Saturday, March 18, 2023

How to make a Plan for a Test | Planning the Test for Class |

QUESTION

Q.4 Explain in detail how to make a plan for a test?

Course: Test Development and Evaluation

Course Code 6462

Level: B.Ed Solved Assignment

ANSWER

Planning the Test for Class

Review Curriculum:

Before planning the test, it is important to review the curriculum that the test is based on. This includes identifying the key concepts and topics that are covered in the curriculum, as well as the cognitive abilities and learning outcomes that students are expected to demonstrate.

Review Textbook or Learning Material:

It is also important to review the textbook or learning materials that are used in the classroom to ensure that the test aligns with the instructional materials. This includes identifying the main topics and concepts covered in the textbook, as well as any additional information that may be relevant to the test.

Compatibility between Curriculum and Textbook:

After reviewing both the curriculum and textbook, it is important to ensure that there is compatibility between the two. This involves comparing the topics and concepts covered in the curriculum with those covered in the textbook to ensure that they align. This step also involves considering the weightage of topics in both curriculum and textbook.

Decide Categories / Types of Test Items:

Once compatibility is ensured, the next step is to decide on the categories or types of test items that will be used. These may include multiple choice questions (MCQs), short answer questions (SAQs), extended response questions (ETQs), and others. The decision should be based on the cognitive abilities and learning outcomes that are being assessed, as well as the format that is most appropriate for the content being tested. The decision should also be based on the type of test (NRT, CRT).

Decide Weightage of Different Test Items and Cognitive Abilities:

The next step is to decide on the weightage of different test items and cognitive abilities. This involves assigning a percentage value to each category or type of test item, as well as each cognitive ability being assessed. The weightage should be based on the importance of each concept or topic, as well as the relative difficulty and complexity of each test item.

Draw Table of Specification also called Test Specification and Grid Specification:

After deciding on the weightage, the next step is to create a table of specification (TOS) or grid specification that outlines the specific concepts, topics, and cognitive abilities that will be assessed in the test. The TOS or grid specification should also indicate the weightage of each item, as well as the format and difficulty level of each test item.

Develop Questions according to Test Specification / TOS / GS:

Using the TOS or grid specification as a guide, the next step is to develop questions that align with the test specification. This involves creating questions that test the specific concepts and topics that were identified in the TOS, as well as the cognitive abilities that were assigned weightage.

Review Questions (improve):

After developing the questions, it is important to review them to ensure that they are clear, concise, and free of errors. This involves editing and improving the questions as needed to ensure that they align with the test specification.

Piloting the Test:

Before finalizing the test, it is important to pilot it with a small group of students to ensure that it is valid, reliable, and fair. This involves assessing the difficulty level, discrimination index, and power of distractors for each test item. The difficulty level should be between 0.27-0.84, while the discrimination index should be 0.5 or higher.

Difficulty Level:

The difficulty level of a test item refers to how challenging it is for students to answer correctly. The difficulty level is typically expressed as a percentage, ranging from 0 to 1, with a value of 0.5 indicating that 50% of students would be able to answer the question correctly. A difficulty level of 0.27-0.84 is generally considered optimal, as it indicates that the question is challenging but not overly difficult.

Discrimination Index:

The discrimination index of a test item refers to its ability to distinguish between high-performing and low-performing students. The discrimination index is typically expressed as a value between -1 and 1, with a value of 0 indicating that the item does not discriminate between students at different performance levels. A discrimination index of 0.5 or higher is generally considered optimal, as it indicates that the item can differentiate between high-performing and low-performing students.

Power of Distractors:

The power of distractors refers to the effectiveness of the incorrect options in a multiple-choice question. The distractors should be plausible and attractive to students who do not fully understand the concept being tested. The power of distractors is typically measured by their ability to attract responses from students who score low on the test. The distractors should be weak enough that students who understand the concept can easily identify them as incorrect, but powerful enough to confuse students who do not fully understand the concept. This ensures that the multiple choice question can effectively assess student understanding of the concept being tested.

Finalizing the Test:

After piloting the test, the final step is to make any necessary revisions and finalize the test. This involves ensuring that the test aligns with the test specification and that it accurately assesses the desired cognitive abilities and learning outcomes. The final test should be fair, valid, and reliable, and should accurately measure student performance.

Concept, Acope, and Nature of Assessment in School Education

Standardized Tests In Educational School

B.Ed Helper | Teacher Education [Student-Teacher-School-Society]

Canonical Tag Script