construction of a test

 

CONSTRUCTION OF AN ACHIEVEMENT TEST

Achievement Test

Achievement test measures present proficiency, mastery and understanding of general and specific areas of knowledge. Achievement tests attempt to measure what and how individual has learnt, viz. his present standard of performance. Scores of achievement test indicate the academic status of the individual learner in different subjects as a whole or individually.

Any test designed to assess the achievement in any subject with regard to a set of predetermined objectives.

Type of test items

TYPE OF TEST ITEMS:

An item is the basic unit of interaction on a test. What we often call a test question is more properly known as an item, since it may not be worded as an actual question. The student's feedback is also more properly known as a response rather than an answer, but we won't get too particular on that point. Items can be written in various formats, including multiple choice, matching, true/false, short answer, and essay. We will discuss some of these formats in another article. Since items are the actual points of interaction of students with the test, item quality is probably the most recognizable indicator of the overall quality of the test. High quality test items take time and effort to write, but are essential to a valid test. Items must test skills and knowledge of the subject at hand, not the student's test taking skills.

achievement testing

Criterion referenced vs Norm referenced test

Norm referenced test

Within the set of standardized tests, it is important to understand that there is a difference between norm-referenced and criterion-referenced tests. There is no difference between norm-referenced and standardized tests. While both tests are standardized, norm-referenced tests measure and rank test takers to each other. A test taker’s score is compared to the ‘norm’ of similar test takers and may be expressed as a percentile, grade equivalent or stanine. There may be some misinformation regarding norm-referenced tests; however, the following is true of norm-referenced achievement tests:

The goal of norm-referenced tests is to determine a test-taker's performance compared to a predetermined peer group Results determine what a student knows as an individual but also compared to a group Scores are distributed on a bell curve. The following is a norm-referenced test list:

·         SAT 

·         PSAT

·         ACT

·         IQ Tests

Criterion-Referenced Tests 

Criterion-referenced tests measure the number of correct responses based on a specific, often minimum ‘criterion’ of what is expected to pass the exam. Often, the criteria is what determines acceptable achievement or mastery of skill. A criterion-referenced test score may be expressed in a percentage correct out of the total. Criterion-referenced tests measure individual performance to determine mastery of content or whether or not they mastered specific skills.

The following are examples of criterion referenced tests:

·         Pass/Fail semester exam

·         End-of-Unit Exam

·         Driver’s Education Test

Norm-Referenced vs. Criterion-Referenced Tests

The two types of tests each serve a different purpose, and the scores are used differently. Schools and teachers may use norm-referenced test scores to rank student achievement across broad areas of knowledge. Another example of a norm-referenced score is a growth chart. Just as test scores, growth points are ranked in comparison to others in the same age group.

On the contrary, criterion-referenced scores may be used to determine if a student has mastered specific skills or concepts in specific areas of study. The example of driver’s education exam illustrates this concept. Test takers are not ranked by performance on the driver’s education exam. Instead they either pass or fail depending if they met the preset criteria.