Abstract:
This paper highlights the process of development and standardization of achievement test in
English for Class X, Central Board of Secondary Education, New Delhi. Initially a preliminary
draft of criterion referenced test consisting of 120 items was prepared. Eight subject experts were
personally requested to reflect their opinion upon every statement. After getting feedback from
themselves; some items were modified and 35 items were identified as dead distracters. A total
of 85 test items were preserved for the final draft of Criterion Referenced Test in English. The
tryout of criterion referenced test was taken to a sample of 50 students of class 10th studying in
Kendriya Vidyalaya, Central Reserve Police Force, Pinjore. A criteria of Kelley (1939) method
was opted for item analysis i.e. to find out Difficulty Value (DV) and Discrimination Power (DP)
of the criterion referenced test. After try out and item analysis of criterion reference test, 70 items
were retained for the first draft of achievement test in English. Traditional way of investigating
reliability and validity has been criticized as inappropriate for criterion test (Popham & Husek,
1969). Therefore, alternative analysis for investigating the adequacy of criterion test has been
developed (Berk, 1980). In contrast to the correlation statistics, these analyses rely minimally
on the notion that inter-individual variability is necessary (Carver, 1974; Hambleton & Novick,
1973; Huynh, 1976). Popham (1975) suggested less sophisticated but more meaningful
reliability measures to be employed when marked range restrictions are present. For reliability
measures he had suggested few techniques. The investigator selected the one in which
percentage of scores of students were to be calculated on two different occasions. The
development of achievement test passed through three stages: (i) first draft of achievement test
(ii) second draft of achievement test (iii) final draft of achievement test. So, the first draft of
achievement test consisted of 70 items. After try out of first draft of achievement test to 50
students of class 10th
studying in Kendriya Vidyalaya, Central Reserve Police Force, Pinjore;
the same criteria was adopted for item analysis i.e. to find out Difficulty Value (DV) and
Discrimination Power (DP) for the first draft of Achievement Test. A total of 60 items were remained for the second draft of achievement test in English. After try out upon 75 students of
class 10th studying in Kendriya Vidyalaya, No 1,2 and 3 Ambala Cantt., the above same criteria
was adopted for item analysis for the second draft of achievement tes in Englisht. After item
analysis of second draft of achievement test in English, a total of 50 items were remained left for
the final draft of achievement test in English. The reliability of final draft of achievement test
was conducted on sample of 50 students of class 10th studying in Kendriya Vidyalaya, No 1, 2
and 3 Ambala Cantt. The test-retest reliability of the measure of achievement test was found to
be 0.80. The Validity was established by content validity method. |
Cite this Article: [Mehar, Dr. Ram, and Dr. Sonia Rani. "CONSTRUCTION AND STANDARDIZATION OF ACHIEVEMENT TEST IN ENGLISH." Int. j. of Social Science and Economic Research, vol. 2, no. 12, Dec. 2017, pp. 5823-5838. Accessed Dec. 2017.] |
International Journal of Social Science & Economic Research
