🔹 1. Teacher Made Test (Concept)
👉 Teacher ले आफैँ बनाएको test (non-standardized)
- classroom मा use हुन्छ
- student को achievement check गर्न
- teaching effective छ कि छैन बुझ्न
👉 Main use: feedback + improvement
🔹 2. Purposes of Testing (किन test लिने?)
👉 Main points (short मा याद गर्ने 👇)
- Instructional → teaching सुधार गर्न
- Grading → marks/grade दिन
- Diagnostic → weakness पत्ता लगाउन
- Selection → student छान्न
- Placement → level अनुसार राख्न
- Counseling → guidance दिन
- Curriculum → course सुधार गर्न
- Policy making → decision लिन
🔹 3. Types of Test Items
✏️ (A) Subjective Test
👉 Student आफैँ answer लेख्छ
Types:
- Short answer
- Essay (long answer)
✔️ Advantages:
- creativity measure गर्छ
- deep understanding देखिन्छ
❌ Disadvantages:
- checking biased हुन सक्छ
- time लाग्छ
✏️ (B) Objective Test
👉 Fixed answer हुन्छ
Types:
- Completion (fill in the blanks)
- Matching
- True/False
- MCQ
✔️ Advantages:
- easy checking
- objective (fair)
- wide coverage
❌ Disadvantages:
- guessing हुन्छ
- creativity measure हुँदैन
🔹 4. Bloom’s Taxonomy (Cognitive Domain)
👉 Simple → Complex क्रम:
- Knowledge (Remember) → याद गर्ने
- Comprehension (Understand) → बुझ्ने
- Application → प्रयोग गर्ने
- Analysis → भागमा छुट्याउने
- Synthesis / Create → नयाँ बनाउने
- Evaluation → निर्णय गर्ने
👉 Trick: K C A A S E
🔹 5. Construction Process of Teacher Made Test
🧩 Step 1: Planning
- instructional objectives लेख्ने
- specification chart बनाउने
✏️ Instructional Objectives
👉 student ले के गर्न सक्छ भनेर clearly लेख्ने
- action verb use गर्ने
👉 Example: “define, explain, solve”
📊 Specification Chart
👉 Table जसमा:
- objectives
- subject matter
- number of questions
👉 Purpose:
- content validity बढाउँछ
- balanced question बनाउँछ
🧩 Step 2: Preparing the Test
✔️ Preparing Test Items
- easy → difficult क्रम
- clear language
- all units cover
✔️ Instructions दिने
- time
- answer कसरी लेख्ने
- guessing rule
✔️ Scoring Key / Marking Scheme
- marks कसरी दिने
- bias हटाउँछ
- reliability बढाउँछ
🔹 6. Steps of Classroom Testing (Gronlund)
- purpose तय गर्ने
- specification chart बनाउने
- item type छान्ने
- question बनाउने
- test assemble गर्ने
- conduct गर्ने
- check गर्ने
- result use गर्ने
🎯 Very Short Revision Trick
👉 TMT Process = POP
- P = Planning
- O = Objectives + chart
- P = Preparing test
👉 Test Types = SO
- S = Subjective
- O = Objective
💡 Final Line (Exam मा लेख्न मिल्ने)
👉 Teacher made test is a classroom test prepared by teachers to measure students’ achievement, provide feedback, and improve teaching-learning process.
यदि चाह्यौ भने म यसबाट important questions / guess / long answers पनि तयार गरिदिन्छु 📄
BICT Blog bictblogs.blogspot.com|| Prepared by : Chandra Mam, ABC Campus BICT BLOGS 1 Unit 4 Administration, Scoring and Analysis of Test (8) 4.1 Conditions and administration of test 4.2 Scoring of subjective and objective answer sheets 4.3 Statistical analysis of test scores 4.3.1 Frequency distribution 4.3.2 Graphical representation: line graph, bar graph and pie chart Central tendency: Mean, Median, Mode 4.3.4 Measure of dispersion: Standard deviation After preparing the test items, the test is conducted in suitable and appropriate time. The following steps should be taken for implementing the test: 4.1 Administrating the test The main motto of administrating the test is to provide the favorable environment to all students equally for the expression of intended learning achievement should be in favor of students' noble attempt. Further, administration of the test should attempt to control the factors influencing validity and reliability. The physical environment during the test time directly and drastically affects the test in one way or the other. That is why the examination center should be maintained as follows: Examination center should be clean and quiet. Appropriate seat plan should be maintained. Adequate seat plan should be maintained. Adequate management of necessary materials like answer papers, question papers and other necessary things should be provided. Examination centre should have favorable environment. On the other hand, psychological environment also affect the test. The highly tense psychological state of the students blocks the free expression of the students. That is why to maintain the psychological state of student's normal, the following points should be considered: Examination centre should not be disturbed by sound pollution. The students should be equally treated without any discrimination or partially. None of the environment should be promoted which frightens the students from the test. No unnecessary warning should be given which fears the students. If a student is found doing illegal tasks as cheating, imitating etc., He/ She should be treated without disturbing other students. Students should take examination according to the rules and regulation. Examiners or teachers should always motivate the students to answer rather dominating or disturbing them. BICT Blog bictblogs.blogspot.com|| Prepared by : Chandra Mam, ABC Campus BICT BLOGS 2 They should provide the equal opportunity of expression to all students. For it, administration of the test must be in favor of the students otherwise the achievement of the students cannot be evaluated appropriately. That is why the test should be implemented by keeping into consideration the following points. The necessary condition for administration of the test: Test verification and presentation Suitable place for test administration clear direction presentation of cheating necessary invitation test editing and answer paper collection criticize special events Test verification and presentation Test verification and presentation is a must for conducting effective test. Before implementing the test, it must observe whether the test items are correct or not, whether the question papers are in adequate numbers or not and whether the question directions are clear or not and so on. On the other hand, the questions should be distributed to the students on time in the examination hall. Suitable place for test administration Appropriate place for the test is pre requisite for effective test. Generally, suitable examination hall as well as favorable intrinsic and extrinsic environment gives positive impacts which ultimately help to have useful test. Examination hall is required to be clean and quite. Clear direction Every test is conducted on the basis of some rules and regulation. That students have to follow them, thus, the clear direction regarding what they are allowed to do or not to do should be clearly informed. Some rules and suggestions are given in admit card and some are given in question papers. In spite of those, necessary information should be given in the examination hall by speech but it must be precise and clear. Prevention of cheating Test always requires the measurement of exact educational achievement of the students. It must be non partial, disciplined and moral. But students may tend to pass the examination anyhow which may lead them to cheat, imitate and copy and so on. They may cheat as follows. To write from scribe cheating. To write from other answer paper while answering. To write by changing the answer paper of one another. To take ones examination by another students. To copy from the test books. BICT Blog bictblogs.blogspot.com|| Prepared by : Chandra Mam, ABC Campus BICT BLOGS 3 To make others write answers by taking answer paper outside the examination hall. To make the question out. Those above mentioned tasks are regarded as cheating or illegal takes. Undoubtedly such tasks are regarded as cheating or illegal tasks. Undoubtedly such tasks must be controlled. By applying the following points, cheating and limitation can largely be controlled. By improving the questions papers By keeping the question papers and answers papers secret Appropriate seat planning By preserving the examining centre By maintaining rules and discipline By providing adequate time By giving penalty for cheating at scoring Necessary Invigilation Frequent observant the test from being illegal. Adequate invigilation makes the test decent and well managed. It provides the necessary surveillance to the students, prevents the cheating and other restricted tasks and makes the test disciplined. That is why the test will be decent by distributing questions papers on time, informing about time frequently, registering the students properly, unnecessary tit- bits, collecting the answer papers on time and by negating the unnecessary talks of students and observers. If all of those are implemented well, the test will be effective and ideal beyond doubt. Test editing and answer paper collection The test should be stopped on time. Neither the students should be given more time nor should they be compelled to submit papers before the given time. After the exact end of the test, the question papers should be collected consciously. Some students tend to take their answer paper with themselves which causes havoc in the achievement testing. That is why it is the responsibility of the observers, examiners and teachers to collect the answer paper of all and to submit to the concerned office. Criticize special events Each and every task undoubtedly gives some special lesson in one way or the other. Thus, examiners, teachers and observers should take such events in record that may help in another test. On the other hand, the illegal tasks or restricted tasks committed by the students should be recorded and submitted to the superintendent. 4.2 Scoring the test To check the answer paper of the students after the test is called scoring the test. It is also not less important than administrating the test. If the answer papers of the students are not checked appropriately, the real achievement of the students cannot BICT Blog bictblogs.blogspot.com|| Prepared by : Chandra Mam, ABC Campus BICT BLOGS 4 be evaluated and consequently the whole test process goes in vain. Since the nature of test is different that is subjective and objective test, the same scoring process cannot be applied for the both. That is why there are two ways for scoring subjective and objective tests differently. 1) Scoring of subjective test Subjective type of test includes short answer questions and essay type questions. Since students are asked to give their answers in their own words in creative ways, obviously the answers differ to each other in terms of writing style, perspective, choice of words, way of expression etc. Because of each difference, scoring process cannot be definite and unique. In such case, the scoring of the test will be widely affected by the biasness, prejudices and mood of the examiners. For solving such problems, however there is a system of rechecking the once checked answer papers by different teachers, which is known as "Moderation", though it again cannot be beyond the biasness and prejudices of the teachers. Thus, it is better to bring change in scoring system. For it, Thorndike and Hagen refer the following points for scoring the subjective test. preparing appropriate outline or scoring key for subjective test Using appropriate scoring method Decision of irrelevant elements Item wise scoring Scoring without looking at the name of students Scoring by more than one examiner a. preparing appropriate outline or scoring key for subjective test Since the answer very in subjective questions, it is more difficult to determine the probable answers of the questions. Though, it does not mean that almost appropriate outline of the answers cannot be prepared. Such scoring outline or scoring key should be prepared in terms of organization of the subject matters, cognition of subject matter, pattern or process of presentation, originality and creativity of the answers of the students. An example of scoring key or marking scheme is given here for subjective test of an essay on 'discipline' not more than 250 words which contains 10 marks. SN Parts Marks Distribution 1 Presentation of the essay 3 2 Comprehension and clarifying of the subject matter 5 3 Grammatical correctness, style and creativity 2 Total 10 BICT Blog bictblogs.blogspot.com|| Prepared by : Chandra Mam, ABC Campus BICT BLOGS 5 b. Using appropriate scoring method There are two types of scoring method widely used so far as the scoring of subjective test is concerned. I. Point scoring method or analytical method. II. Rating or grouping scale method. i) Point Scoring method The answers of the students are scored on the basis of the predetermined answers. For example: Write five causes of deforestation. For it, the points for scoring key will be: Over population Migration Poverty Lack of awareness Lack of alternative fuel The answer of the students will be checked on the basis of above-mentioned points. If the subjects give correct answers out of these points, they are even regarded as correct. It is mostly used in scoring the restricted test item. ii) Rating or grouping scale method In the case of extensively subjective answers, rating or grouping scale method can be used. In it, the answers of the students will be classified into different categories in terms of the qualities. For example, if a question contains 5 marks, the marks are given in terms of the qualities of the answer as follows: Categories Excellent Very Good Good General Bad marks 5 4 3 2 1 c) Decision of irrelevant elements The best answers of the students will be badly disturbed by their mistakes in grammar, spelling, punctuation marks, poor handwriting etc. In such case it is better to decide the appropriate action to take. d) Item wise scoring It means to check the answer of the same question of all students one after another. For example, the answer of question number one is checked of all students at first then the answer of question number two, three, four respectively. It is useful to decrease the biasness of the examiners because if the student's answer number one is poor, the examiner generally pre determines that the student is poor in all questions which ultimately hamper the test to the effective it helps the test into two ways: It bring the equality in scoring It decreases the biasness and hullo effect of scoring. BICT Blog bictblogs.blogspot.com|| Prepared by : Chandra Mam, ABC Campus BICT BLOGS 6 e) Scoring without looking at the name of the student Undoubtedly, if the teacher of examiner checks the answer paper of the student whom he/she knows, the biasness, prejudices or hullo effect do affect in one way or the other. That is why for the effective evaluation, it is better to check the copy without recognizing the students. f) Scoring by more than one examiner To bring objectiveness in scoring the same answers can be checked by two or more than two examiners one after another. If different examiners score differently the average marks will be scored to the student. 2) Scoring of objective test The answers of objective type test are scored on the basis of scoring key. Thus, it is not difficult to check the objective test because different kinds of method are used in scoring the objective test like stripe keys, window stencil, carbon, prick method, computer system etc. But, it is more difficult to avoid the habit of speculating and guessing of the students because students may give many correct answers by guessing or speculating too. Objective test contains certain marks and the students get definite marks if they give contains certain marks and the students get definite marks if they give correct answers but there is more possibility to give correct answers by guessing too. In such a case, the students get penalty for guessing. For example, if a student gives 40 percent correct answers out of 50 True and False test item, his/her marks will be 40, but in true and false test items, the student can give correct answers by guessing also, thus his/her obtained marks will be computed as- Obtained mark= Right answer- wrong answer 40-10=30 Therefore, 30 will be the real obtained marks of the student. In the case of multiple choice item the following is used for penalty of guessing. Obtained marks= Correct answer- Wrong answer Distracters−1 For example, if a student gives 60 correct answer, 30 are marked wrongly and 10 are left, out of 100 multiple choice question, his / her obtained marks = 60- 30 4−1 =60-10=50 Here the student gives correct answer 60 question out of 100. 30 is his/ her wrong answer. There are four choice answers of alternative answer (Distracters) in the test item. Item analysis Test items are needed not only to be analyzed before test, they are equally needed to be analyzed after having the test in terms of the answers given by the students. To analyze whether the test items are effective or not is called item analysis. Item analysis is a must to know the nature, inconsistencies and difficultly level of the questions. Moreover, item analysis helps to improve the questions by omitting different BICT Blog bictblogs.blogspot.com|| Prepared by : Chandra Mam, ABC Campus BICT BLOGS 7 inconsistencies. Further, it provides feedback to improve classroom teaching and to make effective questions for other tests. In fact, item analysis leads the teacher to improve effective test items by avoiding the inconsistencies of the questions on the basis of the achievement of the students. If the test item leads the students to attain desirable objectives, such test item is considered effective otherwise not. Item analysis also helps to prove validity of the test. Item analysis helps as follows: Item analysis helps to find out whether the test can measure the achievement of the intended objectives or not. It helps to find out the inconsistencies of the test item. It finds out the appropriateness of the difficulty level of the questions. It helps to find out whether the distracters of alternative answers of multiple choice question are appropriate or not. It provides a basis for effective classroom discussion about the test result. It offers a basis for remedial tasks to improve the students' achievement. Moreover item analysis leads the teachers to construct valid, reliable, objective and practical test items. Procedures of steps of item analysis To record the obtained marks of students. To classify the students on the basis of obtained marks. To categorize higher and lower group of students on the basis of the achievement of the students. To find out the questions difficulty level. To make the question classification chart. To select the question in terms of difficulty level and classification index. To take necessary decision to improve the effectiveness of the distracters in multiple choice test items. 4.3 Simple Statistics Generally statistics means a quantitative collection or piece of information shown in numbers. Further it refers a variety of techniques or method used for collecting, presenting, analyzing and interpreting the figures. Statistical methods or techniques are widely used in educational sectors. It is an essential means for collection, organization, presentation, analysis and interpretation of data. It helps to have conclusion and generalization by analyzing and synthesizing the data. So far as the teaching learning process is concerned, statistics is used for the following purpose: To collect, organize, present, analyze and to interpret the educational achievement of students. To find out the model distribution of different data. To organize different-different data to present clearly. BICT Blog bictblogs.blogspot.com|| Prepared by : Chandra Mam, ABC Campus BICT BLOGS 8 To analyze and explain the individual achievement. To measure the relationship among different aspects. To observe the significance of various experimental result. To draw inference of different aspects. To present the quantitative description of the achievement of group. The simple statistics used in education are as follows a. Tabulation of data b. measures of central tendency i. mean ii. median iii. mode c. measure of dispersion i. Quartile deviation ii. standard deviation d. correlation coefficient Tabulation Generally, tabulation means to arrange data in an order. It is a process of arranging data into horizontal order; rows or into vertical manner; columns. It is a simple statistical application. The main purpose of tabulation is to present data in simple way after collecting and classifying the data in terms of their similarities. Measure of central tendency Generally, measures of central tendency means to measure the average of the collected data. After collecting the data, they need to be analyzed. And measures of central tendency simplify such huge masses of data by representing them in a unique value. Averages are such values around which most of the data tend to cluster. They signify the extensity of concentration of the available values to the central part of distribution. To measure such single value is regarded as measure of central tendency. The objectives of measures of central tendency are as follows: To find out the central representing value to represent all values. To facilitate to compare and explain. To know universe through sample. To know the salient features of cluster of complex data. To help in decision making. To trace out the mathematical relation. Types of central tendency Mean Median BICT Blog bictblogs.blogspot.com|| Prepared by : Chandra Mam, ABC Campus BICT BLOGS 9 Mode Mean Mean is determined by dividing the sum of all values or scores by the total number of such values or scores. Mean is a single value which is representative of the whole data. Proff. Bowley, defines mean is his own words he says: "The average of given data, measure of averages are statistical constant which enable us to given single effort of the whole data." Merits of mean It is used for statistical analysis. It is rigidly defined. It is appropriate and more useful for central tendency measurement. It is based on all observation. It is least affected by fluctuation of sampling. It is suitable for further mathematical treatments. It is simple to understand and easy to calculate. Demerits of mean Mean sometimes fails to represent the all numbers, if there is huge gap between lower number and higher number. For example, the mean of 40, 800, 12000 will be 4280, but 4280 cannot represent all those numbers. It is heavily affected by extreme observation. It fails to deal with qualitative characteristics which cannot be measured quantitatively. It cannot be determined by inspection or by graphical method. It sometimes gives fallacious conclusion. It cannot compute accurately in case of open and classes. Uses of mean It is mostly used to find the average value in every numerical data. It is used to locate the centre of gravity of the available data or to find the centre of gravity of the data. Median The central value of a series of number is known as median. For example, in a series of number 20, 30, 45, 55 and 60 the mean is 45 because it is the central value of that series. No doubt, the median divides the whole items into two halves; one half comprising greater values and another half comprising less than median. Merits of Median It is not affected by extreme observation. It can sometimes be located by inspection. It can be obtained graphically. BICT Blog bictblogs.blogspot.com|| Prepared by : Chandra Mam, ABC Campus BICT BLOGS 10 It is only the average which can be used while dealing with qualitative characteristics like intelligence, beauty etc. It is rigidly defined. It is simple to understand and easy to calculate. It can be computed even for open ended classes. Demerits of median It is not based on all observation. Median cannot be determined exactly if the number of observation is even in an ungrouped data. It is not suitable for further mathematical treatment. Median is affected by fluctuation of sampling in a case of small size sample. Uses of median It is mostly used to find positional average. It can be used to find the central value in case of open-ended classes. It is widely used in case of distributions like price distribution, wage distribution, income distribution etc. Mode The most repeated number in an item is called mode. In other words, mode is that variant value which occurs frequently in the set of observations. For example, 10, 20, 25, 50 here, only 25 is repeated. Since one number 25 is repeated, it is called unimodal. If two numbers are repeated, It is known as Bimodal. For example, 10, 20, 25, 25, 50, 50 here, 25 and 50 are repeated which is called bimodal. Merits of mode Mode cannot be affected by extreme observation. It can be computed even in open ended classes. It can be obtained by inspection or by graph. It is easy to calculate and simple to understand. Demerits of mode Mode is affected to greater extend by fluctuation of sampling. It is not rigidly defined. It is not suitable for further mathematical treatment. It is not based on all the observations. Uses of Mode It gives the average when the data is not numerical. It is used to find the maximum concentration of the data. Measures of Dispersion As the name suggests, the measure of dispersion shows the scatterings of the data. It tells the variation of the data from one another and gives a clear idea about the distribution of BICT Blog bictblogs.blogspot.com|| Prepared by : Chandra Mam, ABC Campus BICT BLOGS 11 the data. The measure of dispersion shows the homogeneity or the heterogeneity of the distribution of the observations. Characteristics of Measures of Dispersion A measure of dispersion should be rigidly defined It must be easy to calculate and understand Not affected much by the fluctuations of observations Based on all observations Classification of Measures of Dispersion The measure of dispersion is categorized as: (i) An absolute measure of dispersion: The measures which express the scattering of observation in terms of distances i.e., range, quartile deviation. The measure which expresses the variations in terms of the average of deviations of observations like mean deviation and standard deviation. (ii) A relative measure of dispersion: We use a relative measure of dispersion for comparing distributions of two or more data set and for unit free comparison. They are the coefficient of range, the coefficient of mean deviation, the coefficient of quartile deviation, the coefficient of variation, and the coefficient of standard deviation. Standard Deviation A standard deviation is the positive square root of the arithmetic mean of the squares of the deviations of the given values from their arithmetic mean. It is denoted by a Greek letter sigma, σ. It is also referred to as root mean square deviation. The standard deviation is given as Merits of Standard Deviation Squaring the deviations overcomes the drawback of ignoring signs in mean deviations Suitable for further mathematical treatment Least affected by the fluctuation of the observations The standard deviation is zero if all the observations are constant Independent of change of origin Demerits of Standard Deviation Not easy to calculate Difficult to understand for a layman Dependent on the change of scale BICT Blog bictblogs.blogspot.com|| Prepared
ठिक छ 👍 यो Unit 4 (Administration, Scoring & Analysis) लाई म एकदम easy + exam-ready summary मा बुझाउँछु:
📘 Unit 4: Administration, Scoring & Analysis of Test (Summary)
🔹 1. Administration of Test (Test कसरी सञ्चालन गर्ने?)
👉 Main idea:
Students लाई fair र comfortable environment दिनु
✔️ Physical condition:
- clean, quiet exam hall
- proper seating
- enough materials (question, answer sheet)
✔️ Psychological condition:
- डर नदेखाउने
- equal treatment
- noise नहुने
- cheating control
🔑 Important steps:
- clear instruction दिने
- question paper check गर्ने
- cheating रोक्ने
- proper invigilation
- time मा paper distribute & collect गर्ने
🔹 2. Scoring of Test (Copy जाँच्ने)
✏️ (A) Subjective Test Scoring
👉 Problem: bias (teacher अनुसार marks फरक)
✔️ Solution:
- scoring key बनाउने
- item-wise checking
- name नहेरी checking
- multiple examiner use गर्ने
✔️ Methods:
1. Point Method
- fixed points अनुसार marks
👉 Example: causes = 5 points → each = 1 mark
2. Rating Method
- quality अनुसार marks
| Level | Marks |
|---|---|
| Excellent | 5 |
| Good | 3 |
| Poor | 1 |
✏️ (B) Objective Test Scoring
👉 Easy हुन्छ (fixed answer)
- scoring key use हुन्छ
⚠️ Guessing problem:
👉 formula use गरिन्छ:
- True/False:
👉 Marks = Right – Wrong - MCQ:
👉 Marks = Right – Wrong/(Options-1)
🔹 3. Item Analysis (Question analysis)
👉 Test पछि question राम्रो छ कि छैन check गर्ने
✔️ Purpose:
- difficulty level थाहा पाउने
- weak question हटाउने
- teaching सुधार गर्ने
✔️ Steps:
- marks collect गर्ने
- students group बनाउने (high/low)
- difficulty level निकाल्ने
- सुधार गर्ने
🔹 4. Statistics (Data Analysis)
📊 (A) Frequency Distribution
👉 data लाई table मा राख्ने
📉 (B) Graphs
- Line graph
- Bar graph
- Pie chart
🔹 5. Central Tendency (Average)
1. Mean (औसत)
👉 formula:
Mean = Total / Number
✔️ सबै data use हुन्छ
❌ extreme value ले असर गर्छ
2. Median (बीचको value)
👉 middle value
✔️ extreme असर गर्दैन
3. Mode (सबैभन्दा धेरै आउने value)
✔️ most frequent value
🔹 6. Dispersion (Data फैलावट)
👉 data कति spread छ भनेर देखाउँछ
⭐ Standard Deviation (SD)
👉 variation measure गर्छ
✔️ low SD = data similar
✔️ high SD = data spread
🎯 Super Short Revision Trick
👉 Administration = FCP
- F = Fair environment
- C = Clear instruction
- P = Prevent cheating
👉 Scoring = SR
- S = Subjective (point/rating)
- R = Objective (key + formula)
👉 Central Tendency = MMM
- Mean
- Median
- Mode
💡 Final Line (Exam use)
👉 Administration ensures fair testing, scoring ensures accurate evaluation, and statistical analysis helps interpret students’ performance effectively.
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