Items Formats of Evaluation Process in Teaching Science

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Items Formats of Evaluation Process in Teaching Science

A. Preparing the test or item analysis:

When the total number of items and weightage to the objectives and the content is finalised, the actual preparation of the test starts. While preparing the test following things should be kept in view-

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i. Conclusion and Feed-back- After finding result we conclude and then give feed-back make the manual of that test.

ii. Analysis of the Scores- Now we get the raw score. Now we use norm to change it in standardized score.

iii. Try-out- Before point out the test, we use to administrate this test on sample to find the authenticity of test. When we administrate only one sample than it is known as individual try out, when on groups or more than one samples than it is known as group try out.

iv. Scoring the test- Now assessment of answer sheets given by students are done according to the instruction of scoring key.

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v. Preparing the test or item analysis- When the toted number of items and weightage to the objectives and the content is finalised, the actual preparation of the test starts. While preparing the test, following thing should be kept in view-

(a) Most of the items should be of multiple choice type in order to reduce the guessing.

(b) Each items should be well phased and the number of works in the items should be minimised as far as possible to reduce the reading load. It should not be ambiguous or provide clues or heaving vocabulary. It should help in determining the whole answer than a part of it.

(c) Arrange items in ascending order of difficulty. All items of a particular type should be placed together.

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B. Planning the test- it includes the following:

Distribution of Weightage:

After the objectives, content and the total member of test items have been decided, each objectives if defined in terms of behaviour change and behaviour change is in turn given the due weighage. In order to facilitate the distribution of test- items under particular behaviour and content, it is always advisable to prepare a two-dimensional chart. It shows the dimensional chart.

In the chart the total number of test items has been assumed to be 100. These have been divided between the objectives knowledge and Application and also the topic under the unit. The grand total of each becomes 100. From this chart one can easily know how many items should be constructed under each topic and under each behaviour change.

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Other Factors:

All the conditions under which the test is to be administered should be well-thought of in advance e.g., the facilities , cost of materials, experience of the pupils, etc.

The purpose of the test:

The purpose for which the test is given should be very clear in the beginning whether is it diagnostic or for classifying pupils, etc.

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Number of test items:

The total number of test items in the test should be finalized before starting to prepare the test. This number should be in accordance with, (i) the range of the subject matter to be tested, (ii) the duration of the test, and (iii) the age level of the students.

Content:

The position of the syllabus which is to be tested should also be specified.

The objectives:

The objectives of teaching science which should be achieved through the teaching of a particular portion of the content should be selected classified and clarified in terms of behaviour patterns.

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