construction and administration of tests in mathematics

1. 1
1. INTRODUCTION
A test or examination is an assessment intended to measure a test-
takers knowledge,skill, aptitude, physical fitness,or classificationin
many other topics (e.g., beliefs).A test may be administered verbally,
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 calculatorwhen
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 interpretedwith regards to a norm or criterion,or
occasionallyboth.The norm may be established independently,or
by statisticalanalysis ofa large number of participants.An exam is
meant to test a child's knowledge or willingnessto give time to
manipulate that subject.
A standardized test is any test that is administered and scored in a
consistent manner to ensure legal defensibility. Standardizedtests
are often used in education,professional certification,psychology,
and many other fields.
A non-standardized test is usually flexible in scope and format,
variable in difficulty and significance.Since these tests are usually
developed by individualinstructors,the format and difficulty of these
tests may not be widely adopted or used by other instructors or
institutions.A non-standardized test may be used to determine the
proficiency level of students,to motivate studentsto study,and to

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provide feedback to students.In some instances,a teacher may
develop non-standardized tests that resemble standardizedtests in
scope,format, and difficulty for the purpose of preparing their
students for an upcoming standardized test.In contraststo non-
standardized tests,standardized tests are widely used, fixed in terms
of scope,difficulty and format, and are usually significant in
consequences.Standardized tests are usually held on fixed dates as
determined by the test developer,educationalinstitution,or
governing body,which may or may not be administered by the
instructor,held within the classroom,or constrained by the
classroom period.
2. OBJECTIVE OF THE PROJECT
Construction and administration of tests in mathematics with
reporting.
a) To analyse the trends and issues in learning and learner
assessment
b) To becomethe use of a wide range of assessment tools and
learn to select and construct these appropriately.
c) To analyse and interpret results of assessment usingrudimentary
statistical methods.
d) To learn how to make a blueprint of unit test.
3. MEANING OF UNIT
Unit means a device that has a specified function,especiallyone
forming part of a complex mechanism.It is a quantity chosenas a
standard in terms of which other quantities may be expressed.This
is the divisionof instructioncentering on a single theme.

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4. MEANING OF UNIT TEST
Unit tests are conducted in the school to evaluate the summative
assessment of teaching-learningprocess.This is a process of
measuring student`sachievement.By unit test,the teacher comes
to know about the effectiveness of hisher teaching process.The
main aim of unit test is to isolate each unit of the system to identify,
analyse and fix the defects.
Test is different from assessment and evaluation in the following
manner.
When defined within an educational setting,assessment,
evaluation,and testing are all used to measure how much of the
assigned materials students are mastering,how well student are
learning the materials,and how well student are meeting the stated
goals and objectives.Althoughyou may believe that assessments
only provide instructors with information on which to base a score
or grade, assessments also help you to assess your own learning.
Education professionals make distinctions between assessment,
evaluation,and testing.However,for the purposes of this tutorial,all
you really need to understand is that these are three different terms
for referring to the process of figuring out how much you know
about a given topic and that each term has a different meaning.To
simplify things,we will use the term unit test throughoutthis tutorial
to refer to this process of measuringwhat you know and have
learned.
In case you are curious,here are some definitions:
 A test or quiz is used to examine someone's knowledge of
somethingto determine what he or she knows or has learned.
Testing measures the level of skill or knowledge that has been
reached.

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 Evaluation is the process of making judgmentsbased on criteria
and evidence.
 Assessmentis the process of documenting knowledge,skills,
attitudes and beliefs, usually in measurable terms.The goal of
assessment is to make improvements,as opposed to simply
being judged.In an educationalcontext,assessment is the
process of describing,collecting,recording,scoring,and
interpreting information about learning.
5. NEED AND IMPORTANCE OF UNIT TEST
The cycle of teaching and testing is familiar to anyone who has
been a student,but why is testing even necessary?
The answer seems obvious:to see what students have learned.
However,this answer is more complicatedwith multiple reasons as
to why schoolsuse tests.
At the school level,educators create tests to measure their students'
understanding of specific contentor the effective applicationof
critical thinking skills.Such tests are used to evaluate student
learning, skill level growth,and academic achievements at the end
of an instructionalperiod—suchas the end of a project,unit,course,
semester,program,or school year.
These tests designed as summative assessment.
Accordingto the Glossary for Educational Reform, summative
assessments are defined by three criteria:
 To evaluate and grade students. Unit tests provide a controlled
environmentfor independent work and so are often used to
verify students’learning.

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 To motivate students to study. Students tend to open their
books more often when an evaluation is coming up. Unit test can
be great motivators.
 To add variety to student learning. Unit tests are a form of
learning activity.They can enable students to see the material
from a different perspective.They also provide feedback that
students can then use to improve their understanding.
 To identify weaknessesand correct them. Unit tests enable
both students and instructors to identify which areas of the
material students do not understand.This allows students to seek
help, and instructors to address areas that may need more
attention,thus enabling student progressionand improvement.
 To obtain feedback on your teaching. You can use unit tests to
evaluate your own teaching.Students’performance on the unit
test will pinpoint areas where you should spend more time or
change your current approach.
 To provide statistics for the course or institution. Institutions
often want informationon how students are doing.How many
are passing and failing,and what is the average achievement in
class? Unit tests can provide this information.
 To accredit qualifiedstudents. Certain professions demand that
students demonstrate the acquisitionof certain skills or
knowledge.An test can provide such proof – for example, the
Uniform Final Examination (UFE) serves this purpose in
accounting.
At the district,state,or national level,standardizedtests are an
additionalform of summative assessments.The legislation passed
in 2002 known as No Child Left Behind Act (NCLB) mandated
annual testing in every state. This testing was linked to federal
funding of public schools.The arrival of the Common Core State

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Standards in 2009 continued state-by-state testingthrough different
testing groups(PARCC and SBAC) in order to determine student
readiness for college and career. Many states have since
developed their own standardizedtests.Examples of standardized
tests include the ITBS for elementary students;and for secondary
schools the PSAT,SAT, ACT as well as Advanced Placement exams.
a. To assess what students have learned
The obviouspoint of classroom testingis to assess what students
have learned after the completion ofa lesson or unit.When the
classroom tests are tied to effectively written lessonobjectives,
a teacher can analyze the results to see where the majority of
students did well or need more work. These tests are also important
when discussing student progress at parent-teacherconferences.
b. To identify student strengths and weaknesses
Another use of tests at the school level is to determine student
strengthsand weaknesses.One effective example of this is when
teachers use pretests at the beginning of units in order to find out
what students already know and figure out where to focus the
lesson.Further, learning style and multiple intelligences tests help
teachers learn how to best meet the needs of their students through
instructional techniques.
c. To measure effectiveness
Until 2016,school funding had been determined by student
performance on state exams.

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In a memo in December of 2016, the US Department of Education
explained that the Every Student Succeeds Act (ESSA) would
require fewer tests.Along with this requirementcame a
recommendationfor the use of effective tests.
"To support State and local efforts to reduce testing time,section
1111(b)(2)(L) ofthe ESEA allows each State,at its discretion,the
option to set a limit on the aggregate amount of time devoted to the
administration ofassessments during a school year."
This shift in attitude by the federal government cameis a response
to concerns over the number of hours schools use to specifically
"teach to the test" as they prepare studentsto take these exams.
Some states already use or plan to use the results of state tests
when they evaluate and give merit raises to the teachers
themselves.This use of high-stakes testingcan be contentiouswith
educators who believe they cannot controlthe many factors
influence a student's grade on an exam.
There is a national test, the National Assessment of Educational
Progress (NAEP),whichis the "largest nationallyrepresentative and
continuing assessment of what America's studentsknow and can
do in various subject areas."The NAEP tracks the progress of US
students annually and compares the results with international tests.
d. To determine recipients of awards and recognition
Tests can be used as a way to determine who will receive awards
and recognition.
For example, the PSAT/NMSQT is often given in the 10th grade to
students across the nation.When studentsbecome National Merit
Scholars due to their results on this test, they are offered

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scholarships.There are an anticipated 7,500 scholarship winners
who may receive $2500 scholarships,corporate-sponsored
scholarships,or college-sponsored scholarships.
e. For college credit
Advanced Placement exams provide students with the opportunity
to earn college credit after successfullycompletinga course and
passing the exam with high marks. While every university has its
own rules on what scores to accept, they may give credit for these
exams. In many cases, students are able to begin college with a
semester or even a year's worth of credits under their belts.
Many colleges offer a “dual enrollmentprogram” to high school
students who enroll incollege courses and receive credit when they
pass the exit test.
f. To judge student merit for an internship, program or college
Tests have traditionally been used as a way to judge a student
based on merit.The SAT and ACT are two common tests that form
part of a student's entrance applicationto colleges.Additionally,
students might be required to take additionalexams to get into
special programs or be placed properly in classes.For example, a
student who has taken a few years of high school Frenchmight be
required to pass an exam in order to be placed in the correct year of
French instruction.
Programs such as the International Baccalaureate (IB) "assess
student work as direct evidence of achievement" that studentsmay
use in college applications.
6. IMPORTANCE OF ASSESSING THE PROGRESSOF LEARNING

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Teachers monitor student progress for several purposes.Teachers
can use monitoringtools to evaluate how well an individual student
learns new concepts presentedin class and how well she retains
skills and concepts previouslylearned.Teachers can also evaluate
how well the current teachingprogram performs in reaching
students and what changes can be made in the way things are
taught to improve learning.
Curriculum-Based Monitoring
Curriculum-basedmonitoringuses standardized tests that include
material presented over the course of the entire year as a way to
effectively and accurately monitorstudent progressand teaching
methods. All of the concepts for the year appear on each test,
although the questions appear in different forms so students don’t
learn the test.
The teacher uses the tests on a regular basis to measure student
progress.If the grades rise during the course of the year, the teacher
knows the teaching methods are effective and the students are
learning.If the grades plateau or drop, the teacher knows the
teaching methods are not effective and he needs to present
materials and concepts in different ways so that studentslearn and
retain the material.
Frequent Evaluations
Frequent evaluations that chart student progress can positively
impact how students viewthemselvesas learners,according to
Paul Black and Dylan Wiliam,authorsof “Inside the Black Box.” This
is especially true with at-risk students.Frequent evaluation though
classroom response,written work, testing and student-teacher
interaction can pinpoint areas where a student needs additional
help or a different type of instruction to achieve successful learning.

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Successfullearningimprovesthe student’s self-esteem and
motivation to continue to participate in the educationalexperience.
Observationand Interaction
Individualinteraction between teacher and student provides the
teacher with opportunitiesto evaluate progress and retention.This
interaction can also provide the student with an opportunityto
evaluate her own progress and communicate any concerns or
needs to the teacher,a componentthat Black and William report is
critical to accurate progress evaluation.
A teacher and student joint review of the student’s writtenwork can
facilitate an accurate evaluation of progress,or lack thereof,and
provide the teacher with valuable suggestions for adapting
instruction to meet the student’s needs. The teacher can
supply the student with clear targets for progressand enable the
student to map a path to success.Positive feedback provides the
student with valuable motivationand encouragementthat can
change the student’s self-perception from a negative outlookto a
positive one.
7. CHARACTERISTICS OF UNIT TEST
a) Exams provide a controlled environment for independentwork
and so are often used to verify students’learning.
b) Students tend to open their books more often when an
evaluation is coming up.Exams can be great motivators.
c) Exams are a form of learning activity.They can enable students
to see the material from a different perspective.They also provide
feedback that students can then use to improve their
understanding.
d) Exams enable both studentsand instructorsto identify which
areas of the material students do not understand.This allows

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students to seek help, and instructors to address areas that may
need more attention,thus enabling student progression and
improvement.
e) You can use exams to evaluate your own teaching.Students’
performance on the exam will pinpoint areas where you should
spend more time or change your current approach.
f) Institutionsoften want information on how students are doing.
How many are passing and failing,and what is the average
achievement in class? Exams can provide this information.
g) Certain professionsdemand that students demonstrate the
acquisitionof certain skills or knowledge.An exam can provide
such proof– for example, the Uniform Final Examination (UFE)
serves this purpose in accounting.
8. TYPES OF UNIT TEST
There are mainly 2 types of unit tests.
a) Teacher made test
b) Standardisedtest
Teacher made (classroom) tests:in terms of criteria
I. Preparation and construction:the same person as instructor,
test writer,and evaluator
II. Administration:no uniform procedures
III. Content and objectivescoverage:those determinedby the
teacher in the classroom
IV. Scoring:subjective and usually biased and judgment
evaluative

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V. Purpose and use: measures particular objectives and is used
to make intraclasscomparisons
Standardisedtest : in terms of criteria
I. Preparation and construction:a team of experts
II. Administration:standard uniformprocedures
III. Content and objectivescoverage:determinedby ministry of
education,existing curriculaand syllabi
IV. Scoring:objective,usuallymachine-scored
V. Purpose and use: measures broad objectives and is used to
make interclass,school,and national comparisons
9. GUIDING TO THE TEACHER IN PLANNING &
CONSTRUCTION OF TEST
The overall exam should be consistent with learning outcomes for
the course.There are a number of ways to review and prioritize the
skills and concepts taughtin a course.A teacher could:
 Use the topics list provided in course outline
 Skim through lecture notes to find key conceptsand methods
 Review chapter headings and subheadingsin the assigned
readings
The teacher should make his test plan by taking into consideration
the followingfacts.

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 Knowledge or how it is used. The teacher can design your
test questions to assess students’knowledge or ability to apply
material taught in class.
 Process or product. The teacher can test students’reasoning
skills and evaluate the process by focusingthe marks and
other feedback on the process they follow to arrive at a
solution.Alternatively,you can evaluate the end product.
 The communicationof ideas. The teacher can evaluate
students’communicationskills their ability to express
themselves - whether this is by writing a cogent argument,or
creating an elegant mathematical proof.
 Convergentthinking or divergentthinking. The teacher can
test your students’ability to draw a single conclusionfrom
different inputs (convergent thinking).Or you may alternatively
want them to comeup with different possible answers
(divergentthinking).Do you expect different answers from
students,or do you expect all of them to provide the same
answer?
 Absolute or relative standards. Is student success defined by
learning a set amount of material or demonstrating certain
skills,or is student success measured by assessing the
amount of progressthe students make over the duration of the
course?
10. CONSTRUCTION OF UNIT TEST
A. PLANNING OF UNIT TEST
i. UNIT TEST IS DEVELOPED TO MOTIVATE LEARNER
 “Most likely,having multiple cumulative exams motivates low-
scoring studentsto engage in behaviors that promote better
performance and long-term retention.High-scoring students

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probably already have the motivation to engage in these types of
behaviors.”
 Research in cognitive science and psychology shows that testing,
done right,can be an effective way to learn. Taking tests can
produce better recall of facts and a deeper understanding than an
education devoid ofexams.
 Tests being developed to assess how well students have met the
Common Core State Standards show promise as evaluationsof
deep learning.
ii. UNIT TEST IS A SELF EVALUATING DEVICE
Students are confused about the result of the situation.Students
want to learn how and why an observationdid not happen the way
it would be. Students reflect the observationfor them inorder to
satisfy their curiosity.After they solve problems,they can articulate
their answers in multiple ways. The students decide howmuch they
want to learn about the concept and how they want to achieve the
goal. The teacher regulates the content that the studentsare
learning but the studentsdecide how they want to explore the
concept.
iii. IT IS USED FOR CORRECTING LEARNING MISTAKES
Unit tests are not only done for evaluation of teacher`s effective
teaching and students` learning difficulties,but also for correcting
learning mistakes.This would help the teacher as well as the
students to know about the weakness of the students in different
part of the unit.The learning mistakes lead students to the
betterment of their study.They should learn from their mistakes and
take the consequences positively.
iv. IT IS USED AS TEACHING DEVICE

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Exams provide teacher with the opportunity to obtain feedback on
student learning,teacher`s teaching methods,and the quality of the
exam itself.
 Write impressions on your exam and keepthem. During the
exam and the marking of the exam, keep track of which
questions seem to be well understood,and which questions
were frequently misunderstood.
 Collect numerical data. If you have machine-scorable exams,
you can get statistics on your questions,such as which questions
were missed most often or which distracters were most often
chosen.In other cases you can collect an overview of the marks.
 Get student feedback. You can leave space specificallyfor
feedback on exams, or you can obtain feedback in class after the
exam. Consider asking your students to complete an exam
wrapper – a short survey asking students about exam
preparationstrategiesthey used, what questions they found
difficult to answer, and what they might do differently to prepare
for the next exam (see our Teaching Tip on Teaching
Metacognitive Skills).
Reviewing examination results can help teachers identify concepts
and methods that students are having difficultywith – questions that
were missed – as well as concepts and methods that were well
understood – questionsgenerallysuccessfully answered.Or it may
highlightwell-constructed or poorly constructed exam question.
Consider using this informationto:
 Change how you teach the remainder of the term
 Check for improvement on specific topics or methods over a
term
 Redesign the course or the examination for future classes

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 Assess your teaching practice – what is working especiallywell
and what can be improved upon
B. PREPARATION OF BLUE PRINT
The questions were prepared for the unit test by the blueprint
given below.
topi
c
knowledge understanding analysing Creating evaluating total
mc
q
t/f Fill
In
blank
s
Mc
q
t/f Fill
In
blank
s
mc
q
t/f Fill
In
blank
s
mc
q
t/f Fill
In
blank
s
mc
q
t/f Fill
In
blanks
Set 1 1 1 3
Real
no
1 1 1 1 1 1 6
Line
&
angle
s
1 1 1 1 1 1 1 7
quad
rilater
al
1 1 1 1 4
total 4 5 4 4 3 20
The blueprint has been prepared by following the procedures
given below.
i. PREPARATION OF DESIGN
Our goal is valid,reliable,useful assessment Which requires:
a. Determiningwhat is to be measured
b. Defining it precisely
c. Minimizing measurement of irrelevancies

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Four Steps in Planning an Assessment
i. Deciding itspurpose
ii. Developing test specifications
iii. Selecting bestitem types
iv. Preparing items
ii. WEIGHTAGE TO OBJECTIVES
a) Knowledge
a. Knows correct definitions
b. Able to list major limitations of different types of items
b) Comprehension
a. Selects correct item type for learning outcome
b. Understandslimitations of true-false items
c. Distinguishes poor true-false items from good ones
c) Application
a. Applies construction guidelines to a new content area
b. Creates a table of specifications
d) Analysis
a. Identifies flaws in poor items
b. Lists general and specific learning outcomes
e) Synthesis
a. Lists general and specific content areas
b. Provides weights for areas in table of specifications
f) Evaluation
a. Judges quality of procedure/product
b. Justifies product
c. Improves a product
iii. WEIGHTAGE TO DIFFERENT AREAOF UNIT TEST
a) trends/controversies in assessment

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b) interdependence of teaching,learning,and assessment
c) purposes and forms of classroom assessment
d) planning a classroomassessment (item types,table of specs)
e) item types (advantages and limitations)
f) strategies for writing good items
g) compiling and administeringclassroom assessments
h) evaluating and improving classroom assessments
i) grading and reporting systems
j) uses of standardized tests
k) interpreting standardized test scores
iv. WEIGHTAGE TO DIFFERENT FORMS OF QUESTIONS
Objective type questions most directly measure learning
outcome.where not clear, selection-type (more objective) are
used.
a. multiple choice based (less guessing,fewer clues)
b. matching only if items homogeneous
c. true-false only if only two possibilities
classifications
A. objective--supply-type
a. short answer
b. completion
B. objective--selection-type
a. true-false
b. matching
c. multiple choice
C. essays
a. extended response
b. restrictedresponse

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D. performance-based
a. extended response
b. restrictedresponse
Strengthsand Limitations ofObjective vs. Essay/Performance
Objective Items
 Strengths
o Can have many items
o Highly structured
o Scoring quick, easy,accurate
 Limitations
o Cannot assess higher level skills (problemformulation,
organization,creativity)
Essay/Performance Tasks
 Strengths
o Can assess higher level skills
o More realistic
 Limitations
o Inefficient for measuring knowledge
o Few items (poorer sampling)
o Time consuming
o Scoring difficult,unreliable
In this project,I conducted the test using objectives-selection type
questions.
v. SCHEMES OF OPTIONS

20. 20
In multiple choice based items,there must be one option correct
from the 4 options given.But the other 3 options should not be
wrong.They should be the distractors which wouldconfuse the
students to guess the right answer.The student have to answer the
questions by comparing the optionswith eachother.In match the
column,there should be 2 columns.In first column there should be
certain quantityof relations.In the second column there shouldbe
given one or two optionsmore than the first column in order to
trouble the students.This will feature the students accuracy in the
learning.In the true false questions,we should avoid long and
complexsentences.Students are most likely to answer true .so we
have to give same number of true/false statements or slightly more
number of false statements than true statements.
vi. SECTION IN THE QUESTION PAPER
1. use table of specifications as guide
2. write more items than needed
3. write well in advance of testing date
4. task to be performed is clear, unambiguous, unbiased, and
calls forth the intended outcome
5. use appropriate reading level (don’t be testing for ancillary
skills)
6. write so that items provide no clues (minimize value of "test-
taking skills")
a. a/an
b. avoid specific determiners (always, never, etc.)
c. don’t use more detailed, longer,or textbook language for
correct answers
d. don’t have answers in an identifiable pattern
7. write so that item provides no clues to other items
8. seeming clues should lead away from the correct answer
9. experts would agree on the answer

21. 21
10. if item revised, recheck its relevance
C. CONSTRUCTION OF UNIT TEST
The construction ofunit test involves manysteps.First of all, I went
to the SRI AUROBINDAINSTITUTE OF HIGHER STUDIES AND
RESEARCH,MATRUNHAVAN,CUTTACK school to bring permission
to conduct the test. There, I got the permissionto conduct the test
of class IX studentson 20.2.18. Then I decided to do the test of 20
marks. I asked the teachers about the completionof course.I
collected book from the students and chose four units of science (2
of Algebra& two of Geometry).Then I prepared a blueprint and
started making questions.I gave priority to the volumeof the unit
while distributingmarks.I prepared more questions from larger
units and less questionsfrom smaller unit.Since I was allowed to
conduct only short-answer type test,so I chose three types of
questions that were mcq, t/f and fill in the blanks. According to the
blue print,I tried to prepare a standardisedquestion for all the
students.All the questions were written in odia with appropriate
instructionsince it is a odia-medium school.
D. ADMINISTRATION OF UNIT TEST
 POPULATIONAND SAMPLE
There are about 120 students studying in class IX in that school.
Class IX consists of 5 sections.Each section has a maximum
strength of 25 students.I was provided one section of class IX. On
the exam day, twentyone students were present.Among them,
twelve were boys and only nine were girls.The classroom has the
facilities of lights and fans. The students of that section were
informed before about the test and the units.The teachers of the

22. 22
school helped me in the data collection and provided me the the
necessary things.
 PROCEDUREOF DATA COLLECTION
On 20.2.18,I reached in the school by 11.30am as per the
permission.Then I went to the section provided and arranged the
students properlyto conduct the test well.twenty one students were
present on that day. The unit test consisted of 50 marks. First I gave
the science questions to all the students and gave a timeof 40
minutes to do the questions.After 40 minutes,I collected the answer
sheet from all the students.Then I distributed mathematics question
and collected it after 30 minutes.I took two periods to conduct the
unit tests and both the test were conducted by me on the same
day. After the test,I told them the answer of the questions.Then, I
checked their answer copies and gave the marks they secured.The
marks are given below.
E. DATA ANALYSIS AND INTERPRETATION
From the unit test,I got the marks of the students.Their marks are
given below.
Sl no marks
1 12
2 16
3 15
4 9
5 5

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The marks are shown below graphically.
from the above data,
the mean of the data = sum of the individual marks of students /
total no. of students
= 251 ÷ 21= 11.95= 12
0
2
4
6
8
10
12
14
16
18
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
LINE GRAPH OF STUDENTS PERFORMANCE
Column1 Column2 mark secured
6 13
7 12
8 14
9 14
10 12
11 8
Sl no marks
12 10
13 8
14 11
15 11
16 11
17 14
18 15
19 14
20 14
21 13

24. 24
Therefore mean of the data is 12
If we arrange the data is ascending order then the data will be in the
followingmanner.
5, 8, 8, 9, 10, 11, 11, 11, 12, 12, 12, 13, 13, 14, 14, 14, 14, 14,15,15, 16
The middle no.is the median. The middle position ofthe data is 11th
position.
Hence 12 is the median of the data.
In the above data, 14 is repeated 5 times which is more than the
other numbers.
Hence the mode of the data is 14.
MEAN = 12
MEDIAN = 12
MODE = 14
11. MAJOR FINDINGS
All the students have secured above 30% except one. The highest
mark in this test is 16 and the lowest score is 5 out of 20. The above
data shows that the students performance in mathematics unit test.
The graph shows that the students performance is quite good in
mathematics.All students except one has secured above 30% mark.
Only one student scored above 80% , 12 students scored between
60%-80%,7 students scored between 40%-60% and only one
student scored below 40%. From the result,it was found that the
girls have secured better marks than the boys. The above data

25. 25
shows that confidence level is very good at mathematics.The grade
of the studentsin this test is shown below.
12. CONCLUSION
Reviewing examination results can help teacher identify concepts
and methods that students are having difficultywith – questions that
were missed – as well as concepts and methods that were well
understood – questionsgenerallysuccessfully answered.Or it may
highlightwell-constructed or poorly constructed exam question.
Consider using this informationto:
 Change how a teacher teaches the remainder of the term
 Check for improvement on specific topics or methods over a
term
 Redesign the course or the examination for future classes
 Assess the teaching practice of teacher – what is working
especially well and what can be improved upon
Standardisedtestingis considered importantand these tests do
assess what is taught on the national level.They are used to
STUDENTS PERFORMANCE
A-GRADE (> 80%) B-GRADE(60%-80%) C-GRADE(40%-60%) D-GRADE (< 40%)

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measure objectives and how schools are meeting educational state
standards.
There are three primary reasons for Standardized tests:Comparing
among test takers, Improvementof ongoing instructionand
learning,and Evaluation of instruction.
Considering the information presented above,students undergoing
the testing have been told to not spend copious amountsof their
own timeto study and prepare for the tests,although students
believe they need to do well to ensure they don't let down their
school.
Standardizedtests put large amounts of pressure on students.
Some childrenwho are considered at the top of their class choke
when it comes to standardized tests such as the citywide.From this
project,I found an idea about conducting the unit test properly.The
test procedure consists ofmany steps. I got a brief idea to prepare
the blueprint.The studentsalso revised their lessons and it was
beneficial for them. From the test, I came to know more about the
summative assessment.
13. SUGGESTIONS
The exam was conducted successfully.But it could be better if the
students wouldbe better if the students were given enough timeto
prepare.Also the questions paper contained onlyobjective types of
questions.Somesubjective type or essay type questionscould be
given. Both the exams were conducted on the same day. They
could be conducted on different days.
14. REFERENCES
 Cangelosi,J. (1990) "Designing Tests for Evaluating Student
Achievement."NY: Addison-Wesley.

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 Gronlund,N. (1993) "Howto make achievement tests and
assessments,"5th edition,NY: Allyn and Bacon.
 Haladyna,T.M. & Downing,S.M. (1989) Validityof a Taxonomy of
Multiple-Choice Item-Writing Rules."Applied Measurementin
Education,"2(1),51-78.
 Monahan,T. (1998)The Rise of Standardized Educational Testing
in the U.S. – A Bibliographic Overview.
 Ravitch,Diane,"The Uses and Misuses of Tests", in The Schools
We Deserve (New York: Basic Books, 1985),pp. 172–181
 "Different Exam Types - Different Approaches".ExamTime. 2012-
02-21.Retrieved 2017-12-11.
 Freeman, D. J., Kuhs, T. M., Porter, A. C., Floden,R. E., Schmidt,W.
H., & Schwille,J. R. (1983).Do textbooks and tests define a
natural curriculum in elementary school
mathematics? Elementary School Journal, 83(5),501–513.
15. ANNEX

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