NON STANDARDIZED TOOL

A non-standardized test is one that allows for an assessment of an individual's abilities or

performances, but doesn't allow for a fair comparison of one student to another. This type of test
contrasts standardized tests, such as state educational development tests and college entrance
exams like the SAT and ACT.

TYPES OF TEST
TEACHER MADE TEST (NON-STANDARDIZED)

These are very useful in evaluating the student's progress to report parents and
administrations. A Non Standardized Test is one that is not given to give of people initially to
standardize it. The most common types of tests that are not standardized are the classroom tests
given by teachers all the time.

Teacher-made Paper-and-pencil Tests:

Although teachers use many techniques in evaluating students, probably the most popular
is the written paper-and-pencil test that they themselves construct. These usually consist of essay
or multiple-choice items. The multiple choices, paper-and-pencil tests are probably the most
frequently used test, with other types such as true/false, essay and performance tests.

Uses of Teacher-made Tests

 To know the ability and achievements of students

 Helps the teacher to assess the strengths and weaknesses of the student
 Motivates the students
 Provides continuous evaluation and feedback to the teacher
 Helps to achieve particular objectives
 Helps the teacher to adopt better instructed methods.

Limitations

 Tests are often ambiguous and unclear.

 They are either too short or too lengthy.
 Tests do not cover the entire content.
 Supervision is not proper.
 Lot of scope for copying.
 Conducted as rituals only.
 Answer books not marked with care.
CONSTRUCTION PROCEDURE OF AN ACHIEVEMENT TEST:-

If a test has to be really made valid, reliable and practical, then it will have to be suitably planned.
For qualitative improvement in the test will have to be effected. For this, the following facts
should be kept in view:
Previous available 10 years exams should be kept in view so that test can be planned. Skill will have
to be acquired in constructing and writing different types of questions. For it is required
thoughtful thinking, determination of teaching objectives, analysis of content and types of
questions to be given.

General Guidelines for Constructing Test Items

 Make the first test item easy. Place items from easy to difficult or periodically
place easier items in the test.
 Consider placing material on the test to parallel the content coverage sequence.
 All items of the same type should be together.
 Don't use more than two item types, in most cases.
 For elementary students, use one item type.
 Include directions for the total test and each test section. Include instructions how
to respond and the point value for questions in each section.
 Try not to include information that will offer answers to previous questions.
 Try to put all matching on one page (etc.) so students do not have to turn pages to
match answers and responses.
 Title the test and each section.
 Write test items that measure stated objectives.
 Test only one idea or principle in each item.
 List items in a systematic order.
 Do not provide clues in one item to the answer of another item.
 Arrange the correct alternatives for multiple-choice items randomly.
 Indicate the source of an opinion or authority, if an item is based on that
information.
 Avoid ambiguous, trick, or trivial questions.
 Keep the reading difficulty of test items low unless your aim is to measure verbal
and reading abilities.
  Group questions according to item type so students do not continuously shift
response patterns.
 Do not use a series of interdependent questions in which the answer to one item
depends upon knowing the correct answer to another item.

General Precautions in Test Construction

Ebel, in his book Measuring Educational Achievement, has suggested the following precautions
in test construction:
1. It should be decided when the test has to be conducted in the context of time and frequency.
2. It should be determined how many questions have to be included in the test.
3. It should be determined what types of questions have to be used in the test.
4. Those topics should be determined from which questions have to be constructed. This
decision is taken keeping in view the teaching objectives.
5. The level of difficulty of questions should be decided at the beginning of the
test. It should be determined if any correction has to be carried out for guessing.
6. The format and type of printing should be decided in advance.
7. It should be determined what should be the passing score.
8. In order to control the personal bias of the examiner, there should be a provision for
central evaluation. A particular question should be checked by the same examiner.
9. A rule book should be prepared before the evaluation of the scripts.

Steps in Construction of the Test

Following steps should be followed to make achievement test objective, valid and reliable.

First Step

Selection of Teaching Objectives for Measurement: At first those teaching objectives

should be selected from all teaching objectives of subject teaching which have to be made the
basis for test construction. There can be several causes of selecting these teaching objectives
which have to determine related teaching, such as how much content has been studied, what is
the need of student, what is the importance of specific topics in the content etc. For it, the
following table can be used:
 Teaching Objectives Selected Teaching Reason
Objectives For
Selection
1. All objectives of the Cognitive 1. knowledge
domain(Knowledge,
Comprehension, Application,
Analysis, Synthesis, Evaluation)

2. All objectives of the affective 2. Comprehension

domain (receiving, responding,
valuing, conceptualization)

3. All skills of Psychomotor domain [Link](Drawing)

(drawing skill, computational skill,
constructional skill, observational
skill, problem- solving skill)

Second Step

Assigning Weightage to Selected Objectives

After these objectives have been selected, a teacher assigns Weightage to these objectives,
keeping the tasks done and importance of objectives. It is desirable to use the following table.

Sl no. Selected Score Percentage

Teaching
Objectives

1. Knowledge 10 20
2. Understanding 20 40
3. Application 8 16
4. Analysis 5 10
5. Synthesis 5 10
6. Evaluation 2 4
Total 50 100
Third Step

Weightage to Content:

Content is used as the means of realizing the objectives and questions have to be constructed on
its basis. Therefore, it becomes necessary give Weightage to it. There is a distinction in the
nature, importance and scope of each topic. Therefore, Weightage should be given to these facts
in view of the test would not represent the whole subject.

Sl No. Topic Number of Score Percentage

items
1. ---

2. ---

3. ---

4. ---

5. ---

Example:- Weightage of Content

Sl Subject Number of itens Marks %

No. Topic

1. I 15 30
2. II 10 20

3. III 10 20
IV 5 10
4.
V 10 20
5.
Total 50 100
Fourth Stage

Giving Weightage to the Type of Items

In this step, a teacher determines the number of items, their relatives marks. For it, it
would be convenient to use following table:

SL No. Types Of Items National of Score Percentage

Items
1. Long answer type

2. Short answer type

3. Objective type

Example of Weight of content area

Sl Form of question No. of Marks % age

No. question
1. Objective Types 25 25 50
2. Short answer types 5 15 30
3. Long easy type 1 10 20
Total 31 50 100

Fifth Step

Determining Alternatives

At this level, it is determined how many alternatives or options should be given according
to the type of questions. Giving alternatives influences the reliability and validity of a test;
therefore, it is suggested that alternatives should not be given in objective type questions, while
in essay type questions only internal choice can be given.

Sixth Step

Division of Sections
If the scope or types of questions are uniform, then it is not necessary to divide the test e
into sections. However, if it is diverse and different types of questions have been specified and the
 nature of the test seems to be heterogeneous, then a separate section should be made
comprising each type of item.

Sl No. Selections Type of items Score Percentage

1. A Objectives types

2. B Long answer

3. C type

Short answer types

Seventh Step

Estimation of Time:
At this step estimation of the total time the whole test is likely to calculate. Time is
estimated on the basis of the type and number of items. Some time should be reserved for
distribution and collection of answer sheets. The following table can be used for convenience.

Sl No. Types of items Number of Time (in

items minutes)

1. Objectives Types

2. Long answer type

Short answer type

3.
 Eighth Step

Preparation of the Blueprint:

A blueprint provides a bird's eye view of the entire test. In it we can see the e, topics,
teaching objectives, and types of questions, number of items and distribution of scores and their
mutual relationships. A blueprint is the basis for test construction. A format is given below:

Sl Teacher Knowledge Comprehension Application Skillobjectives

Types of (L)(S)(O) (L)(S)(O) (L)(S)(O) (L) (L) (S) (O)

Questio
nTopic (S)
1.

2.

L- Long Answer Type S- Short Answer Type O- Objective Answer Type.

For Example a test blueprint for unit on oxygenation can be prepared as

shown:-

Sl Content Knowledg Application Analysis Evaluation Total

No e synthesis Scor
. compreh e
ension
1. Principles 2 2 2 6

2. Factors affecting 3 3 4 10

3. Patho- 3 3 4 10
physiophysiology

4. Assignment 1 3 4 2 10

5. Nursing Measures 3 3 4 10

6. Evaluation of care 1 1 2 4

Total items 9 15 18 8 50
Ninth step

Preparation of Score Key

A score key increases the reliability of a test, so that the test constructor should provide the
procedure for scoring the answer script. Directions must be given whether the scoring will be
made by a scoring key (When the answer is recorded on the test paper) or by scoring stencil
(when the answer is recorded on a separate answer sheet) and how marks will be awarded to the
test items.

In case of essay type items it should be indicated whether to score with 'point method' or
with the 'rating method'. In the point method, each answer is compared with a set of ideal
answers in the scoring key. Then a given number of points are assigned. In the rating method, the
answers are rated on the bases of degrees of quality and determine the credit assigned to each
answer.

When the students do not have sufficient time to answer the test or the students are not
ready to take the test at that particular time. They guess the correct answer. In that case, to
eliminate the effect of guessing some measures must be employed. Thus, in order to bring
objectivity in a test, it is essential that a tester should be fully clear about the type of answer
expected from a question. For this, if they are acquainted with the right answers. Then diversity
in scoring can be eradicated.

1. For objective Type:-

Sl No. Item Serial Answer Score

2. For Long Answer & short Answer Type:-

Sl No. Item Serial Outline Score Remarks

o
fAnswer
First Tryout of The Test

At this stage the initial format of the test is administered to a small representative sample.
After that the process too item analysis is used to calculate difficulty level and discriminative
value. There are a variety of techniques for performing an item analysis, which is often used, for
example, to determine which items will be kept for the final version of a test. Item analysis is
used to help build reliability and validity are 'into' the test from the start Item analysis can be
both qualitative and quantitative The former focuses on issues related to the content of the test,
e.g. content validity. The latter primarily includes measurement of item difficulty and item
discrimination.

An item's difficulty level is usually measured in terms of the percentage of examinees

who answer the item correctly. This percentage is referred to as the item difficulty index, or 'p'.
Item discrimination refers to the degree to which items differentiate among examinees in terms
of the characteristic being measured (e.g. between high and low scorers). This can be measured
in many ways. Details of item analysis are discussed in detail in unit VI.

This initial format is administered to a small representative sample group. After that the
process of item analysis is used in order to calculate the difficulty level, discriminative value and
alternative (in multiple choice items). First of all in the context of multiple choice items the
appropriate choice is also selected and that alternative is rejected which has been opted by the
least number of students.

Generally, a test is constructed for average students naturally the division, according to
ability grouping is an essentiality. Generally the ability distribution used normal probability
curve provided the basis for the distribution.

In the context of difficulty level, the following difficulty levels are suggested for the
selection of questions as per Katz (1959) also recommendation.
 Sl No. Types of items Difficulty level %

1. Long answer type 50%

2. Alternatives 5 60%
3. Alternatives 4 62%
4. Alternatives 3 66%
5.
Alternatives 2 75%

Example of weight Age of Difficulty Level:-

Sl No. Level Of Difficulty Marks %

1. Easy 25 25
2. Average 5 15

3. Difficulty 1 10

Total 31 50

Preparation of Final Test

The test will provide useful information about the students' knowledge of the learning
objectives. Considering the questions relating to the various learning objectives as separate
subtests, the evaluator can develop a profile of each student's knowledge of or skill in the
objectives.

The final test is constructed after the above analysis For this a suitable format is prepared
and norms are specified. Also, instructions for examinees be prepared.

The test constructed in accordance to the above referred procedure will definitely assume
a purpose or n idea of what is good or desirable from the standpoint f individual or society or
both.
Problems with Test:-
The most common problem with teacher- made tests is that the
criterion of performance may never have been clearly set. Another
problem is that students often do not know they are going to be tested
on, in other words, they do not know what the performance criteria is.
Teacher made test are often subject to question because they are going
to be tested-in other words, they do not know about the performance
criteria is.