How do we determine what a person knows about a certain subject?

Or
How do we determine an individual's level of skill in a certain area?
One of the most common ways to do this is to use an achievement test.
Diagnostic test
It is a type of assessment given at the beginning of the instruction. It aims to
identify the strengths and weaknesses of the students regarding the topic to be
discussed.
A diagnostic test is a test designed to locate specific learning deficiencies in
case of specific individuals at a specific stage of a learning lesson, so that specific
effort could be made to overcome those deficiencies.
Purpose of diagnostic test for students
Diagnostic Test is a comprehensive test that provides feedback to teachers and
students on their strengths and weaknesses. It is specially conducted for removing
the learning difficulties of learners. The test enables the educator and students to
recognize issues that they have with the subject.

Achievement test
Test designed
 To assess the achievement in any subject with regard to a set of
predetermined objectives
 To measure a person's level of skill, accomplishment, or knowledge
in a specific area.
Introduction
Achievement test is a test of developed skill or knowledge. The most common
type of achievement test is a standardised 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.
Achievement test scores are often used in an educational system to determine
the level of instruction for which a student is prepared. High achievement scores
usually indicate a mastery of grade-level material, and the readiness for advanced
instruction. Low achievement scores can indicate the need for remediation or
repeating a course grade.
Under No Child Left Behind, achievement tests have taken on an additional
role of assessing proficiency of students. Proficiency is defined as the amount of
grade-appropriate knowledge and skills a student has acquired up to the point of
testing. Better teaching practices are expected to increase the amount learned in a
school year, and therefore to increase achievement scores, and yield more
“proficient” students than before.
The achievement tests that most people are familiar with are the standard
exams taken by every student in school. Students are regularly expected to
demonstrate their learning and proficiency in a variety of subjects. In most cases,
certain scores on these achievement tests are needed in order to pass a class or
continue on to the next grade level.

Definition
“A systematic procedure for determining the amount of a student has learned through
instruction” – Thorndike and Hagen
“A test of educational achievement is assigned to measure knowledge,
understanding or skills in a specified subject or group of subjects. – F S Freeman
Principle of Achievement tests
 Achievement tests should measure clearly the objectives that have been
formulated in order to construct a good test, every teacher should be able to
formulate clear goals especially specific instructional objectives
 Achievement test should be according to the level of students
 Achievement test should include the types of tests items that are most
appropriate for measuring the desired learning outcomes.
 Achievement test should be made as reliable as possible
 Achievement tests should improve student learning.
Objectives of Achievement Test:
The objectives of the achievement test are as follows-
  To identify the students of different categories such as slow learners, gifted
and average students, etc. as result of which the teachers would be able to
provide remedial instruction and enrichment prog ramme for the students
 To give promotion to the students to the next higher classes or new courses
considering the obtained result as a yardstick for promotion of the structures.
 To help students to choose suitable subjects or courses according to their
achievement levels.
 To measure the amount of general knowledge that a student has accrued in a
particular r subject area.
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
Planning of a test is a first and very important step in the construction of an
achievement test. For proper planning below points kept in mind
 Objective of the Test
 Subject
 Level of students
 Content
 Format
 Rubric
 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 objectives.

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 this different aspect

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.
Objectives
Under-
Knowledge Application Analysis Synthesis Evaluation
standing Grant
Form of Qtn
Total
O SA E O SA E O SE E O SA E O SA E O SA E
Content
2 1 2 2 4 2 2
Sub Topic- 1 15
(4) (2) (4) (1) (1) (1) (1)
1 1 2 4 2
Sub Topic –
10
2
(2) (2) (1) (2) (1)
Total Marks 3 0 0 2 0 0 2 4 0 0 4 4 0 4 0 0 2 0
25
Grand Total 3 2 6 8 4 2
Note: O – Objective Type, SA – Short Answer Type, E – Essay Type The number
outside the bracket indicates the marks and those inside indicates the number 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 have 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.
Editing the question paper
This step consists of the following measures
 Assembling the questions on the basis of their form e.g.

Section A-Objective type

Section B-Short Answer

Section C-Essay Type

 Instructions to the students: General instructions may be given at the

beginning of a question paper.

 Implications to teachers: This facilitates objective testing and scoring.

Administering the test

The key operation in the measurement of achievement with the test is the
actual use of the instrument by students. Poor planning of the administrative process
can lead to spurious result. This involves predetermining among other things, time
of testing, place of testing, and giving of instructions.
Scoring key and marking scheme
A scoring key is prepared for the objective questions, and a marking scheme
is made for the essay and short questions. A marking scheme is essential as it
indicates
 The number of points or steps expected in the answer
 The outline of each point or step expected in the answer
 The Weightage to each of these points or steps
Standardizing the test
In evaluating a test, a few questions need to be asked. If the scores are
extremely high, it may assume that the test was too easy for the class. If the scores
seem very low, the test was probably too difficult. It is advisable the question paper
before it goes for printing. A review of the question paper necessitates three steps:
 Question wise analysis(before the test)
 Critical evaluation of the test(before the test)
 Item analysis(after the test)
Question wise analysis helps to know the strengths and weakness of the test;
to tally the question paper and the blueprint; and to determine the content validity of
the test. Each question is analyzed according to objective, specification, topic,
question type and form, estimated difficulty level, time needed, and marks allotted.
Critical evaluation of the test helps weed out any duplication, spelling
mistakes, ambiguities that may exist in the paper. A qualitative and quantitative
assessment of the test should be done.
Item analysis enables the teacher to evaluate the effectiveness of the test
items. It helps in determining; the difficulty value of each item; the discriminating
power of each item; and the effectiveness of distracters in the given item.
DIFERENCE BETWEEN
ACHIEVEMENT TEST AND DIAGONOSTIC TEST
Achievement Test Diagnostic Test
Achievement tests are designed to Diagnostic tests are designed to
measure the achievement of a learner measure the non-achievement of learner
Used for the placement of students Used for Remedial teaching
All topic are given importance Only the content area that gives
problem is given importance
Intensive evaluation of a particular area Intensive evaluation of a particular area
is not attempted is attempted
Time factor is important in answering Time factor is not important in
the question answering the question

Reference
https://www.beingpolitical.online/2020/10/achievement-test-report-for-bed.html
https://soe.unipune.ac.in/studymaterial/karanBhiseOnline/diagnostic-tests.pdf
Sample Question Paper
M.P. School
Achievement Test
Sub- Social Science Full Marks- 25
Class-IX Time- 45 Min
—————————————————————————————
I. Choose the correct answer: 1×4=4
1 The first political party of India is-
a. Bharatiya Janata Dal c. Indian National Congress
b. Trinamool Congress d. Indian Communist Party
2 Nameri National Park is situated _____ district of Assam.
a. Golaghat b. Jorhat
b. Nagaon c. Sonitpur
3 What is the guiding philosophy of the Bharatiya Janata Party
a. Bahujan Samaj c. Modernity
b. Integral humanism d. Revolutionary democracy
4 Which river is called sorrow of Assam?
a. Bhramputra
b. Narmada
d. Ganga
e. Hoogli
 II. Answer the following questions with one or two sentence 1×5=5
1 Write the name of a country with unilateral governance system.
2 Which city is known as the ‘Gateway’ of North-East?
3 Write the full-form of UPA.
4 Name any one National Park of Assam.
5 Name ant two national political parties in India
III. Answer the following questions with five or six sentences 2X6=12
1 What do you mean by political party?
2 Name any two foreign country nearest to Assam.
3 Mention any two functions of a political party.
4 Write any two adverse effects consequences by flood.
5 How do the Allied Government form?
6 Write a short note on greatness of natural resources in Assam
IV. Draw a map of Assam mentioning its boundary. 1X4=4

Physical Science

Name of the Teacher : Amutha G.S

Name of the School : St. Mary’s Higher Secondary School, Melpalai

Standard : VIII B

Date: Mark: 50

Time : 2hrs

…………………………………………………………………………
PART - A

I. Choose the Correct Answer 1x20=20

1. Mechanics is a branch of
 a) Chemistry b) Physics c) Electronics d) Statics

2. In neutral equilibrium the centre of gravity is

a) Lowered b) Raised c) Lowered and raised d) Neither raised nor lowered

3. An example for an simple machine

a) Generator b) Reactor c) Diesel engine d) Pulleys

4. In simple machines the mechanical advantage is equal to

a) Load x power b) Power/load c)Load/power d) None of the above

5. An example for second order lever is

a) A pair of scissors b) Wheel barrow c)See-saw d) Forceps

6. In which Doll is titled, it goes to its initial position

a) Barbie Doll b) Agra Doll c) Thanjawur Doll d) None of the above

7. A person is able to lift a stone of 200kg.wt by applying a force of 10Kg.wt, the

mechanical advantage is

a) 200 b) 10 c) 20 d) 2000

8. An example for third order lever is

a) See-saw b) Bottle opener c) Wheel borrow d) Forceps

9…………. Can be reduced by using ball bearings

a) Surface tension b) Friction c)Gravity d) Force

10. In a single movable pulleys, the mechanical advantage is equal to

a) 1 b) 3 c)2 d) 4
II Fill in the blanks

11) …………………deals with the study of motion of bodies

12) The ratio of the mechanical advantage to the velocity ratio is

called……………

13)The position of centre of gravity of a body determines the …………of the

body.

14. Polishing and smoothening of rough surfaces reduce………..

15. Staircases and Ghat roads are based on the principle of……………

III Match the following

16. A funnel with his base on a table - reduces the friction

17. load x load arm - l/h

18. Pulley - Stable equilibrium

19. Mechanical Advantage - Changes the direction of force

20 .Lubricant - power x power arm

PART -B

V Answer the following 2 x 10 =20

1. Define centre of gravity

2. Why do racing cars are low and their wheels apart?

3. Define efficiency of a simple lesson machine?

 4. Give new examples of inclined plane?

5. Where are ball bearing used?

6. What is simple machine?

7. Mention two disadvantages of friction you noticed from your surround?

8. State the law of levers

9. Why do we use ball bearing in wheels

10. Fin dout two factors that affecting friction?

PART - C

VI Answer in details 2 x 5 =10

1. Explain the method to determine the centre of gravity of an irregular lamina

with neat diagram

2. Explain various types of levers with examples

ACHIEVEMENT TEST BLUE PRINT

I Weightage to objectives

S.No Objectives Marks Percentage

1 Knowledge 6 12

2 Understanding 17 34
 3 Application 22 44

4 Skill 5 10

Total 50 100

2 Weightage to Content

S.No Content Marks Percentage

1 Centre of gravity 15 30

2 Simple machines 13 26

3 Levers and pulleys 13 26

4 Friction 9 18

Total 50 100

3 Weightage to Difficulty Level

S.No Forms Marks Percentage

 1 Easy 10 20

2 Average 30 60

3 Difficulty 10 20

Total 50 100

4 Weightageto form of Questions

S.No Question Type Marks Percentage

1 Objective 20 40

2 Short Answer 20 40

3 Essay 10 20
Total 50 100

QUESTIONWISE ANALYSIS

FORMS OF DIFFERENT
S.NO CONTENT OBJECTIVE MARK
QUESTION LEVEL
 PART-A
1
Centre of gravity Knowledge Objective Easy 1

2 Centre of gravity Understanding Objective Easy 1

3 Simple machines Knowledge Objective Easy 1
4 Simple machines Understanding Objective Average 1
5 Lever and pulley Application Objective Average 1
6 Centre of gravity Knowledge Objective Easy 1
7 Simple machines Application Objective Difficult 1
8 Lever and pulley Application Objective Average 1
9 Friction Application Objective Average 1
10 Lever and pulley Understanding Objective Average 1
11 Centre of gravity Knowledge Objective Easy 1
12 Simple machines Understanding Objective Average 1
13 Centre of gravity Understanding Objective Average 1
14 Friction Application Objective Average 1
15 Simple machines Application Objective Easy 1
16 Centre of gravity Understanding Objective Average 1
17 Lever and pulley Understanding Objective Average 1
18 Lever and pulley Understanding Objective Easy 1
19 Simple machines Understanding Objective Average 1
20 Friction Application Objective Easy 1

PART-B
1
Centre of gravity Understanding Short Ans Average 2
2 Centre of gravity Application Short Ans Difficult 2
3 Simple machines Understanding Short Ans Average 2
4 Centre of gravity Application Short Ans Average 2
5 Lever and pulley Knowledge Short Ans Easy 2
6 Simple machines Understanding Short Ans Average 2
7 Friction Application Short Ans Average 2
8 Lever and pulley Understanding Short Ans Average 5
 9 Friction Application Short Ans Average 2
10 Friction Application Short Ans Difficult 2
PART-C
1 Centre of gravity Skill Essay Difficult 5
2 Lever and pulley Application Essay Average 5