Achievement test

Achievement test is tool for teachers for evaluation of students in school situation. With the help of achievement test we can measure the amount of success of an individual in specific field. In school environment it is used as an instrument to measure success of an individual in particular subject or group of subjects. It gives the knowledge about what an individual acquire by testing his abilities.

Definitions

Achievement test is the tool which helps in measures the capacities and capabilities of an individual. It is also helpful in upgrading the standard of education in an energetic way so that the individual can see with their own eyes that what they achieve by their past learning.

Some of the definitions of achievement test are given below.

According to Waters, “Achievement test act as useful aids in diagnosing the student’s specific learning needs for identifying his relative strengths and weaknesses”.

According to Super, “An achievement test or proficiency test is used to ascertain what and how much has been learnt or how well a task can performed”.

According to Free Man, “Achievement test is a test designed to measure knowledge, understanding and skills in a specified subject or a group of subjects”.

According to N.M. Downie, “Any test that measures the attainments or accomplishments of an individual after period of training or learning is called achievement test. It helps to permute the student to next class.”

Construction and standardization of an achievement test

Construction: For constructing achievement test in any school subject. Following two question are gives a way to construct the achievement test.

a.     What to measure?

b.     How to measure?

a.     What to measure involves certain objectives in view that enables to bring accepted changes in the students behavior when we teach.

b.     How to measure involves how to construct an instrument that measures the abilities of students.

Standardization: Standardization is the process of high qualities and deep understanding of subject matter. Standardization test specifies the directions for administrating and scoring the test on different groups of individuals like whom that the test is designed. Standard content develops the procedure for identical test on individuals in different places and at different times.

General principles or steps for construction of achievement test

Following are the steps for constructing an achievement test.

1.     Planning the test

a.     Designing the test

b.     Preparation of blue print

2.     Preparing Preliminary draft

a.     Item writing

b.     Item editing

c.      Pre try out

3.     The try out

4.     Item analysis

5.     Preparing the final draft

6.     Establishment of

a.     Reliability

b.     Validity

c.      Norms

Description of all above steps is described below briefly.

1.     Planning the test: Planning of achievement test will be carried out with the help of two steps.

a.     Designing of test

Designing is most important step in the building test. Designer should be careful about planning and making test successful. He should keep this in mind that how and what types of questions are used. He has to decide weightage for different objectives and units in the course. Following points helps designer to design test in systematic way.

i.                    Identification of objectives

ii.                  Measurement of content

iii.                Allotment of time

iv.                Allotment of marks

v.                  Include multiple choice question

vi.                Emphasis on each subject and area of question

b.     Preparation of blueprint

After designing preparation of blueprint is the last stage of the planning of test. Here test constructor put various type of question in blueprint and allots them marks depending on the time. The tester writes down his decisions in the form of a blueprint.

Following figure is the example of blueprint.

With the completion of blueprint the remaining decisions of the design will become the basis for writing the items.

2.     Preliminary draft

Preliminary draft is prepared by following three stages.

a.    Item writing: It is important step in preliminary draft and here blue print is used as a guide writing this draft. Test conductor should have following points in mind when he writes items for preliminary draft.

i.                    Each item contains single idea.

ii.                  Questions should be clear.

iii.                Simple and easy to understand.

iv.               Double barreled question should be avoided.

v.                 Arrangement of items should be from simple to complex.

vi.               Subjective question should also be avoided.

b.     Item editing:  Then the item should be edited and reviewed by language teacher and also by experts of measurement. Language teacher will check the errors in language and defect in words. By removing defects it is submitting to experts. Experts of measurement measure the level of achievement of items.

c.      Pre try out: The draft is modified and remove the shortcomings of preliminary draft. In this stage constructer is confident for the usability of test.

3.     The try out

To ensure the proper operating of test items and to remove shortcoming, it is essential to have try out of items. This helps in predict how students will work in actual practices.

At the try out stage, the test should be so timed that nearly 90% of the sample should be able to attempt all the items of the test. The test sheets alongwith answer sheets are collected and answer sheets are used for scoring with the help of scoring keys. Keep following points in mind while testing in sample.

i.                    Proper sitting arrangements.

ii.                  Time of administrating the test.

iii.                Total time required for test.

iv.                Proper motivation with the pupil.

4.     Item analysis

In this stage test constructer examining the responses of respondents in the sample to each test item. It can also be define as it is a statistical procedure by which the appropriate items are selected for the final draft and poor items are rejected. Item analysis is an analysis of responses made to ‘teacher made tests’ by the pupil in the class.

5.     Final draft

In the final draft questions should be arranged in such way that easy, average and difficult and again starts from easy and so on. By doing this student at least go through whole test because he know that some of remaining questions are easy. When the test is arranged properly with the help of principles, a clear identity of test is appeared.

6.     Establishment of Reliability, Validity and Norms

With the selection of good items final draft has been prepared and the final step is the establishment of reliability, validity and norms. These test items administered to a larger sample.

a.     Reliability:  The reliability of a test measures whatever it measure. There are many methods for computing the reliability of a test and the most appropriate method for computing reliability of achievement test is Split-half method.

b.     Validity: It is very important aspect of test and it can be determined as the degree which is capable of measuring achievements and it is design to do so. Valid test is highly reliable. Validity is measured by four methods.

i.                    Face validity

ii.                  Content validity

iii.                Concurrent validity

iv.                Predictive validity  

c.      Norms: It is average score of sample population. These are the level obtained by a particular group of persons on a test. There are many types of norms like age norms, grade norms, percentile norms and standard scores.

GIFTED STUDENTS: RECOMMENDATIONS

It is estimated that students who are gifted and highly talented encompass 5 to 15% of the school age population. These advances students can have increased capabilities in academics, creativity, music, dance, art, and/or leadership. The following are recommended:

1. Compact the curriculum and provide enrichment activities. Provide environments that are stimulating, and address cognitive, physical, emotional, and social needs of gifted children in the curriculum. Let the students move quickly through the required curriculum content and onto more advanced material. Allow for academic rigor.

 2. Implement a multi-level and multi-dimensional curriculum. Differentiate the curriculum in order to address differences in the rate, depth, and pace of learning. This will enable all students in the class to learn about a specific area by creating projects at their own ability level. For example, if students are learning about the state of Delaware, students of different ability levels can be assigned to different types of tasks. At the conclusion of the class, all of the students can present what they have learned to the entire group.

3. Be flexible with the curriculum. Take advantage of real-life experiences that can be translated into problem-solving academics for all students. For example, an impending snowstorm can be used to instruct students. Students of different ability levels can be given different tasks, such as figuring out what snow is made of, predicting the amount of snowfall, or determining how many snow plows will be needed if 8 inches fall.

 4. Make the curriculum student-centered. Engage gifted students in the curriculum decision-making process, giving them an opportunity to learn how to take responsibility for their own learning. Draw the curriculum from the students’ interests and educational needs.

5. Allow students to pursue independent projects based on their own individual interests. Independent projects can be assigned on the basis of ability level. Encourage creativity and original thinking among gifted students. Allow them to explore ways of connecting unrelated issues in creative ways.

6. Allow gifted children to assume ownership of their own learning through curriculum acceleration. Instruct them to work ahead to problems of skills that they do not know. To help children learn the value of attaining knowledge in their lives, encourage learning for its own sake, rather than emphasizing the end results or accomplishments. Teach research skills for accessing information; higher level thinking skills for processing it; creative thinking and problem-solving skills for flexibility in approach and generation of information; and communication skills for sharing it. Practical Recommendations and Interventions: Gifted Students

 7. Try to maximize your students’ potential by expecting them to do their best. Encourage them to advance as quickly as they can. Assist in developing projects that allow them to achieve success one step at a time.

8. Teach interactively. Have students work together, teach one another, and actively participate in their own and their classmates’ education. Note: This does not advocate gifted children being peer tutors in the classroom; the gifted student should be challenged as well. Emphasis should be on working together in the classroom. Cluster gifted children together as a table within the regular classroom and utilize advanced materials, as well as other suggested resources and modification, to meet their exceptional needs.

9. Explore many points of view about contemporary topics and allow opportunity to analyze and evaluate material. Allow open forums and debates in the classroom about controversial issues. As a teacher of gifted children, take an active stance. Be an advocate for gifted students. Utilize specialized training to ensure the ability to meet the needs of gifted students. Share personal interests with all students, to enrich and expand their world.

10. Consider team teaching, collaboration, and consultation with other teachers. Use the knowledge, skills, and support of other educators or professionals in the schools.

11. Provide opportunities for gifted children to interact with other gifted children across grade levels and schools through competitions or collaborative projects.

12. Encourage gifted students to participate in extracurricular activities that involve academic skills. Examples include math and debate teams. Because gifted children are often natural leaders, it is important to invite them to use their talents and abilities in beneficial, rather than disruptive, manners. For example, encourage the gifted student to run for office in student council, or another extracurricular activity in which he/she is involved.

13. Involve students in academic contests. Gifted students tend to be competitive by nature. Therefore, participating in regional and national competitions such as spelling bees, science fairs, and essay competitions will be fun challenges.

14. Allow gifted children to create and publish a class newspaper to distribute. This consists of assisting students in understanding their special capabilities and the training necessary for them to reach their full potential.

15. Set individual goals. Help guide students in creating their own goals and set goals that are specific, measurable, aggressive, realistic, and within a reasonable time frame. Be sure not to place expectations that are too high or too low.

16. Consider parental input about the education of their gifted children. Practical Recommendations and Interventions: Gifted Students

17. Always remember that gifted children are similar in many ways to the average child in the classroom. Do note place unrealistic expectations and pressures on gifted children.

18. Address the counseling needs of each student to support emotional growth, as needed. Some gifted students have issues regarding anger, boredom, bullying, delinquency, isolation, depression, peer relations, perfectionism, dropping out of school, stress, frustration, and underachievement. About 20-25% of gifted students have emotional difficulties.

19. Remember that gifted children may not excel in all areas. They may be ahead of other students in some areas and behind in some areas. Become aware of the strengths and weaknesses of the children in your class.

20. Do note assign extra work to gifted children who finish assignments early. This is unfair and frustrating to them. Simply offering more of the same only restricts further learning. Instead, allow those children to work on independent projects or other unfinished work when they finish an assignment early.

21. If a child attends resource rooms, communicate with the specialist for suggestions on how to enrich daily classwork. Avoid penalizing the child for special class attendance. Have another child in the regular classroom take notes and assignments for him/her.

22. Provide plenty of opportunities for gifted children and average children to engage in social activities. Some gifted children may need help in developing social skills.

23. Try to find the joy and uniqueness in each child. Children may exhibit their gifts on non-typical levels, rather than in general intellectual aptitude of specific academic abilities. Keep in mind that every child will have different needs

24. Organize resources in order to free yourself to work with individual children and give the children greater control of the learning situation. Supplementary books and learning tools, community resources, and the use of community members with specific skills as mentors can be helpful.

 25. Establish and maintain a warm, accepting classroom. Teach your classroom community to embrace diversity and honor differences. Provide an environment in which the child can demonstrate his or her potential or aptitude to learn and perform. Teachers should strive to establish a noncompetitive, individualized, and open classroom, which allows all students to advance at their own rate of learning. 26. Remember that implementing some of these strategies will benefit all of the children in the classroom, not just the gifted ones. Practical Recommendations and Interventions: Gifted Students

Needs,Importance and Steps of  Unit Plan

When developing a course for the semester the process of unit planning is important. The steps below will help guide that process. Without unit plans, instructors tend to focus on class activities that may not address language standards. Unit planning focuses the learning on the language standards that are integrated thematically. Lesson plans aligned with the unit are connected and spiral instruction, so that learners have multiple opportunities to develop and apply what they have learned. Without unit plans, students and instructors can become frustrated because they may see the intended progress. The objectives and outcomes in a unit plan help the instructor articulate to the students what they will know and be able to do in a specific period of time.

 

STEPS FOR PLANNING THE UNIT

 

STEP 1: Conduct a needs assessment or interest survey of your students by identifying the learners’ language needs for successful participation as a member of a family, workplace, and community. This needs assessment will determine why the learner needs to learn English, pinpointing the immediate reason for learning English.

 

STEP 2: Using at least one of the state and federally approved assessments: CASAS, BEST, or BEST Plus, complete a class profile. Compare the assessment results to the learners’ needs assessment or interests in learning English.

 

STEP 3: Determine the unit topic from your results of step 1 and 2. Compare your topic for the unit to the CASAS competencies or the Performance-Based Outcomes with local curriculum. Review other sections of the content standards document to gather more skills to include in the unit plan that would be appropriate for the learners.

 

STEP 4: Select the purpose or goal of the unit. The goals, written as an overview or rationale, explain what the unit is about and what the learners will know and be able to do.

 

In planning the goal, consider these points:

•        Compare your topic for the unit to the CASAS competencies or the MELT.

•        Decide what the students should learn and be able to do both in class as practice and how they will use the skills when leaving the classroom.

•        Summarize what you intend the learners to know about the topic and be able to do in a few sentences or a short paragraph.

•        Check that your goals are consistent with those of the course and are level appropriate.

 

STEP 5: Write appropriate objectives for the unit using behavioral terms to describe what the learners will do, consistent with the unit goal. It is helpful to review the Content Standards by Skill Section and to identify cultural, workplace, technology, and/or metacognitive skills when planning objectives.

 

STEP 6: Brainstorm learning activities that are appropriate for the proficiency level of the learners that reflect the goals and objectives. Think about materials, including texts, audio and video; manipulatives, authentic materials, field trips, guest speakers, and equipment needed for the activities.

STEP 7: Plan how you will evaluate the learners’ progress towards meeting the goal and objectives at the completion of the unit. Evaluation may include demonstrations, projects, portfolio assignments, or unit tests.

 

Curriculum will always reflect the context of the local area and program schedule, sites, materials, and equipment. It is a broad outline that integrates components and prioritizes the tasks and skills learners will demonstrate. It must be flexible. It should outline the desired outcomes and lead toward that end.

 

The purpose of unit planning is to connect the competencies, language standards, and skills together so that it creates a unified picture for the students. Instructors are able to group language standards across skills to integrate with the competencies at the students’ level. The competencies are the subject matter/topic or theme for the unit and are the same competencies used in the CASAS assessments. In the end, unit planning saves the instructor time and energy when planning lessons. Unit plans can be saved, reviewed, and revised each year because they are broad and generalized. A sample unit plan on the next page provides an example of a unit plan.

 

 Myers and Myers (1995, p. 462) list six components that each unit plan should contain.

1. Set Goals and Objectives for StudentsUsing content standards, teachers can begin to create a unit plan by identifying what they want students to accomplish. This plan should include identifying goals in the form of what students should know or be able to accomplish upon completion of the unit. An example of a science goal might be that students will be able to identify and state the purpose of all the major organelles of a cell.
2. Choose ContentWorking within a unit, teachers must identify all of the content that needs to be taught. For example, a unit on decimals might include adding, subtracting, multiplying, and dividing numbers that contain decimals.
3. Choose Instruction MethodsHere the teacher will address the teaching methods that he or she will be use. This is an opportune moment to consider the special needs of students in the classroom. Will instruction include direct instruction, cooperative learning experiences, or the re-teaching of content to a peer? Some students with writing difficulties might require the additional assistance of peer help or partially completed notes. By planning ahead, teachers can include strategies to help ensure the success of all students.
4. Connect Learning Activities to ExperiencesStudents need to learn the required content by the end of the unit. Learning activities should be designed to utilize the strengths of the students. Determine in what circumstances concrete models and examples could be included to help facilitate understanding.
5. Choose and List ResourcesBe sure to list all of the materials necessary to complete the unit. By planning ahead, teachers will help themselves avoid a last-minute rush to find the materials they’ll need to complete specific activities.
6. Choose Assessment MethodsUse assessments that determine whether students have met unit objectives. Select a variety of assessments, such as multiple-choice tests, individual or group projects, or research papers. Questions that should be considered when deciding how students will be evaluated include:

• Do the assessments measure memorization of content or do they require students to apply what has been learned?
• Does the evaluation device actually measure what has been taught?
• What levels of learning are addressed?

Mcq:3 Unit and 4 Unit 

1.A translation is applied to an object by

a) Repositioning it along with straight line path    b) Repositioning it along with circular path

c) Both a and b       d) None of the above

answer :a

2.We translate a two-dimensional point by adding                                                                                     a) Translation difference  b) Translation distances         c) Translation points  d) All of the mentioned

answer :b

3.The translation distances (dx, dy) is called as

a) Translation vector      b) Shift vector       c) Both a and b             d) Neither a nor b

answer :c

4.The basic geometric transformations are

a) Translation    b) Rotation   c) Scaling       d) All of the mentioned

answer :d

5.A three dimensional graphics has                                                                                                            a)  Three axes    b) Two axes  c)  Both a & b  d) None of these

answer :A

6.Two consecutive scaling transformation t1 and t2 are

 a) Additive         b) Multiplicative        c) Subtractive         d) None of these

answer :b

7.What are the types of polygon                                                                                                                a) Convex polygon    b) Concave polygon    c) Both a & b        d) None of these

answer :c

8.___________is a simple object space algorithm that removes about half of the total polygon in an image as about half of the faces of objects are back faces                                                                                                                                a) Wire frame model    b) Constructive solid geometry methods    c) Isometric projection                                                    d) Back face removal   

answer :d

9.A three dimensional graphics has

a) Three axes    b) Two axes     c) Both a & b  d) None of these

answer :A

10.The object refers to the 3D representation through linear, circular or some other         representation are called                 

 a) Quadric surface   b) Sweep representation     c) Torus    d) None of these

answer :b

11. A translation is applied to an object by
a) Repositioning it along with straight line path
b) Repositioning it along with circular path
c) Only b
d) All of the mentioned
answer :A

12. We translate a two-dimensional point by adding
a) Translation distances
b) Translation difference
c) X and Y
d) Only a
View Answer

Answer: d
Explanation: We can translate 2D point by adding translation distances dx and dy.

13. The translation distances (dx, dy) is called as
a) Translation vector
b) Shift vector
c) Both a and b
d) Neither a nor b
View Answer

Answer: c
Explanation: The translation distances (dx, dy) from its original position is called as translation vector or shift vector.

14. In 2D-translation, a point (x, y) can move to the new position (x’, y’) by using the equation
a) x’=x+dx and y’=y+dx
b) x’=x+dx and y’=y+dy
c) X’=x+dy and Y’=y+dx
d) X’=x-dx and y’=y-dy
View Answer

Answer: b
Explanation: By adding translation distance dx and dy to its originsl position (x, y) we can obtain a new position (x’, y’).

15.The two-dimensional translation equation in the matrix form is
a) P’=P+T
b) P’=P-T
c) P’=P*T
d) P’=p
View Answer

Answer: a
Explanation: The 2D translation equation is P’=P+T.

16. _________ is a rigid body transformation that moves objects without deformation.
a) Rotation
b) Scaling
c) Translation
d) All of the mentioned
View Answer

Answer: c
Explanation: Translation a rigid body transformation that moves objects without deformation.

17. A straight line segment is translated by applying the transformation equation
a) P’=P+T
b) Dx and Dy
c) P’=P+P
d) Only c
View Answer

Answer: a
Explanation: A straight line segment is translated by applying the transformation equation P’=P+T to each of line endpoints.

18. Polygons are translated by adding __________ to the coordinate position of each vertex and the current attribute setting.
a) Straight line path
b) Translation vector
c) Differences
d) Only b
View Answer

Answer: d
Explanation: None.

19.In a convex polygon, each of the interior angles is less than ____degrees.

a). 90     b). 180     c). 360    d). 45

20.Transpose of a column matrix is________________

a). Zero matrix   b). Identity matrix    c). Row matrix   d). Diagonal matrix

21.The most basic transformation that are applied in three-dimensional planes are

a).Translation     b).Scaling    c).Rotation   d).All of these 

22._________are the three dimensional analogs of quad trees

a).Quadric   b). Octrees   c).Geometry  d). None of these

23.Sutherland-Hodgeman clipping is an example of_________________ algorithm.

a) .Line clipping   b) .Polygon clipping  c) .Text clipping   d) .Curve clipping

24.How many edges of the clipping are/is present in 2D?

a) .1    b) .2     c) .3    d) .4

25._________as the most commonly used boundary presentation for a 3-D graphics object.

a).Data polygon      b).Surface polygon    c).System polygon    d).None of these

26.Three dimensional graphics has

a).Two axes   b).Three axes      c).Both a & b     d).None of these

27) In two dimensional viewing we have?

 A. 3D window and 2D viewport B. 3D window and 3D viewport C. 2D window and 2D viewport D. both A and B

 Answer: A

28) The first viewing parameter we must consider is the? A. Viewing window B. Shi  vector C. View reference point D. View reference plane

Answer: C

29) The line segment from the view plane to the view reference point is called?  

A. View distance B. Projecࢢon distance C. View path D. both A and B

Answer: A

30) In perspective projection, the lines of projection are not parallel. Instead, they all coverage at a single point called?

A. Center point B. Projecࢢon reference point C. Center of projecࢢon or projecࢢon reference point D. interacࢢon point

Answer: C

 31) When the projection is obtained by projecting points along parallel lines that are not perpendicular to the projection plane is called?

A. isometric projecࢢon B. perspecࢢve projecࢢon C. oblique projecࢢon D. cavalier projecࢢon

 Answer: C

32) The transformation that produces a mirror image of an object relative to an axis is called? A. rotaࢢon B. translaࢢon C. reflecࢢon D. both A and B Answer: C Marks 1 Unit 4

33) A transformation that slants the shape of objects is called the?

A. Shear transformaࢢon B. translaࢢon C. reflecࢢon D. both A and B

 Answer: A

34) Sometimes it may require undoing the applied transformation, in such a case which of the following transformation will be used? A. Shear transformaࢢon B. translaࢢon C. reflecࢢon D. inverse transformaࢢon

Answer: D

35) After completion of scanning of one line, the electron beam files back to the start of next line, this process is known as? A. Horizontal retrace B. Verࢢcal retrace C. interleaving D. both A and B

Answer: A

36) If the boundary is specified in a single color, and if the algorithm proceeds pixel by pixel until the boundary color is encountered is called A. Scan-line fill algorithm B. Boundary-fill algorithm C. Flood-fill algorithm D. Parallel curve algorithm

 Answer: B

Explanation: This algorithm proceeds outward pixel by pixel until the boundary color is encountered.

 37) If we want to recolor an area that is not defined within a single color boundary is known as A. Boundary-fill algorithm B. Parallel curve algorithm C. Flood-fill algorithm D. Only b

 Answer: C

Explanation: We can paint such areas by replacing a specified interior color.

 38) A three dimensional graphics has A. Two axes B. Three axes C. Both a & b D. None of these

Answer: B  

39) _________as the most commonly used boundary presentation for a 3-D graphics object A. Data polygon B. Surface polygon C. System polygon D. None of these

Answer: B

40) A three dimensional object can also be represented using_______ A. Method B. Equation C. Point D. None of these

Answer: B

41) the most basic transformation that are applied in three-dimensional planes are A. Translation B. Scaling C. Rotation D. All of these

Answer: D  

42) The transformation in which an object can be shifted to any coordinate position in three dimensional plane are called A. Translation B. Scaling C. Rotation D. All of these

 Answer: A

43) The transformation in which an object can be rotated about origin as well as any arbitrary pivot point are called A. Translation B. Scaling C. Rotation D. All of these

Answer: C

44) The transformation in which the size of an object can be modified in x-direction, y-direction and z- direction A. Translation B. Scaling C. Rotation D. All of these

Answer: B

45) Apart from the basic transformation, ________are also used A. Shearing B. Reflection C. Both a & b D. None of these.

Answer: C

 46) In which transformation, the shape of an object can be modified in any of direction depending upon the value assigned to them A. Reflection B. Shearing C. Scaling D. None of these

Answer: B

47) In which transformation, the mirror image of an object can be seen with respect to x-axis, y-axis, z-axis as well as with respect to an arbitrary line A. Reflection B. Shearing C. Translation D. None of these Answer: A

48) How many types of projections are available? A. 1 B. 2 C. 3 D. 4 Answer: B Marks 1 Unit 4

49) The types of projection are A. Parallel projection and perspective projection B. Perpendicular and perspective projection C. Parallel projection and Perpendicular projection D. None of these

Answer: A

50) How many types of parallel projection are available? A. 1 B. 2 C. 3 D. 4

 Answer: B

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