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It gives me immense pleasure to express my feelings of heart for Ms. Priyanka Bhardwaj Faculty of KRCHE College, Narela for her unflinching interest, visionary interaction, constant encouragement and innovation to complete the task of standardized test. My special acknowledgement is due to Dr. Sonia Anand (Principal), KRCHE College, Narela for grooming us in the manner that enabled me to do justice with my work. At last once again I would like to thanks Ms. Priyanka Bhardawaj for her support in this test at each and every point of place I found problem.
(ALKA KASHYAP)
INDEX
Sr.No
Topics
Introduction of the standardized test Meaning and definition of Test Characteristics of a good test Types of Test Meaning and definition of standardized test Meaning and definition of a teacher made test Difference between standardized and teacher made test Importance of standardized test
T.Sign.
2. 2.1. 2.2. 2.3. 3. 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 3.10 3.11
Introduction of EPQ-R Test Aim Discription of the test EPQ-R Scale Sample Reliability of scale Validity Material required For the Test Precautions Scoring Result table Interpretation
EPQ-R Test Sample Scoring of raw score Result table Interpretation Conclusion
Chapter - 1
Meaning of Test
A test or examination is an assessment intended to measure a test-takers Knowledge, skill, aptitude, Physical fitness, or classification in many other topics (e.g., beliefs). A test may be administered orally, on paper, on a computer, or in a confined area that requires a test taker to physically perform a set of skills. Tests vary in style, rigor and requirements. For example, in a closed book test, a test taker is often required to rely upon memory to respond to specific items whereas in an open book test, a test taker may use one or more supplementary tools such as a reference book or calculator when responding to an item. A test may be administered formally or informally. An example of an informal test would be a reading test administered by a parent to a child. An example of a formal test would be a final examination administered by a teacher in a classroom or an I.Q. test administered by a psychologist in a clinic. Formal testing often results in a grade or a test score. A test score may be interpreted with regards to a norm or criterion, or occasionally both. The norm may be established independently, or by statistical analysis of a large number of participants.
Definition of Test
A procedure intended to establish the quality, performance or reliability of something especially before it is taken into widespread use. A short written or spoken examination of a persons proficiency or knowledge. An event or situation that reveals the strength or quality of someone or something by putting them under strain. ---------- Oxford English Dictionary
The test is an examination to reveal the relative standing of an individual in the group with respect to intelligence, aptitude, achievement or personality. In simple language a test is a systematic procedure for comparing the behaviour of two or more children. In the words of Robert, L.Ebel,TO reach without feedback
of teaching.
Reliability: reliability implies accuracy and consistency in behaviour. Therefore a test must be measured accurately and consistently. According to the Freeman, The term reliability refers it the extent to which it gives a test it internally and extent to which it gives consistent result on testing and retesting. A reliable test should yield essentially the same score when administered twice to the same sample of the populations. A test should also rate the same candidates at the same score even it is examine by the same or different examiners at the same time or the different times. The difference in the score should be negligible.
Validity: A test is said to e valid if it actually measures what is supposed to be measured. According to kolesnik, A valid test is one which measures the traits & qualities that are intended to be measured. Cronbach has also define validity as, Validity is the extent to which a test measures what is supposed to measure. Validity is an important characteristic of a good test. Reliability is the necessary condition for validity but validity is not necessary condition for reliability. In other words if test is valid. It will be reliable also.
Comprehensiveness: A good test should be capable of measuring all factual knowledge all skills that a child has acquired in particular subject. A test is comprehensive to the degree to which it sample sufficiently widely in to subject it is said that a test should be comprehensive enough to be valid.
Diagnostic: A good test must be diagnostic. It means it should diagnose the weakness and strength of the children. So that remedial teaching may be possible. Norms: Norms are the average performance of the group in a test and it is based on average achievement or capacity of the whole group. Norms indicate the present achievement. The interpretation of test score cannot be possible without norms. It is used to compare the achievement among the children. Norms are calculated in the form of age, grade, percentile and standard score. Clearness: The direction given should be brief and definite so that children may avoid wrong performance due to miss understanding of direction. The language of the test items should be simple understandable and definite. Discrimination: A good test must pick out good and poor students from a population or a group. Each item of a test must discriminate between good and poor children. If an item is answered by an equal number of intelligent and poor student. It has no discriminating value. But if only intelligent children are able to an item and most of the children miss it. It has highly discriminating value. After the discrimination and score test, each item of the test is analyse to calculate the level of difficulty. The process of analyzing the test item is known as item. Usability: A good test is that which is convenient and practicable for both the teacher and student. A good test should be easy, attractive and interesting. The language of the test should be simple and clear
Standardized test
Subjective test
Objective test
Oral
Written
Practical
Recall Type
Recognition Type
Simple Recall
Matching type
Analogy type
Classification type
Definition
A standardized test is a test for which the procedure apparatus in scoring have been fixed so precisely that the same test can be given at different times and places. By GRONBECK By combining the definitions we can say that standardized test is test that is administer and scored in a continents or Standard manner. It is administered under controlled conditions that specify when, how and to how to children respond to questions. It provides an assessment of individuals mastery of a dom of knowledge or skill.
Meaning these test are prepared by the teacher to study the content snd degree of students progress. These provide immediate feedback for the teacher and motivates the students. They provide the information which are the basis of students progress. This helps to measure achievement of students from time to time. These test may be oral, practical or written. Teachers are more concerned with these tests. They are constructed to measure outcomes directly related to classroom specific objectives and particular class situation. DEFINITION Teacher made test are tests that are planned, assembled, written or otherwise prepares by teacher for use with particular particular group of students.
S.No
1)
Standardized Test Standardized test are concerned with the whole field of knowledge or ability test.
Teacher-made test Teacher made tests are concerned with the limited and specific field of knowledge or ability of performance. No much norms or standards are provided in the teacher made informal test.
2)
In standardized test norms are giving for various groups of persons on age, grade, rurality, urbanity, sex or other basis.
3)
Standardized test are based on uniform curriculum in many schools in the prariner or the whole nations.
Teacher made informal objective tests are for local use for some particular institutions on same scale.
4)
In standardized tests use of sources such as the opinion of judges, articles and general book is made.
Teacher made tests may just be made on the basis of the personal experiences of the teacher.
5)
Teacher made tests are used to know whether the student has attained knowledge in specific fields.
6)
Teacher made tests do not provide the measures of comparable performance from year to year.
7) 8) 9)
These are expert made tests. Validity of these tests is more. Analysis of the terms of these tests is made earlier they used.
These are teacher made tests. Validity of these tests is less. Analysis of the terms of these test is made later they used.
Definition Supports our views when he says, Personality is a dynamic organization within the individual of those psychophysical systems that determine his unique adjustment to the environment.
-------- Allport
Personality is the more or less stable the enduring organization of a persons character, temperament, intellect and physique, which determine his unique adjustment to environment.
-------- H. J. Eysencks
2.
neurotic person is below average in intelligence, will, emotional control, sensory duty, and capacity to exert himself. He is very suggestible, lacks persistence, slow in thought and action. Touchiness, aggressiveness, restlessness and moodinests are traits of neurotic. On the other hand, an emotionally stable person is calm, even tempered, carefree and thoroughly reliable. Eysenck suggests that neuroticism is a general factor in the area of motivation and introversion-extroversion is a general factor in emotional area. Neuroticism represents a defect of the will or the capacity of the individual to persist in motivational behaviour. No person is totally neurotic or extrovert and introvert. Most people occupy intermediate positions on the two dimensions of personality are shown in the following figure: Emotionally stable, Introversion, Extroversion, Neurotic (emotionally unstable). Emotionally stable
Introversio n
Extroversion
Chapter-3
Aim:
To assess the underlying personality traits that are reflected in way different people break down under stress in different ways.
Description of test:
a) Name of the test: Eysenck personality Questionnaire-Revised(Revised version of EPQ) b) Year: 1985 c) Author: H.J.Eysenck d) Total Item: 90 e) Administration: Individual or group f) Age: Secondary School student or Adult
EPQ-R scale
a) Extraversion (E): Measure how outgoing you are. Traits associated with. 1) Sociable 2) Irresponsible 3) Dominant 4) Lack of reflection 5) Sensation- Seeking 6) Impulsive 7) Risk- Taking 8) Expressive 9) Active
b) Psychotisim (P): is associated with unconventionality and creativity. This scale is most right skewed, most people score in the low range. Traits associated with 1) Aggressive 2) Assertive 3) Egocentric 4) Unsympathetic 5) Manipulative 6) Achievement oriented 7) Dogmatic 8) Masculine 9) Tough minded c) Neuroticism (N): Measures how emotionally stable (Low N) or emotional (High N) a person is. Women generally score higher than men Traits associated with 1) Anxious 2) Depressed 3) Guilt feeling 4) Low self esteem 5) Tense 6) Moody 7) Lack of autonomy 8) Obsessive d) Lie Scale (L): Measure either how honest you are or how well behaved you are. People who are honest about their imperfections get lower scores. People who are perfect get higher scores.
Sample
EPQ-R has been administered to a large number of subject both normal and psychotic,. So the test can be administered on individual or group to assess their personality.
Reliability of Scale
The test reliability are 0.78(Male) and 0.76(Female)
Precautions
i. ii. iii. iv. v. Room should be silent and well lit. Aim of the test should not be revealed. Subject should be told that there is no correct answer. Subject should not skip any item and use ? when required Subject should assured of confidentiality of results.
Scoring
a. Check the each question has only one answer. b. Place key on the booklet so that * mark on the booklet are visible through the circles on the key. c. There are 4 Scores (Psychoticism, Extraversion, Neuroticism and Lie score) to be obtained. d. Each answer score one point. e. For example: to obtain score for psychoticism. Add 1 score for each answer visible through the squares and record the sum in the table. Do the same for other pages. f. Repeat the procedure for other dimensions
Raw Score
STEN Score
STEN: Standardized ten score given in the table9(a) for males and 9(b) for females
Interpretation
a. The STEN score 5-6 denotes the averages strength of the factor. b. Score above 6 i.e. from 7 to 10 express gradually the greater strength of the factor. c. Score below 5 i.e. from 1 to 4 indicate gradually decrease of strength.