FINAL ACHIEVEMENT TEST REPORT

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By

Tathagata Dutta Roll : 232 B. ED. (2009-10)

CONTENTS S. NO.

TOPIC

1.

ACKNOWLEDGEMENT

2.

EVALUATION AND EDUCATION - INTRODUCTION - CONTINUOUS AND COMPREHENSIVE EVALUTAION - FORMATIVE AND SUMMATIVE EVALUATION - CONCLUSION

3.

CONCEPTS IN LANGUAGE TESTING - INTRODUCTION - TESTING LISTENING - TESTING SPEAKING - TESTING READING - TESTING WRITING

4.

TESTS AND TYPES OF TESTING - PROFICIENCY TESTS - ACHIEVEMENT TESTS - DIAGONISTIC TESTS - PLACEMENT TESTS

5.

KINDS OF TESTING

6.

MY LEARNERS’

7..

DETAILS OF THE SYLLABUS COVERED

8.

BLUEPRINT AND ROUGH DRAFT OF THE ACHIEVEMENT TEST

9.

THE FRAMED ACHIEVEMENT TEST

10.

ANALYSIS OF THE ACHIVEMENT TEST –  BEFORE THE TEST

11.

MARKSHEET OF THE ENTIRE CLASS

PAGE NUMBERS

12.

DETAILED MARKSHEET OF THE HIGH AND LOW ACHIVERS GROUP

13.

ITEM ANALYSIS AND ITEM DISCRIMINATION

14.

ANALYSIS OF THE OBJECTIVE TYPE ITEMS

15.

ANALYSIS OF THE SUBJECTIVE TYPE ITEMS

16.

ACHIVEMENT TEST ANALYSIS AT A GLANCE

17.

WHAT IS STATISTICS? - HISTOGRAM, FREQUENCY CURVE

18.

MEASURES OF CENTRAL TENDENCY - ARITHMETIC MEAN

-

MEDIAN

-

MODE

-

STANDARD DEVIATION

19..

OVERALL ANALYSIS

20.

BIBLIOGRAPHY

ACKNOWLEDGEMENT

I am very thankful to my mentor and guide in the central Institute of Education, Dr. Sahni, for being patient with me and allowing this Achievement Test report a success. I am also thankful to Ms. Shubhangi, where previous ATR provided scaffolding to the creation of this record. My special thanks to Mr. Tulika Rajpal who has been a kind soul and helped us during our teaching practice and also while making this report. I would would also also convey convey my regards regards to the insti institut tution ion,, Gover Governme nment nt Senior Secondary School for Boys, 1, Roopnagar. I am also thankful to the library and the staff at the Central Institute and at the British Council. My special thanks to all my hostel mates who had been kind and very cooperative during the preparation of the report.

EVALUATION AND EDUCATION

Evaluation is the process of determining the extent to which pupils achieve achieve instructi instructional onal objectives. objectives. It is a scheme scheme for collecting collecting evidence evidence of   behavioral changes in the learners and judge the direction and extent of  such changes. Evaluation is a continuous process and forms an integral   par partt of the the tota totall syst system em of educ educat atio ion n and and is vary vary clos closel ely y rela relate ted d to educat education ional al objec objecti tives ves.. It exerci exercises ses a good good influe influence nce on pupil pupilss study study habits and also speaks about the method that has been used by the teacher. Thus, it not only helps to measure measure educationa educationall achieveme achievement nt but also how to improve it. The purpose of evaluation is to make provisions for guiding the growth of the learners to diagnose their strengths and weakness and point out areas where remedial measures are devised. It makes a judgment on the qua quality or wort orth of an educ educat atiional onal prog rogram ramme or studen udentt’s achi achiev evem emen entt and prov rovides ides for a subs subseq eque uent nt modif odifiicati cation on of the the curriculum. Wrightstone defines evaluation, a relatively new technical term, as “the method to designate a more comprehensive concept of measurement that is implied in conventional tests and examinations...the emphasis in measur measureme ement nt is upon upon single single aspect aspectss of subjec subjectt matte matterr achiev achieveme ement nt in specif specific ic skills skills and abili abilitie ties.. s...th .thee empha emphasis sis in evalu evaluati ation on is upon upon broad broad chan change gess and and majo majorr obje object ctiv ives es of on educ educat atio iona nall prog program ramme me.. Thes Thesee include not only subject matter achievement but also attitudes, interests, ideas, ways of thinking, work habits and personal and social adaptability.”

CONTINUOUS AND COMPREHENSIVE EVALUATION

In orde orderr to meet eet the the obje object ctiv ivee of real real educ educat atio ion, n, ther theree is a need need to cont contin inuo uous uslly and and comp omprehe rehens nsiivel vely eval evalua uate te chi children dren.. In fact act, educationalists argue that if we really want to education system to turn the corn corner er and and brin bring g abou aboutt the the cove covete ted d all all roun round d deve develo lopm pmen entt of the  personality of the child, them continuous and comprehensive evaluation is the way forward. The continuous aspects takes care of the ‘continual’ (placement and form format ativ ivee eval evalua uati tion on)) part part of eval evalua uati tion on and and the the comp compre rehe hens nsiv ivee compon component ent takes takes care care of assess assessmen mentt of all all round round develo developme pment nt of the child’ child’ss person personali ality. ty. It includ includes es assessm assessment ent in the proces processs of reason reasoning ing from from evid eviden ence ce.. To desi design gn asse assessm ssmen ents ts of stud studen ents ts lear learni ning ng that that will will  provide useful evidence requires that we coordinate and align three key comp compon onen ents: ts: COGN COGNIT ITIO ION, N, whic which h refe refers rs to a mode modell of thin thinki king ng and and learning of students within the subject domain, OBSERVATIONS; the take takess or acti activi viti ties es that that stud studen ents ts enga engage ge in that that prov provid idee evid eviden ence ce of  learning; and INTERPRETATION, the process or methods for making sense of the evidence.

ASSESSMENT

LEARNING OBJECTIVES

INSTRUCTIONAL ACTIVITIES

Assessments are effective and useful only to the degree that these three components are in synchrony. In the Indian education system, the term evaluation and assessment is asso associ ciat ated ed with ith exam examin inat atio ion, n, stre stress ss and and anxi anxiet ety. y. The The Nati Nation onal al Curriculum Frameworks (2005) seek to provide guidelines for a good evaluation and examination system that can become an integral part of the lear learni ning ng proc proces esss and and bene benefi fitt bot both the the lear learne ners rs them themse selv lves es and and the the educational system by giving valuable feedback. White speaking on school stages and assessment in chapter 3 of   NCF (2005) the frames state the assessment required at different stages:-

•

•

•

For ECCE and classes I and II of the Elementary stage, assessment must must be purel purely y quali qualitat tative ive judgm judgment entss of childr children’ en’ss activi activitie tiess in various domains. There should be no test, oral or written. For class III to VIII of the Elementary stage, a various methods may be used but these should be seen as part of the teaching  process and not a constant threat. For class IX to class XII of the secondary and Higher Secondary Stage, assessment may be based more on tests, examinations and  projects for the knowledge-based areas of the curriculum, along with self-assessment.

FORMATIVE EVALUATION

AND

SUMMATIVE

Evaluation may be undertaken for three principal reasons: 1. Accountability 2. Curriculum development and betterment. 3. Self-development: teachers and other language teaching professionals. Evaluation for the purpose of accountability

This is mainly concerned with determining whether there has been valu valuee for for mone money, y, in othe otherr word wordss whet whethe herr some someth thin ing g has has been been both both effective and efficient. Generally, the information derived from this is not used in any major way to improve the functioning of the curriculum or  classroom practice. Rather, it provides us with the information whether  something should be continued or discontinued. Evaluations of this type are largel largely, y, althou although gh not exclus exclusive ively, ly, the domain domain of polic policy y makes makes or   provides of resources. Usually, such evaluations are carried out after an innovation has been running for some time, or at the end of the project. This type of evaluation, known as SUMMATIVE EVALUATION, has also also tended tended to involv involvee testi testing ng and measure measuremen ment, t, and analyse analysess of the stati statisti stical cal impor importan tance ce of result resultss obtain obtained. ed. Summat Summative ive evalua evaluatio tions ns are

limited by their focus on overall outcomes at the end of an educational innovation. Evaluation for purpose of curriculum curri culum development

Teachers have a key role to play in the curriculum renewal and deve develo lopm pmen entt proc proces ess. s. It is the the teac teache her, r, rath rather er than than the the ‘tes ‘teste ter’ r’ or the the evaluation ‘expert’, who has most information about specific classroom context. This information may be reported at various times and in various forms, for example as responses to questionnaires, interviews, records, or  diary keeping. It may be largely descriptive and qualitative, and need not entail entail tests, tests, measurement measurements, s, and inferences inferences about curriculum curriculum quality from statistical data. This type of evaluation which is intended to improve the curriculum by gathering data from different people oven a period of time is called FORMATIVE EVALUATION. Such evaluations are ongoing and monitor developments by identifying the strengths and weaknesses of  all aspects for teaching and learning. As opposed to merely passing an eval evaluat uativ ivee judg judgme ment nt on the the end end prod produc uctt of a teac teachi hing ng prog program ramme me,, formative evaluation is designed to provide information that may be used as the basis for future planning and action. Evaluation for the purposes of teacher self development

A third and major major role that evaluation evaluation has to play is in formalizing formalizing and extend extending ing a teach teacher’s er’s knowl knowledg edgee about about teachi teaching ng and learn learning ing in clas classr sroo oom ms. This his is som someti etimes ref referre erred d to as ILLUM LLUMIN INAT ATIV IVE E EVALUATION, because it involves raising the consciousness of teachers and after ELT practitioners as to what actually happens in the language teac teachi hing ng clas classro sroom om.. This This type type of eval evaluat uatio ion n is deve develo lopm pmen enta tall and and formative in nature and the focus is more on the process and less on the end product, on the teaching and learning and has a major role to play in teacher self-development.

CONCLUSION

When we evaluate different aspects of the teaching and the learning  process, it becomes important to make explicit the criteria used in our   judgments, and to be principled in our evaluation. It prepared and ad-hoc evaluat evaluation ionss are likel likely y to be unreli unreliabl able, e, unfair unfair and also also uninfo uninforma rmativ tive. e. They do not provide a suitable base to make any educational decision. Evaluation means much more than administering tests to learners and analyzing the results. It not only focuses on the learner but also makes a commentary on the process of teaching as well. Successful evaluation shou should ld be syst system emat atic ic.. In orde orderr to teac teachi hing ng this this we need need to take take into into account the concept of management as reflected through our leadership skills. As teachers we used to be aware of the role of manages and eval evaluat uatee our our mana manage geme ment nt styl styles es.. We need need to know know why why we wish wish to evaluate, what evaluation is for, and how to organize it.

CONCEPTS IN LANGUAGE  TESTING

Engl Englis ish h is the the offi offici cial al asso associ ciat atee lang langua uage ge in Indi Indiaa and and as such such  becomes the second language for national curriculum framework. With the growing importance of English in every aspect of public life, the teaching of English language has also evolved through the decades. At   prese present nt most most langu language age teache teachers rs follow follow the ‘Comm ‘Communi unicat cative ive Langua Language ge Teaching’ (CLT) method in the classroom environment. The focus is on fluency fluency and the guided approach approach to help the learner arrive at the accurate accurate way of using the foreign language. The rules of the language are not given; given; a conver convertt metho method d is follow followed ed where where the learners learners are guided guided to arrive at the rules. The teaching of English language can be divided into four categories or skills: LISTENING RECEPTIVE

ORAL SPEAKING READING

PRODUCTIVE

WRITTEN WRITING

While conducting a language test all four skills have to be kept in mind, along with the usage of grammar and vocabulary. However, all the four  skill skillss have have a diffe different rent set of consid considerat eration ion,, ways ways of testin testing g and their  their  evaluation. We shall consider all the skills in the following sections.

 TESTING LISTENING An oral and receptive skill, the testing of listening parallels in most ways the testing of reading. But there may be situations where the testing of oral ability is considered, for one reason or another, impractical; and so

a test of listening should be included to judge the backwash effect and also for tested for diagnostic purposes. The special problems in constructing listening tests arise out of the transient nature of the spoken language. A listening test should be able to test the following abilities of the learners. •

Ability to obtain the gist.

•

Ability to follow on argument.

Ability to recognize the attitude of the speaker. To test ability of the learners, the teacher has to be careful about the sample of speech/text and has to keep in mind the test specifications. To test the native speakers, samples should be taken for authentic speech. Possible sources are the radio, television, the Internet and even our own recordings. •

 TESTING SPEAKING The objective of teaching spoken language is the development of  the ability to interact successfully in that language, and that this involves comprehension as well as production. The representative tasks can be grope under the following heads: •

EXPRESSIONS

-

•

DIRECTING

-

•

DESCRIBING

-

Actions, ev events, ob objects, pe people, pr process.

•

ELICITING

-

Information, directions, classifications.

NARRATION

-

Sequence of events

•

Likes/dislikes, agreement/disagreement,  preferences, opinions Instruction, pe persuading, ad advising

REPORTING Description, comment, decisions and choices. The skills that are tested while taking a test on oral ability can be subdivided into two broad heads - Informational and Interactional skills. In the task, the studen studentt should should be inform informati ative ve about about the theme and also also intera interact ct with with other other studen students. ts. While While evalua evaluatin ting g the skills skills in manag managing ing interactions, the following abilities should be kept in mind•

•

Initiate interactions.

•

Charge the topic of an interaction

•

Share the responsibility for the development of an interaction

•

Take their turns and give turns to other speakers.

•

Come to a Decision

End an interaction. The test-taken has to choose an appropriate technique. The test may be in the form of an interview, role play, interpretation, prepared monologue, read readin ing g abou about, t, resp respon onse sess to audi audio o / vide video o reco record rdin ings gs,, sim simulat ulated ed conversations. •

 TESTING READING Readi Reading ng used used to be the princi principal pal aim aim of most most foreig foreign-la n-langu nguage age courses and it was developed through textual analyses, vocabulary tests, and translations into English, listening and speaking were merely taught to be the by products. But with the change in approaches to teaching a fore foreig ign n lang langua uage ge,, ther theree is a new new goal goal in read readin ing g - not not a verb verbat atim im translation but total comprehension without recourse to English. The The prim primar ary y aim aim in teac teachi hing ng a fore foreig ign n lang languag uagee was was to enab enable le students students to read foreign texts in the original. original. Thus, when a student learns to read a foreign language, his/her mind should also be functioning in that language. Reading requires a familiarity on the put of the reader with the two fundamental building blocks of that particular language structure and vocabu cabullary. ary. The broad roadeer the the part partiicula cularr lang anguag uage, stru struct ctur uree and and vocab vocabul ulary ary,, the the broa broade derr the the stud studen ents ts know knowle ledge dge of struc structu ture re and and the the greater the vocabulary and the more difficult text he / she will be able to approach. Consequently, two general types of test items are necessary to eval evaluat uatee stud studen entt read readin ing g pote potent ntia ial: l: Voca Vocabu bula lary ry item itemss and and stru struct ctur ural al (Syntactical and morphological) items. Reading can be differentiated from writing, speaking, and listening  by another characteristics speed. In learning a new language the student wishes eventually to read it easily and rapidly. Fluency in speaking and ease in listening comprehension correspond to speed in reading. The tasks that are generated while testing a student’s reading skill depend on the speed of the learner. There is a distinction, based on the difference of   purpose, between expeditions reading and slow and careful reading. In expeditions reading operations, candidates may be asked to do:1. SKIMMING, where the objective is to-

•

Obtain main ideas and discourse topic quickly and efficiently

Establish quickly the structure of a text, Decide the relevance of the text to their needs. 2. SCANNING, where the objective is to find • •

•

Specific words or phrases;

•

figures, percentages Specific items in an index; Specific names in a bibliography or a set of references.

• •

In a careful reading operation, candidates may be asked to Identity discourse makers; Interpret complex sentences; Interpret topic sentences and logical organization of the text; Identify implicitly and explicitly stated main ideas; Recognize writer’s intentions; Distinguish between fact from opinion, hypothesis from fact; Infer the meaning of an unknown word from context; Make pragmatic inferences. • • • • • • • •

 TESTING WRITING Of the four language skills, writing may truly be considered the most most sophis sophistic ticate ated. d. In liste listenin ning g and in readin reading, g, the stude student nt receiv receives es a message formulated by another; his role is passive even though he may be mentally interpreting and analyzing what it she is hearing or reading. In speaki speaking, ng, the student student is engage engaged d in commun communica icatin ting g his his own ideas ideas and feelin feelings, gs, but with with approx approxim imati ations ons and explan explanati ations ons.. Commun Communica icatio tion n through the written word, on the other hand, possesses a certain degree of  fina finali lity ty and and dema demand ndss real real prof profic icie ienc ncy y from from the the wint winter er if it is to be effective. The mechanics - vocabulary, spelling, and grammar must be mastered before the student can aspire to precision of expression, fluency, and style. Tests must consequently be so structured that they measure the various aspects of student’s progress toward the acquisition of this skill. This can be achieved it is divided into three parts-

•

We have to set writing tasks that are properly properly representative representative of the  population of tasks that we should expect the students to be able to  perform.

•

The tasks should elicit valid samples of writing.

•

It is essential that the samples of the writing can and will be scored validly and reliably.

 TESTS AND TYPES OF TESTING Tests can be categorized according to the types of information they  provide. This categorization is useful because it not only helps in deciding whether an existing test is suitable for a particular purpose but also in writing new tests where these are:

(a) (b) (c) (d)

Proficiency te tests Achievement tests Diagnostic tests Placement tests

Proficiency tests are designed to measure people’s ability in a language, regardless of any training they may have had in that language. The content of a proficiency test, therefore, is not based on the content or  obje object ctiv ives es of lang languag uagee cour course sess that that peop people le taki taking ng the the test test may may have have followed. Rather, it is based on a specification of what candidates have to  be able to do in the language in order to be considered proficient. This raises the question of what we mean by the word ‘proficient’. In the case of some proficiency tests, ‘proficiency’ means having sufficient command of the language for a particular purpose. Such a test many even attempt to take into account the level and kind of English needed to follow courses in particular subject areas. it might, for example, have one form of the test for acts subjects, another for sciences and so on. Whatever the particular purpose to which the language is to be put, this will be ref reflecte ected d in the test est cont conten entt at an earl early y stag stagee of the test est development. There are other proficiency tests which, by contrast, do not have any occupation occupation or course of study in mind. But these general proficiency proficiency tests tests should should have a detailed detailed specificatio specification n on what it is that the successful cand candid idat ates es have have demo demons nstra trate ted d that that they they can can do. do. Despi Despite te diff differe erenc nces es  between them in relation to content and level of difficulty, all proficiency tests have in common the fact that they are not on courses that candidates have previously taken. In contrast to proficiency tests, it is much more probable that they will be involved in the preparation and use of  achievement tests. The achievement test is directly related to language courses, their purpose  being to establish how successful individual students, groups of students, or the courses themselves have been in achieving objectives. There are two two kinds kinds of achiev achieveme ement nt test: test: final final achiev achieveme ement nt test test and progre progressi ssive ve achievement test.

Final achievement tests are those administered at the end of a course of study. They content of these tests must be related to the

courses with which they are concerned. Because its content is so firmly  based on the syllabus or on the books and manuals used, it has been also called as the ‘syllabus content approach’. It has an obvious appeal, since the test only contains what it is thought that the students have actually enco encoun unte tered red,, and and thus thus in this this resp respec ect, t, can can be call called ed a fair fair test test.. The The disadvantage of such a test is that if the syllabus in badly designed, then the results of the test can be very misleading. An alternative approach is to base the tests content directly on the objectives of the course. This has number of advantages. First, it compels course designers to be explicit about objectives. Secondly, it makes it  possible for performance on the test to show jus how far students have achieved those objectives. This in turn puts pressure on those responsible for the syllabus and for the selection of books and materials to ensure that are consistent with the course objectives. One may wonder if there is any real difference between the final achievement tests and proficiency tests. If a test is based on the objectives of a course, and these are equivalent to the language needs on which a  proficiency test is based, there is no reason to expect a difference between the form and content of the two tests. But two things have to remember. First First,, obje object ctiv ives es and and need needss will will not not typi typica call lly y coin coinci cide de in this this way. way. Seco Second ndly ly,, many any achi achiev evem emen entt test testss are are not not in fact fact base based d on cour course se object objective ives. s. These These facts facts name name impli implicat cation ion both both for the uses of the test test resu resullts and for the the test test write riters rs.. It was to know now on what hat basi basiss on achiev achieveme ement nt test test has been been constr construct ucted, ed, and be aware aware of the possib possibly ly limited validity and applicability of the test scores. Test writers, on the other hand, must create achievement tests that reflect the objectives of a  particular course, and not expect a general proficiency test to provide a satisfactory alternative. Progressive achievement tests, as their name suggests, are intend intended ed to measu measure re the the progre progress ss that that studen students ts are making. making. They They contribute to formative assessment. One way to measure progress would  be to take achievement tests at regular basis. But in addition to this, the teacher has also to create a set of ‘pop quizzes’ which would provide a rough check on the student’s progress.

Diagnostic tests are used to identify learners’ strengths and weaknesses. They are intended primarily to ascertain what learning still

needs to take place. We can be fairly confident of our ability to create tests that will us that someone is particularly weak, way in speaking as opposed to reading in a language. But there is lack of good diagnostic test. This is because the size of  such test would make it impractical to administer in a routine fashion. Diagn Diagnost ostic ic could could be extrem extremely ely useful useful for indiv individu iduali alized zed instru instructi ctions ons.. Learners would be shown where gaps exist in their command of the lang langua uage ge,, and and coul could d be happ happil ily y dire direct cted ed to sourc sources es of info inform rmat atio ion, n, exemplification and practice. theirr name name sugge suggest sts, s, are are inte intend nded ed to Placemen Placementt tests tests, as thei   provide the required information that will help to place students at the stag stagee of the the teac teachi hing ng prog progra ramm mmee most most appr approp opri riat atee to thei theirr abil abilit itie ies. s. Typically, they are used to assign students to classes at different levels. The placement tests depend on the identification of the key features at different levels of teaching in the institution.

MY LEARNERS’ I was assigned to teach English to class XI learners of Government senior secondary school for boys, Roopnagar. The students of this section had the Arts program of CBSE. Though the class strength was of 35 students were of 36 students, 7 of them had opted for Sanskrit. The students were bright and eager to learn. But they have been ingrained and conditioned into a method of learning that was teacher-

oriented. This posed a problem for me at the beginning as they were very reluctant to speak up in class. They expected me to provide them with the answer. But slowly they started to open up and started to speak in English and take part in class discussions confidently. The The clas classs was a pret pretty ty boi boister sterou ouss one one and and as a teac teache herr I was was sometimes at a loss while dealing with some of the more mischievous learners. But, in the end, all of them came to love the subject. Though they were still a bit hesitant in the usage of the language, they were definitely on the road where they will be more confident while dealing with the language.

DETAILS OF THE SYLLABUS SYLLABUS COVERED S. NO.

LINGUISTIC AREA

TOPIC

1.

Prose

The Adventure

2.

Poetry

The Browning Version

3.

Reading

Note-making

4.

Writing

Letter to the editor  

5.

Grammar

Reported speech

Idioms

Tenses

MARKSHEET OF THE ENTIRE CLASS CLAS S ROLL NO. 1.

EXAM ROLL NO.

NAME

MARKS % OBTAINE OBTAINE D D

XIA1

AMAN PREET SINGH

28

47 %

2.

XIA2

ARVIND

37

62%

3.

XIA3

BHARAT KUMAR

34

57%

4.

XIA4

CHITRANJAN KUMAR

39

65%

5.

XIA5

DEEPAK SHARMA

43

72%

6.

XIA6

GANGESH KUMAR JHA

28

47%

7.

XIA7

HARI GOVIND NIRALA

37

62%

8.

XIA8

JASPAL SINGH

30

50%

9.

XIA9

MAHENDER SHUKLA

29

48%

10.

XIA10

MANOJ

32

53%

11.

XIA11

MANOJ KUMAR

31

52%

12.

XIA12

MELEKHRAJ MAHAGURUJI

40

67%

13.

XIA13

MAYANK KHANDELWAL

29

48%

14.

XIA14

PANKAJ SINGH

38.5

64%

15.

XIA15

PRABHAKAR PAL

33

55%

16.

XIA16

RAHUL

21

33%

17.

XIA17

RAHUL

25

42%

18.

XIA18

RAHUL MATHUR

38

63%

19.

XIA19

RAJU CHAUDHURI

Ab.

--

20.

XIA20

RANI GOSWAMI

32

53%

21.

XIA21

SARAFAT ALI

27

45%

22.

XIA22

SUNNY SINGH

30

50%

23.

XIA23

TEJASVI SANKAR

29

48%

24.

XIA24

VIKAS KANT

41

68%

25.

XIA25

VINOD NEGI

41

68%

26.

XIA26

VIVEK PANDEY

34

57%

27.

XIA27

VIRENDER SINGH

Ab.

28.

XIA28

YODENDER SINGH

32

29.

XIA29

ZUNAID AHMED

Ab.

-32% --

MARKSHEET OF THE ENTIRE CLASS AND THEIR GRADES:

CLAS S ROLL NO.

EXAM ROLL NO.

NAME

MARKS OBTAIN ED

% OBTAIN ED

1.

XIA1

AMAN PREET SINGH

28

47 %

C+ C+

2.

XIA2

ARVIND

37

62%

B+

3.

XIA3

BHARAT KUMAR

34

57%

B

4.

XIA4

CHITRANJAN KUMAR

39

65%

B++

5.

XIA5

DEEPAK SHARMA

43

72%

A

6.

XIA6

GANGESH KUMAR JHA

28

47%

C+

7.

XIA7

HARI GOVIND NIRALA

37

62%

B++

8.

XIA8

JASPAL SINGH

30

50%

C++

9.

XIA9

MAHENDER SHUKLA

29

48%

C+

10.

XIA10 XI

MANOJ

32

53%

C++

11.

XIA11

MANOJ KUMAR

31

52%

C++

12.

XIA12

MELEKHRAJ MAHAGURUJI

40

67%

B++

13.

XIA13

MAYANK KHANDELWAL

29

48%

C+

14.

XIA14

PANKAJ SINGH

38.5

64%

B+

15.

XIA15

PRABHAKAR PAL

33

55%

B

16.

XIA16

RAHUL

21

33%

F

17.

XIA17

RAHUL

25

42%

C

18.

XIA18

RAHUL MATHUR

38

63%

B+

19.

XIA19

RAJU CHAUDHURI

Ab.

--

--

20.

XIA20

RANI GOSWAMI

32

53%

C++

21.

XIA21

SARAFAT ALI

27

45%

C+

22.

XIA22

SUNNY SINGH

30

50%

C++

23.

XIA23

TEJASVI SANKAR

29

48%

C+

24.

XIA24

VIKAS KANT

41

68%

B++

25.

XIA25

VINOD NEGI

41

68%

B++

26.

XIA26

VIVEK PANDEY

34

57%

B

27.

XIA27

VIRENDER SINGH

Ab.

28.

XIA28

YODENDER SINGH

32

29.

XIA29

ZUNAID AHMED

Ab.

-32% --

GRADE

-F --

THE TH E LE LEAR ARNE NERS RS ARE ARE GRADE RADED D IN ACCOR CCORDA DANC NCE E WITH THE FOLLOWING TABLE:

RANG RANGE E OF PERC PERCEN ENTA TAGE GE

GRADE

OBTAINED

95-85

O

84-80

A++

79-75

A+

74-70

A

69-65

B++

64-60

B+

59-55

B

54-50

C++

49-45

C+

44-40

C

39-35

D

LESS THAN 35

F

ITEM ANALYSIS: DIFFICULTY AND DISCRIMINATION Item analysis is a process which involves a careful of score  pattern on each of the test items. The analysis tells us that how well each item is working, that is, the contribution it is making to the overall picture of the candidat candidates es abilit ability y emerg emerging ing from from the test. test. The analys analysis is of the studen students’ ts’ respon responses ses to the object objective ive-tes -testt items items is a powerfu powerfull tool tool for  impr improv ovem ement ent and and for for accum accumula ulati ting ng a bank bank of high high qual qualit ity y item items. s. It suggests why an item is not effective and how it might be improved.

The analysis of the responses to the individual items of a test is helpful for  two broad reasons. First, the teacher can discover if there are certain  points that a sizeable number of students have failed to master. Second, the teacher can verify how well certain items have be done in relation to the test as a whole. This information information will be useful useful in the construction construction of  new test. Item analysis usually provides two kinds of information on the test items: ITEM DIFFICULTY , which helps us to decide if the test item are right for the target group. ITEM DIFFICULTY, which helps us to see if the individual items are providing information on the candidates abilities are consistent with that provided by the other items of the test. Item difficulty is determined by the observation of what percentage of  students answer the item correctly. The more difficult the item is, the fewer will be the students who select the correct answer. The level of  difficulty of an item is calculated in the following manner: •

•



For objective items,

Level of difficulty difficulty = (total no. of correct responses of High group + total total no. of correct responses of Low group) / (total no. of students x 100)



For subjective items

Level of difficulty = (total frequency of marks of High group + total frequency frequency of marks of Low group) group) / (total no. no. of students students x 100 x marks marks  per question)

The analysis of the score is done as follows:

LEVEL OF DIFFICULTY

THE ITEM IS…

ABOVE 90%

BETWEEN 80% - 90%

EASY

QUESTIONABLE

BETWEEN 50% - 80%

GOOD

BETWEEN 30% - 50%

QUESTIONABLE

BELOW 30%

DIFFICULT

ITEM ITEM DISCR ISCRIM IMIN INAT ATIO ION N tell tellss us how how well ell the the item itemss perf perfor orm m in separating the better students from the poorer ones. If the upper third of  the students gets the items correct and lower two-third generally gets the items wrong, then it is a good discriminator between the two groups. Very difficult items should discriminate between the very good students and all of the the othe others rs;; rela relati tive vely ly easy easy item itemss shou should ld disc discri rimi mina nate te betw betwee een n the the majo majori rity ty of stud studen entts in the the clas classs and and the the few few poor poor ones ones.. The The item item discrimination level is calculated in the following manner: 

for objective items:

Level of discrimination = (Total no. of correct responses in the high group – Total no. of correct correct responses in the low group) / (0.5 x total no. of students in both groups)



for subjective items:

Level of discrimination = (Total frequency of marks in high group – total frequency of marks in low group) / (0.5 x total no. of students in both group x marks per question)

The analysis of the score is done as follows:

LEVE LE VEL L OF OF DIS DISCR CRIM IMIN INAT ATIO ION N

0 – 0.2

THE TH E ITE ITEM M IS… IS…

VERY POOR  

0.2 – 0.4

POOR 

0.4 – 0.6

AVERAGE

0.6 – 0.8

GOOD

0.8 – 1.0

BEST

KINDS OF TESTING The test that is created by the language teacher takes into consideration the the diff differ eren entt appr approa oach ches es to test test cons constr truc ucti tion on.. Some Some of the the diff differ eren entt approaches are described as below: DIRECT TESTING: Testing is said to be direct when it requires the candidate to perform  precisely the skill that we wish to measure. If we want to know how well candidates can write compositions, we get them to write compositions. The tasks, and the texts that are used, should be as authentic as possible. It is easier to carry out when it is intended to measure the productive skills of speaking and writing, testers have to devise methods of eliciting such evid eviden ence ce accu accura rate tely ly and and with withou outt the the meth method od inte interf rfer erin ing g with with the the

  performance of skills in which they are interested. Direct testing has a number of attractions. First, provided that we are clear about just what abilities we want to assess, it is relatively straight-forward to create the cond condiition tionss which hich will ill elicit cit the the beha behavi viou ourr on which ich to base base our   judgements. Secondly, at least in the case of the productive skills, the assess assessmen mentt and interp interpret retati ation on of studen student’s t’s perfor performa mance nce is also also quite quite straight-forward. Thirdly, since practice for the test involves practice of  the skills that we wish to foster, there is likely to be helpful backwash effect. DISCRETE-POINT TESTING: This refers to the testing of one element at a time, item by item. This might, for example, take the form of a series of items, each testing a   parti particul cular ar gramma grammatic tical al struct structure ure.. It will will almost almost always always be in=dire in=direct. ct. Diagnostic tests of grammar of the kind referred to in an earlier section will be part of the discrete point testing. INTEGRATIVE TESTING: As opposed to discrete point testing, the integrative testing requires the candidate/ candidate/student student to combine combine many language elements in the completion completion of the task. This might involve writing a composition, making notes while listening to a lecture, taking a dictation or even a completion of a cloze  passage.  NORM-REFERENCED  NORM-REFERENCED TESTING: When a test is designed to provide the information which relates to one candidate’s performance to that of the other candidates is called normreferenced testing. We are not told directly what the student is capable of  doing in the language. For example, if we have to judge the reading test of  an individual student and make a statement on the performance, we may give two kinds of answers. The student can obtain a score that puts him or  her in the top 10% of the rest of the candidates, or in the bottom 5%; or  that he or she did better than 60% of those who took it. CRITERION REFERENCED TESTING: The purpose of these tests is to classify people according to whether or  not they are able to perform some tasks or a set of tasks satisfactorily. The

tasks are set, and those who perform them satisfactorily, ‘pass’; those who do not, ‘fail.’ This means that the students are encouraged to measure their progress in relation to a meaningful criterion. These tests have two  positive virtues: •

They set meaningful standards in terms of what people can do, which do not change with different groups of candidates.

•

They motivate the candidates to achieve those standards.

ANALYSIS OF THE SUBJECTIVE  TYPE ITEMS There are eleven subjective type items. Section A and section B, whic which h test test the the read readin ing g and and writ writin ing g capa capabi bili liti ties es of the the lear learne ner, r, are are of  subjective nature. Several items in Section D, the literature portion, deal with the subjective understanding of the learners. A.1. Read the following passage and make a note:

This question would test the learners reading skill. It will also tell how fast the readers can read a section on the “Early “Early life of Akbar.” Akbar.” Since the students have taken up Arts program, I thought that something which was  part of their course would be of immense help. Marking would be done on

following the format, word limit and the use of language while making the note.

HIGH GROUP Marks Tally Frequency 6 III 18 5 IIII 20 4.5 0 0 4 I 4 3 I 3 2 0 0 1 0 0 0 0 0 TOTAL

45

LOW GROUP Marks Tally 6 0 5 I 4.5 I 4 I 3 II 2 I 1 I 0 II

Frequency 0 5 4.5 4 6 2 1 0 24.5

ITEM DIFFICULTY = {(45 + 24.5) / (18 X 7)} X 100 = 55 %  GOOD ITEM DISCRMINATION = (45 – 24.5) / (½ X 18 X 7) = (20.5 / 63) = 0.3 

POOR 

DETAILED ANALYSIS: Around 55% of the students have answered this item correctly, which make makess the the item item good good in the the diff diffic icult ulty y inde index x and and with with rega regards rds to the the discrimination index, the item is poor, since the value is 0.3 ANALYSIS: The item is ACCEPTABLE.

Suggestion: The learners have tried to keep to the word limit. But there is a definite   problem in a coherent sentence formation and lack of strength of the vocabulary. There should more practice of note making so that they can further improve on their present knowledge and ability. -------------------------------

B.1. Write a letter to the editor of a national newspaper regarding the dismal state of traffic in front of your school, especially when the school gets over.

A letter to the editor would allow the evaluation and testing of the expression ability of the learners. The learners can core good marks if  they can get the format of the formal letter correct. The teacher would also check on their coherency while presenting their argument.

HIGH GROUP Marks Tally Frequency 8 II 16 7 II 14 6 I 6 5 II 10 4 I 4 3 I 3 2 0 0 0 0 0 TOTAL

53

ITEM DIFFICULTY = {(53 + 24) / (18 X 10)} X 100 = 42% 

QUESTIONABLE

ITEM DISCRMINATION

LOW GROUP Marks Tally 8 0 7 0 6 0 5 II 4 I 3 II 2 II 0 II

Frequency 0 0 0 10 4 6 4 0 24

= (53 – 24) / (½ X 18 X 10) = 0.3 

POOR 

DETAILED ANALYSIS: Only 42% of the students have answered this item correctly, which makes the the item item ques questi tion onab able le in the the diff diffic icul ulty ty inde index x and and with with rega regard rdss to the the discrimination index, the item is poor, since the value is 0.3 ANALYSIS: The item is QUESTIONABLE. Suggestion: Most of the learners scored good in the maintaining maintaining a correct correct format format of the letter to the editor. But, as in the note-making, note-making, there was some problem in the coherent structuring of the sentence while presenting their argument.

---------------------------------

Section D 1. 1. Name the poet. Why does he say that he would ‘sing about “The Tale of Melon City”? (1.5 MARKS)

HIGH GROUP Marks Tally Frequency 1.5 1 IIIIIII 7 0 II 0 TOTAL

7

LOW GROUP Marks Tally Frequency 1.5 1 IIIIII 6 0 III 0 6

ITEM DIFFICULTY = {(7 + 6) / (18 X 1.5)} X 100 = 49% QUESTIONABLE

ITEM DISCRMINATION = (7 – 6) / (½ X 18 X 1.5) = 0.07 

VERY POOR 

DETAILED ANALYSIS: Only 49% of the students have answered this item correctly, which makes the the item item ques questi tion onab able le in the the diff diffic icul ulty ty inde index x and and with with rega regard rdss to the the discrimination index, the item is very poor, since the value is 0.07 ANALYSIS: The item is QUESTIONABLE. ---------------------------------

2. b. Do Do you you think th that th they we were fit fittting ti titles? les?

HIGH GROUP Marks Tally Frequency 2 0 1 IIIII III 8 0 I 0 TOTAL ITEM DIFFICULTY

8

(2MAR MARKS)

LOW GROUP Marks Tally 2 0 1 IIIII II 0 II

Frequency 0 7 0 7

= {(8+ 7) / (18 X 2)} X 100 = 41% 

QUESTIONABLE

ITEM DISCRMINATION = (8 – 7) / (½ X 18 X 2) = 0.05 

VERY POOR 

DETAILED ANALYSIS: Only 41% of the students have answered this item correctly, which makes the the item item ques questi tion onab able le in the the diff diffic icul ulty ty inde index x and and with with rega regard rdss to the the discrimination index, the item is very poor, since the value is 0.05 ANALYSIS: The item is QUESTIONABLE. ------------------------------

3. b. What happened after that?

HIGH GROUP Marks Tally Frequency 2.5 I 2.5 2 II 4 1 III 3 ½` 1 ½ 0 II 0 TOTAL

10

(3 marks)

LOW GROUP Marks Tally 2.5 0 2 I 1 IIII ½` 0 0 IIII

Frequency 0 2 4 0 0 6

ITEM DIFFICULTY = {(10 + 6) / (18 X 3)} X 100 = 29% 

DIFFICULT

ITEM DISCRMINATION = (10 – 6) / (½ X 18 X 3) = 0.1 

VERY POOR 

DETAILED ANALYSIS: Only 29% of the students have answered this item correctly, which makes the item item diff diffiicul cult in the diff diffic icul ulty ty index ndex and with reg regard ards to the discrimination index, the item is very poor, since the value is 0.1. ANALYSIS: The item is UNACCEPTABLE. ---------------------------------

4. b. Give two examples of irony.

HIGH GROUP Marks Tally Frequency 2 0 0 1 IIIII II 7 0 II 0 TOTAL

7

(2 marks)

LOW GROUP Marks Tally 2 I 1 IIIII I 0 II

Frequency 2 6 0 8

ITEM DIFFICULTY = {(7 + 8) / (18 X 2)} X 100 = 42% 

QUESTIONABLE

ITEM DISCRMINATION = (7 – 8) / (½ X 18 X 2) = 0.05 

VERY POOR 

DETAILED ANALYSIS: Only 42% of the students have answered this item correctly, which makes the the item item ques questi tion onab able le in the the diff diffic icul ulty ty inde index x and and with with rega regard rdss to the the discrimination index, the item is very poor, since the value is 0.05 ANALYSIS: The item is QUESTIONABLE. ------------------------------

2. 4. b. In what context is it being used here? (1 mark)

HIGH GROUP Marks Tally Frequency 1 IIIII I 6 ½ I ½ 0 0 0 TOTAL

ITEM DIFFICULTY

6½

LOW GROUP Marks Tally 1 IIIII I ½ 0 0 0

Frequency 6 0 0 6

= {(6.5 + 6) / (18 X 1)} X 100 = 67% 

GOOD

ITEM DISCRMINATION = (6.5 – 6) / (½ X 18 X 1) = 0.05 

VERY POOR 

DETAILED ANALYSIS: Around 67% of the students have answered this item correctly, which make makess the the item item good good in the the diff diffic icult ulty y inde index x and and with with rega regards rds to the the discrimination index, the item is very poor, since the value is 0.05 ANALYSIS: The item is ACCEPTABLE. -------------------------

D. 2.5. Give two reasons why you like or dislike this play? (2marks)

HIGH GROUP Marks Tally Frequency 2 II 4 1.5 I 1.5 1 III 3 0 III 0 TOTAL

8.5

ITEM DIFFICULTY = {(8.5 + 6) / (18 X 2)} X 100

LOW GROUP Marks Tally 2 0 1.5 0 1 IIIII I 0 III

Frequency 0 0 6 0 6

= 40% 

QUESTIONABLE

ITEM DISCRMINATION = (8.5 – 6) / (½ X 18 X 2) = 0.27 

POOR 

DETAILED ANALYSIS: Only 40% of the students have answered this item correctly, which makes the item QUESTIONABLE in the difficulty index and with regards to the discrimination index, the item is POOR, since the value is 0.27 ANALYSIS: The item is QUESTIONABLE. --------------------------

3. c. 2 what was the plan of action decided by the professor?

(1 marks)

HIGH GROUP LOW GROUP Marks Tally Frequency Marks Tally Frequency 1 IIIII III 8 1 IIIII III 8 0 I 0 0 I 0 TOTAL

8

ITEM DIFFICULTY = {(8 + 8) / (18 X 1)} X 100

8

= 88% 

QUESTIONABLE

ITEM DISCRMINATION = (8 – 8) / (½ X 18 X 1) = 0.0 

VERY POOR 

DETAILED ANALYSIS: Over 88% of the students have answered this item correctly, which makes the the item item ques questi tion onab able le in the the diff diffic icul ulty ty inde index x and and with with rega regard rdss to the the discrimination index, the item is very poor, since the value is 0 ANALYSIS: The item is QUESTIONABLE. -----------------------

D.3.G. What did he do? How did the audience react?

HIGH GROUP Marks Tally Frequency 2 I 2 1.5 I 1.5 1 III 3 ½ II 1 0 II 0 TOTAL ITEM DIFFICULTY

7.5

LOW GROUP Marks Tally 2 I 1.5 0 1 IIIII ½ 0 0 III

Frequency 2 0 5 0 0 7

= {(7.5 + 7) / (18 X 2)} X 100 = 40% 

QUESTIONABLE

ITEM DISCRMINATION = (7.5 – 7) / (½ X 18 X 2) = 0.05 

VERY POOR 

DETAILED ANALYSIS: Only 40% of the students have answered this item correctly, which makes the item questionable in the difficulty index and with regards to the discrimination index, the item is very poor , since the value is 0.05 ANALYSIS: The item is QUESTIONABLE. -----------------------D.3.K. Given the fact that the accounts of of history written by Bakhar can be highly disputed, how did Rajendra try to explain the fantastic happening with the help of science? (4 marks)

HIGH GROUP Marks Tally Frequency 3 I 3 2 IIII 8 1 I 1 0 III 0 TOTAL

12

ITEM DIFFICULTY = {(12 + 7) / (18 X 4)} X 100

LOW GROUP Marks Tally 3 0 2 I 1 IIIII 0 III

Frequency 0 2 5 0 7

= 27% 

DIFFICULT

ITEM DISCRMINATION = (12 – 7) / (½ X 18 X 4) = 0.1 

VERY POOR 

DETAILED ANALYSIS: Only 27% of the students have answered this item correctly, which makes the item difficult in the difficulty index and with regards to the discrimination index, the item is very poor, since the value is 0.1 ANALYSIS: The item is UNACCEPTABLE. ------------------------------

REVIEW OF THE ACHIEVEMENT  TEST AT A GLANCE: SECTI ON

ITEM

PAR LEVEL OF T DIFIICULTY  % ANALYSIS

LEVEL OF DISCRIMINATION VALUE ANALYSIS

FINAL ANALYSIS

A

1.

55%

GOOD

0.3

POOR

ACCEPTABLE

B

1.

42%

QUESTIONAB LE

0.3

POOR

QUESTIONABL E

C

2

a. b. c.

78% 61% 44%

0.02 0.3 0.2

VERY POOR POOR POOR

d.

78%

GOOD GOOD QUESTIONAB LE GOOD

0.2

POOR

ACCEPTABLE ACCEPTABLE QUESTIONABL E ACCEPTABLE

C

3

a. b. c. d.

72% 50% 56% 56%

GOOD GOOD GOOD GOOD

0.1 0.3 0.2 0.0

VERY POOR POOR POOR VERY POOR

ACCEPTABLE ACCEPTABLE ACCEPTABLE ACCEPTABLE

C

4

a. b. c. d.

72% 66% 50% 61%

GOOD GOOD GOOD GOOD

0.1 0.0 0.3 -0.1

VERY POOR VERY POOR POOR VERY POOR

ACCEPTABLE ACCEPTABLE ACCEPTABLE ACCEPTABLE

D

1.1

49%

QUESTIONAB LE GOOD QUESTIONAB LE GOOD DIFFICULT

0.07

VERY POOR

0.01 0.05

VERY POOR VERY POOR

0.3 0.1

POOR VERY POOR

QUESTIONABL E ACCEPTABLE QUESTIONABL E ACCEPTABLE UNACCEPTAB LE ACCEPTABLE QUESTIONABL E

D

D

1.2

a b

61% 41%

1.3

a b

50% 29%

1.4

a b

78% 42%

GOOD QUESTIONAB LE

0.2 0.05

POOR VERY POOR

2.1

a b

72% 94%

GOOD EASY

0.3 -0.1

POOR VERY POOR

2.2

a

83%

0.3

POOR

b

83%

-0.1

VERY POOR

2.3

a

82%

0.3

POOR

2.4

b a b

2.5

72% 77% 67% 40%

QUESTIONAB LE QUESTI0NAB LE QUESTIONAB LE GOOD GOOD GOOD QUESTIONAB LE

0.1 0.0 0.05 0.27

VERY POOR VERY POOR VERY POOR POOR

3.A 3.B

72% 88%

GOOD QUESTIONAB LE GOOD QUESTIONAB LE QUESTIONAB LE GOOD QUESTIONAB LE QUESTIONAB LE QUESTIONAB

0.5 0.2

AVERAGE POOR

0.0 0.0

VERY POOR VERY POOR

0.05

VERY POOR

0.0 0.3

VERY POOR POOR

0.05

VERY POOR

0.3

POOR

3.C

1 2

77% 88%

3.D

41%

3.E 3.F

77% 83%

3.G

40%

3.H

83%

ACCEPTABLE UNACCEPTAB LE QUESTIONABL E QUESTIONABL E QUESTIONABL E ACCEPTABLE ACCEPTABLE ACCEPTABLE QUESTIONABL E

ACCEPTABLE QUESTIONABL E ACCEPTABLE QUESTIONABL E QUESTIONABL E ACCEPTABLE QUESTIONABL E QUESTIONABL E QUESTIONABL

3.I 3.J

66% 41%

3.K 

27%

TOTAL NUMBER OF ITEMS

LE GOOD QUESTIONAB LE DIFFICULT

:

0.4 0.05

AVERAGE VERY POOR

0.1

VERY POOR

E ACCEPTABLE QUESTIONABL E UNACCEPTAB LE

42

NUMBER OF ACCEPTABLE ITEMS :

23

NUMBER OF QUESTIONABLE ITEMS

:

16

NUMBER OF UNACCEPTABLE ITEMS

:

03

WHAT IS STATISTICS?

Statistics is the body of mathematical techniques or processes for  gathering, organizing, analyzing, and interpreting numerical data. Because most most rese resear arch ch yiel yields ds quan quanti tita tati tive ve data data,, stat statis isti tics cs is a basi basicc tool ool of  measurement, evaluation and research.

The word ‘statistics’ is sometimes used to describe the numerical data that are gathered. Statistical data describe group behavior or group characteristics abstracted from a number of individual observations that are combined to make generalizations possible. When we speak of the age, size or any other characteristi characteristics cs of an ‘average 5th grade learner’, we are are stat statin ing g a gene general raliz ized ed stat statem emen entt of all all 5th grade grade learne learners, rs, not any  particular learner. Thus, the statistical measurement is an abstraction that may be used in place of a great mass of individual measures. The research worker who uses statistics is concerned with more than the manipulation manipulation of data. data. The statistical statistical data collection collection method method serves serves as the the fund fundam amen enta tall purp purpos osee of desc descri ript ptio ion n and and anal analys ysis is,, and and its its prop proper  er  application involves answering the following questions: What What fact factss need need to be gath gather ered ed to prov provid idee the info inform rmat atio ion n necessary to test the hypotheses? •

•

How How are are thes thesee dat data to be sele select cted ed,, gath gather ered ed,, orga organi nize zed, d, and and analyzed?

•

What What assum assumpt ptio ions ns unde underl rlie ie the the stat statis isti tica call meth method odol olog ogy y to be employed?

•

What conclusions can be validly drawn from the analysis of the data?

Resear Research ch consis consists ts of syste systemat matic ic observ observati ation on and descri descripti ption on of the charac character terist istics ics or proper propertie tiess of object objectss for the purpos purposee of discov discoveri ering ng rela relati tion onshi ship p betw betwee een n vari variabl ables. es. The The ulti ultima mate te purp purpos osee is to deve develo lop p generalizations that may be used to explain phenomena and to predict future occurrences. To conduct research, we must establish principles so that that the the obse observ rvat atio ions ns and and desc descri ript ptio ion n have have a comm common on unde unders rsto tood od meani meaning. ng. Measur Measureme ement nt is the most most precis precisee and univer universall sally y accept accepted ed   process of description and assigning qualitative values to properties of  objects and events.

The The scie scienc ncee of stat statis isti tics cs has has gain gained ed an enor enormo mous us impo import rtan ance ce and and  popularity because of the various functions performed by it. Some of the functions of statistics are as follows: •

Provide precise and definite numerical outcome of the data

•

Simplify large volume and complex data into understandable form

•

Helps in making proper comparison

•

Framing and testing hypothesis

•

Enlarge individual knowledge and experience

•

Formulation of policies

•

Business forecasting

A proper statistical enquiry is conducted in the following stages: I. Collection of data II. II. Organ rganiz izat atio ion n and and pres presen enta tati tion on of num numeric erical al data data III III. Analys alysiis of nume umerica ricall data data IV. IV. Inte Interp rpre reta tati tion on of num numeric erical al data data..

HISTOGRAM Histogram is one of the most frequently used graphs to conv convey ey stat statis isti ticcal data data.. In this this grap graph, h, the the freq freque uenc ncie iess are are represented by bars or columns, placed one next to other. Each column represents the test scores in one of the class intervals of  the frequency distribution.

Unlike Unlike bar-gr bar-graph aph,, histogr histogram am is a form form of represe representa ntatio tion n which is used for continuous class intervals for a data set and the y – axis shows a count of the number of cases ( frequency) falling in each each cate catego gory ry.. Also Also,, sinc sincee ther theree are are no gaps gaps in betw betwee een, n, consecutive bars or rectangles, the resultant graph appears like a solid figure. This figure forms a histogram, which is a graphical rep represe resen ntati tation on of a gro grouped uped frequ requen ency cy dist distrribut ibutio ion n with with continuous classes. Also unlike, a bar graph the width of the bar   plays a significant role in its construction. Here, in fact, areas of the rectangles, erected are  proportional to the corresponding frequency. However, since the widths of the rectangles are all equal, the lengths of the rectangles are proportional to the frequencies. Histogram X(Marks)

Y(students)

20-25

1

25-30

8

30-35

8

35-40

5

40-45

4

Total

26

Histogram 9

8

7

6

5

4

   N    f    S    d    t   o   u   e   n   s  .

3

2

1

0 20-25

25-30

30-35

35-40 Marks

FREQUENCY  POLYGON

40-45

Freq Freque uenc ncy y poly polygo gons ns are are a grap graphi hica call devi device ce for  for  understanding the shapes of distributions. They serve the same purpose as histograms, but are especially helpful in comparing sets of data. Frequency polygons are also a good choi hoice for for displ splayi aying cumul umulaative tive freq frequ uency ency distributions. To crea create te a freq freque uenc ncy y poly polyg gon, on, star startt just just as for  for  histograms, by choosing a class interval. Then draw an X-axis X-axis represen representing ting the values values of the scores scores in your  data. Mark the middle of each class interval with a tick  mark, and label it with the middle value represented by the class. Draw the Y-axis to indicate the frequency of  each class. Place a point in the middle of each class inte interv rval al at the the heig height ht corr corres espo pond ndin ing g to its its freq freque uenc ncy. y. Finally, connect the points. You should include one class interval below the lowest value in your data and one above the highest value. The graph will then touch the Xaxis on both sides. Frequency polygon is useful for comparing distribution. distribution. This is achieved by overlaying the frequency frequency  polygons  polygons drawn for different data sets. X(Marks)

Y(students)

Mid Point

20-25

1

22.5

25-30

8

27.5

30-35

8

32.5

35-40

5

37.5

40-45

4

42.5

Total

26

FrequencyPolyg olygon 9

8

7

6

5 FrequencyPolyg Polygon on 4

   N    f    d    t   o   u   e   n   s

3

2

1

0 20-25

25-30

30-35

35-40

Marks

40-45

MEASURES OF CENTRAL  TENDENCY

ARITHMETIC MEAN CLASS INTERVAL (marks secured)

FREQUENCY (f) (no.of students)

MID-VALUE (x)

fx

20 – 25

1

22.5

22.5

25 – 30

8

27.5

220

03 – 35

8

32.5

260

35 – 40

5

37.5

187.5

40 – 45

4

42.5

170

Σ f = 26

MEAN ( x )

Σ fx = 860

= Σ fx / Σ f  = 860 / 26 = 33.07

MEDIAN

CLASS MIDINTERVAL VALUE

TALLY

FREQUENCY CUMULATIVE (f) FREQUENCY

(x) 20 – 25

22.5

I

1

1

25 – 30

27.5

IIIII III

8

9

30 – 35

32.5

IIIII III

8

17

35 – 40

37.5

IIIII

5

(MEDIAN CLASS) 22

40 – 45

42.5

IIII

4

26

MEDIAN CLASS = Σ f / 2 = 26 / 2 = 13

MEDIAN

= 30 + {(26/2 – 9) / 8} x 5 = 30 + {(13 – 9) / 8} x 5 = 30 + (4 / 8) x 5 = 30 + 2.5 = 32.5

MODE

MODE

=

3 MEDIAN – 2 MEAN,

Where, The MEDIAN value is 32.5 And The ARITHMETIC MEAN is 33.07

=

3(32.5) – 2(33.07)

=

97.5 – 66.14

=

31.36

STANDARD DEVIATION

CLASS

FREQUENCY (f)

MIDVALUE (x)

fx

X X2 (x – x)

fX2

20 – 25

1

22.5

22.5

-10.57

111.72

111.72

25 – 30

8

27.5

220

-5.57

31.02

248.16

30 – 35

8

32.5

260

-0.57

0.32

2.56

35 – 40

5

37.5

187.5

4.43

19.62

98.2

40 – 45

4

42.5

170

9.43

88.92

355.68

MEAN = 33.07

STANDARD DEVIATION (σ) =

Σ fX2 / Σf 

=

816.22 / 26

=

5.60

OVERALL ANALYSIS WRITING SECTION:

The learners should appreciable ability where they realized that they can score good marks if they keep to the correct format. However, they have a long way to go in sentence construction. They also have to do a lot of  reading to improve their vocabulary.

GRAMMAR SECTION: The learners scored high marks in this section. There improvement in the usage of the verbs in the grammar section is appreciable. However, it is quit quitee baff baffli ling ng that that they they do not not make make use use of that that same same abil abilit ity y in the the construction of their answers.

LITERATURE SECTION: The learners scored high marks in this section also. They scored heavily in the objective section which shows that they were quite thorough with the text. But in the subjective section, they were quite miserable. They did not not have have the the abil abilit ity y to answ answer er ques questi tion onss which hich was base based d on thei their  r  understanding.

BIBLIOGRAPHY 

1.

STUART

D. SHAW

& CYRIL J. WEIR  EXAMINING WRITING  NEW DELHI CUP

2007

2.

VALET VALETTE TE REBEC REBECCA CA 1967 1967   MODERN MODERN TESTING NEW YORK HARCOURT

3.

GARRETT

1999   STA STATI TIST STIC ICS S IN  PARAGON  PSYCHOLOGY AND EDUCATION  DELHI PARAGON INTERNATIONAL

4.

REA-D REA-DIC ICKE KENS NS PAUL PAULIN INE E & GE GERM RMAI AINE NE KE KEVI VIN N 2000 EVALUATION OXFORD OUP

5.

HUGHES ARTHUR 2007 TESTING FOR LANGUAGE  CAMBRIDGE CUP TEACHERS  CAMBRIDGE

6.

WOOLFOLK

HE HENRY

LANGUA LANGUAGE  GE 

E. E.

ANITA 2005  EDUCATIONAL  PSYCHOLOGY DELHI PEARSON EDUCATION