to see if the individual items are providing information on the candidates abilities are consistent are providing information on the candidates abilities are consistent with that provided by the other items of the test.

with that provided by the other items of the test.

Item difficulty is determined by the observation of what percentage of Item difficulty is determined by the observation of what percentage of students answer the item correctly. The more difficult the item is, the students answer the item correctly. The more difficult the item is, the fewer will be the students who select the correct answer. The level of fewer will be the students who select the correct answer. The level of difficulty of an item is

difficulty of an item is calculated in the following manner:calculated in the following manner:



 For objective items,For objective items,

Level of difficult

Level of difficulty = (total no. y = (total no. of correct responses of of correct responses of High group + tHigh group + total no.otal no. of correct responses of Low group) / (total no. of students x 100)

of correct responses of Low group) / (total no. of students x 100)



 For subjective itemsFor subjective items

Level of difficulty = (total frequency of marks of High group + total Level of difficulty = (total frequency of marks of High group + total frequ

frequency of marks of ency of marks of Low groLow group) / (total noup) / (total no. of student. of students x 100 x s x 100 x markmarkss per question)

per question)

The analysis of the score is done as follows: The analysis of the score is done as follows:

L

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A

ABBOOVVE E 9900% % EEAASSYY

BETWEEN 80% - 90%

BETWEEN 80% - 90% QUESTIONABLEQUESTIONABLE

BETWEEN 50% - 80%

BETWEEN 50% - 80% GOODGOOD

BETWEEN 30% - 50%

BETWEEN 30% - 50% QUESTIONABLEQUESTIONABLE

BELOW 30%

BELOW 30% DIFFICULTDIFFICULT

IT

ITEM EM DDISISCRCRIMIMININATATIOION N tetelllls s us us hohow w wwelell l ththe e ititemems s peperfrfororm m iinn separating the better students from the poorer ones. If the upper third of separating the better students from the poorer ones. If the upper third of the students gets the items correct and lower two-third generally gets the the students gets the items correct and lower two-third generally gets the items wrong, then it is a good

items wrong, then it is a good discriminator between the two groups. Verydiscriminator between the two groups. Very difficult items should discriminate between the very good students and all difficult items should discriminate between the very good students and all of

of ththe e otothehersrs; ; rerelalatitivevely ly eaeasy sy ititemems s shshouould ld didiscscririmiminanate te bebetwtweeeen n ththee ma

majojoririty ty of of ststududenentts s in in ththe e clclasass s anand d ththe e fefew w popoor or ononeses. . ThThe e ititemem discrimination level is calculated in the following manner:

discrimination level is calculated in the following manner:



 for objective items:for objective items:

Level of discrimination = (Total no. of correct responses in the high Level of discrimination = (Total no. of correct responses in the high group – Total no. of

group – Total no. of correcorrect responses in the low group) / ct responses in the low group) / (0.5 x total no.(0.5 x total no. of students in both groups)

of students in both groups)



 for subjective items:for subjective items:

Level of discrimination = (Total frequency of marks in high group – total Level of discrimination = (Total frequency of marks in high group – total frequency of marks in low group) / (0.5 x total no. of students in both frequency of marks in low group) / (0.5 x total no. of students in both group x marks per question)

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The analysis of the score is done as follows: The analysis of the score is done as follows:

LE

LEVEVEL OL OF DF DISISCRCRIMIMININATATIOIONN THTHE IE ITETEM ISM IS……

0 0 – – 00..2 2 VVEERRY Y PPOOOOR R 0.2 – 0.4 0.2 – 0.4 POOR POOR 0.4 – 0.6 0.4 – 0.6 AVERAGEAVERAGE 0.6 – 0.8 0.6 – 0.8 GOODGOOD 0.8 – 1.0 0.8 – 1.0 BESTBEST

KINDS OF TESTING

The test that is created by the language teacher takes into consideration The test that is created by the language teacher takes into consideration th

the e didiffffererenent t apapprproaoachches es to to tetest st coconsnstrtrucuctitionon. . SoSome me of of ththe e didiffffererenentt approaches are described as below:

approaches are described as below: DIRECT TESTING:

DIRECT TESTING:

Testing is said to be direct when it requires the candidate to perform Testing is said to be direct when it requires the candidate to perform precisely the skill that we wish to measure. If we want to know how well precisely the skill that we wish to measure. If we want to know how well candidates can write compositions, we get them to write compositions. candidates can write compositions, we get them to write compositions. The tasks, and the texts that are used,

The tasks, and the texts that are used, should be as authentic as possible. Itshould be as authentic as possible. It is easier to carry out when it is intended to measure the productive skills is easier to carry out when it is intended to measure the productive skills of speaking and writing, testers have to devise methods of eliciting such of speaking and writing, testers have to devise methods of eliciting such ev

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performance of skills in which they are interested. Direct testing has a performance of skills in which they are interested. Direct testing has a number of attractions. First, provided that we are clear about just what number of attractions. First, provided that we are clear about just what abilities we want to assess, it is relatively straight-forward to create the abilities we want to assess, it is relatively straight-forward to create the co

condndiititionons s wwhihich ch wwilill l eelliicicit t ththe e bebehahaviviouour r on on wwhhicich h to to babase se oour ur judgements. Secondly, at least in the case of the productive skills, the judgements. Secondly, at least in the case of the productive skills, the

ass

assessessmenment t and and intinterperpretretatiation on of of stustudendent’s t’s perperforformamance nce is is alalso so quiquitete straight-forward. Thirdly, since practice for the test involves practice of straight-forward. Thirdly, since practice for the test involves practice of the skills that we wish to foster, there is likely to be helpful backwash the skills that we wish to foster, there is likely to be helpful backwash effect.

effect.

DISCRETE-POINT TESTING: DISCRETE-POINT TESTING:

This refers to the testing of one element at a time, item by item. This This refers to the testing of one element at a time, item by item. This might, for example, take the form of a series of items, each testing a might, for example, take the form of a series of items, each testing a pa

partirticulcular ar gragrammammatictical al strstructuctureure. . It It wiwill ll almalmost ost alwalways ays be be in=in=diredirect.ct. Diagnostic tests of grammar of the kind referred to in an earlier section Diagnostic tests of grammar of the kind referred to in an earlier section will be part of the

will be part of the discrete point testing.discrete point testing. INTEGRATIVE TESTING:

INTEGRATIVE TESTING:

As opposed to discrete point testing, the integrative testing requires the As opposed to discrete point testing, the integrative testing requires the candi

candidate/date/student to student to combcombine ine many language elements in many language elements in the completithe completionon of the task. This might involve writing a composition, making notes while of the task. This might involve writing a composition, making notes while listening to a lecture, taking a dictation or even a completion of a cloze listening to a lecture, taking a dictation or even a completion of a cloze passage.

passage.

NORM-REFERENC

NORM-REFERENCED ED TESTING:TESTING:

When a test is designed to provide the information which relates to one When a test is designed to provide the information which relates to one candidate’s performance to that of the other candidates is called candidate’s performance to that of the other candidates is called norm-referenced testing. We are not told directly what the student is capable of referenced testing. We are not told directly what the student is capable of doing in the language. For example, if we have to judge the reading test of doing in the language. For example, if we have to judge the reading test of an individual student and make a statement on the performance, we may an individual student and make a statement on the performance, we may give two kinds of answers. The student can obtain a score that puts him or give two kinds of answers. The student can obtain a score that puts him or her in the top 10% of the rest of the candidates, or in the bottom 5%; or her in the top 10% of the rest of the candidates, or in the bottom 5%; or that he or she did better than 60% of those who took it.

that he or she did better than 60% of those who took it. CRITERION REFERENCED TESTING:

CRITERION REFERENCED TESTING:

The purpose of these tests is to classify people according to whether or The purpose of these tests is to classify people according to whether or not they are able to perform some tasks or a set of tasks satisfactorily. The not they are able to perform some tasks or a set of tasks satisfactorily. The

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tasks are set, and those who

tasks are set, and those who perform them satisfactorily, ‘pass’; those whoperform them satisfactorily, ‘pass’; those who do not, ‘fail.’ This means that the students are encouraged to measure do not, ‘fail.’ This means that the students are encouraged to measure their progress in relation to a meaningful criterion. These tests have two their progress in relation to a meaningful criterion. These tests have two positive virtues:

positive virtues:

•

• They set meaningful standards in terms of what people can do,They set meaningful standards in terms of what people can do,

which do not change with different groups of candidates. which do not change with different groups of candidates.

•

• They motivate the candidates to achieve those standards.They motivate the candidates to achieve those standards.

ANALYSIS OF THE SUBJECTIVE

TYPE ITEMS

There are eleven subjective type items. Section A and section B, There are eleven subjective type items. Section A and section B, wh

whicich h tetest st ththe e rereadadining g anand d wrwrititining g cacapapabibililitities es of of ththe e leleararnener, r, arare e of of subjective nature. Several items in Section D, the literature portion, deal subjective nature. Several items in Section D, the literature portion, deal with the subjective understanding of the learners.

with the subjective understanding of the learners.

A.1. Read the following passage and make a note: A.1. Read the following passage and make a note:

This question would test the learners reading skill. It will also tell how This question would test the learners reading skill. It will also tell how fast the readers can read

fast the readers can read a section on the a section on the “Earl“Early life of y life of AkbaAkbar.” Since ther.” Since the students have taken up Arts program, I thought that something which was students have taken up Arts program, I thought that something which was part of their course would be of immense help. Marking would be done on part of their course would be of immense help. Marking would be done on

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following the format, word limit and the use of language while making following the format, word limit and the use of language while making the note.

the note.

H

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GH

H G

GR

RO

OU

UP

P

L

LO

OW

W G

GR

RO

OU

UP

P

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6

6 IIIIII

1

18

8

6

0

5

5 IIIIIIII

2

20

0

5

5 II

5

4 4..5

5

0

4 4..5

5 II

4 4..5

5

4

4 II

4

4 II

4

3

3 II

3

3 IIII

6

2

0

2

0

2

2 II

2

1

0

1

0

1

1 II

1

0

0 IIII

0

0 T

TO

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4

45

5

2

24 4..5

5

ITEM DIFFICULTY ITEM DIFFICULTY = {(45 + 24.5) / (18 X 7)} X 100 = {(45 + 24.5) / (18 X 7)} X 100 = 55 % = 55 %   GOODGOOD ITEM DISCRMINATION ITEM DISCRMINATION = (45 – 24.5) / (½ X 18 X 7) = (45 – 24.5) / (½ X 18 X 7) = (20.5 / 63) = (20.5 / 63) = 0.3 = 0.3   POOR POOR DETAILED ANALYSIS: DETAILED ANALYSIS:

Around 55% of the students have answered this item correctly, which Around 55% of the students have answered this item correctly, which ma

makekes s ththe e ititem em gogood od in in ththe e didifffficicultulty y inindedex x anand d wiwith th reregagards rds to to ththee discrimination index, the item is poor, since the value is 0.3

discrimination index, the item is poor, since the value is 0.3

ANALYSIS: ANALYSIS:

The item is

FINAL ACHIEVEMENT TEST REPORT

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ACHIEVEMENT TEST

ACHIEVEMENT TEST

REPORT

REPORT

[Type the document subtitle]

[Type the document subtitle]

CONTENTS

CONTENTS

ACKNOWLEDGEMENT

ACKNOWLEDGEMENT

EVALUATION AND EDUCATION

EVALUATION AND EDUCATION

CONTINUOUS AND COMPREHENSIVE

CONTINUOUS AND COMPREHENSIVE

EVALUATION

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EVALUATION

EVALUATION