YEAR PLAN

ACHIEVEMENT TEST

ACHIEVEMENT TEST

An achievement test is a test of developed skill or knowledge. The most common type of achievement test is a standardized test developed to measure skills and knowledge learned in a given grade level, usually through planned instruction, such as training or classroom instruction. Achievement tests are often contrasted with tests that measure aptitude, a more general and stable cognitive trait.

Major steps involved in the construction of achievement test

• Planning of test
• Preparation of a design for the test
• Preparation of the blue print
• Writing of items
• Preparation of the scoring key and marking scheme
• Preparation of question-wise analysis

1. Planning of test

• Objective of the Test
• Determine the maximum time and maximum marks

2. Preparation of a design for the test

• Important factors to be considered in design for the test are:
• Weightage to objectives
• Weightage to content
• Weightage to form of questions
• Weightage to difficulty level.

  Weightage to objectives

• This indicates what objectives are to be tested and what weightage has to be given to each objective.

Sl.No	Objectives	Marks	Percentage
1	Knowledge	3	12
2	Understanding	2	8
3	Application	6	24
4	Analysis	8	32
5	Synthesis	4	16
6	Evaluation	2	8
Total		25	100

 Weightage to content

• This indicates the various aspects of the content to be tested and the weightage to be given to these different aspects.

Sl.No	Content	Marks	Percentage
1	Sub topic - 1	15	60
2	Sub topic - 2	10	40
Total		25	100

Weightage to form of questions

• This indicates the form of the questions to be included in the test and the weightage to be given for each form of questions.

Sl.No	Form of questions	No. of Questions	Marks	Percentage
1	Objective type	14	7	28
2	Short answer type	7	14	56
3	Essay type	1	4	16
Total		22	25	100

 Weightage to difficulty level

• This indicates the total mark and weightage to be given to different level of questions.

Sl.No	Form of questions	Marks	Percentage
1	Easy	5	20
2	Average	15	60
3	Difficult	5	20
Total		25	100

3. Preparation of the blue print

• Blue print is a three-dimensional chart giving the placement of the objectives, content and form of questions.

4. Writing of items

• The paper setter write items according to the blue print.
• The difficulty level has to be considered while writing the items.
• It should also checked whether all the questions included can be answered within the time allotted.
• It is advisable to arrange the questions in the order of their difficulty level.

5. Preparation of the scoring key and marking scheme

• In the case of objective type items where the answers are in the form of some letters or other symbol a scoring key is prepared.
• In the case of short answer and essay type questions, the marking scheme is prepared.
• In preparing marking scheme the examiner has to list out the value points to be credited and fix up the mark to be given to each value point.

6. Preparation of Question-wise Analysis

          In order to avoid all loopholes, the setter prepares a table containing all relevant details of all the items of test. This is done by making an analysis of each item. In terms of objectives, specification form of questions difficulty level, marks and estimated time. This analysis is very helpful to check whether all the aspects envisaged in the design and blueprint are satisfied by the test in its final form. If some mistakes are noticed, it should be rectified at this final stage.

REFERENCE   

   WWW.study.com

WWW.CSSFORM.COM

CURRICULUM-PRINCIPLES OF CURRICULUM CONSTRUCTION IN SOCIAL SCIENCE

CURRICULUM

The term curriculum derives from the Latin word ‘currere’ which means a kind of route which the learner travels. All the activities going on the school or outside of the school is called curriculum. It is basic to the intellectual, physical, moral and emotional development of the child

Definition

·        Curriculum is a tool in the hands of the Artist (Teacher), to mould his/her materials (Students), according to his/her ideals (objectives) in his/her studio (College/School).-Cunningham

·        Curriculum comprises all the learning which is planned and guided by the school, whether it is carried on in groups or individually inside or outside of the school.- Kerr

PRINCIPLES OF CURRICULUM CONSTRUCTION IN SOCIAL SCIENCE

1.     Principle of Child-Centeredness

Curriculum is mainly for the students. So, the age, interest, capability, capacity, aspiration, needs and psychology of the learner should be taken in to an account

2.     Principle of Preservation/Conservation

It should help in the preservation /conservation and transmitting the knowledge, traditions, standards of conduct on which the culture and civilization depend.

3.     Principle of forward-looking

The aim of life-centered education is not limited to the present life-situations in the family and society. Hence, education must prepare the child of shouldering future responsibilities. So in farming the curriculum we must take into consideration the future needs of the child as well as the needs of the society.

4.     Principles of creativeness:

Education not only conserves that past experiences of humanity but also helps an individual to develop his innate potentialities.

5.     Principles of Activity

6.     Principle of preparation for living:

The children should know the various activities of the environment around them and how these activities are enabling people to meet their basic needs of food, shelter, clothing, recreation, health and education.

7.     Principle of individual difference:

The curriculum should be framed in such a way that every individual can have opportunity for self-expression and development. The curriculum should be based on the psychology of individual difference, which can meet the complexities of modern democratic society.

8.     Principle of Balance (Child = Community)

It is also called principle of Integration. The curriculum should integrate:

1. Cognitive, affective and psychomotor objectives and abilities

2. Knowledge and experience

3. Objectives and content

4. Child’s activity and needs with the society needs and activity.

It should be related to the social environment of the students. Here the equal/balance importance should be given to the need of the Child and need of the Community

9.     Principle of Elasticity / Flexibility

Flexibility is an important parting curriculum development. It should given enough time and sufficient chance to the students, to search their own examples and experience from the surroundings