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ACHIEVEMENT TEST
REPORT
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SUBMITTED TO
Dr. Geeta Sahni
By
Tathagata Dutta
Roll : 232
B. ED. (2009-10)
CONTENTS
S. NO.
TOPIC
1.
ACKNOWLEDGEMENT
2.
3.
4.
5.
KINDS OF TESTING
6.
MY LEARNERS
7..
8.
9.
10.
11.
PAGE
NUMBERS
12.
13.
14.
15.
16.
17.
WHAT IS STATISTICS?
- HISTOGRAM, FREQUENCY CURVE
18.
MEDIAN
MODE
STANDARD DEVIATION
19..
OVERALL ANALYSIS
20.
BIBLIOGRAPHY
ACKNOWLEDGEMENT
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 associated with examination, stress and anxiety. The National
Curriculum Frameworks (2005) seek to provide guidelines for a good
evaluation and examination system that can become an integral part of the
learning process and benefit both the learners themselves and 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:-
FORMATIVE
EVALUATION
AND
SUMMATIVE
CONCLUSION
CONCEPTS IN LANGUAGE
TESTING
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
skills have a different set of consideration, ways of testing and 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
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 - Likes/dislikes,
agreement/disagreement,
preferences, opinions
DIRECTING
- Instruction, persuading, advising
DESCRIBING
- Actions, events, objects, people, process.
ELICITING
- Information, directions, classifications.
NARRATION
- Sequence of events
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 student should be informative about the theme and also
interact with other students. While evaluating the skills in managing
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,
reading about, responses to audio / video recordings, simulated
conversations.
TESTING READING
Reading used to be the principal aim of most foreign-language
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
foreign language, there is a new goal in reading - not a verbatim
translation but total comprehension without recourse to English.
The primary aim in teaching a foreign language was to enable
students to read foreign texts in the 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
vocabulary. The broader the particular language, structure and
vocabulary, the broader the students knowledge of structure and 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
evaluate student reading potential: Vocabulary items and structural
(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 students 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-
TESTING WRITING
Of the four language skills, writing may truly be considered the
most sophisticated. In listening and in reading, the student receives 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
speaking, the student is engaged in communicating his own ideas and
feelings, but with approximations and explanations. Communication
through the written word, on the other hand, possesses a certain degree of
finality and demands real proficiency from the winter 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 students progress toward the acquisition of this skill.
This can be achieved it is divided into three parts-
(a)
(b)
(c)
(d)
Proficiency tests
Achievement tests
Diagnostic tests
Placement tests
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
encountered, and thus in this respect, can be called a fair test. 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, objectives and needs will not typically coincide in this way.
Secondly, many achievement tests are not in fact based on course
objectives. These facts name implication both for the uses of the test
results and for the test writers. It was to know on what basis on
achievement test has been constructed, and be aware of the possibly
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 intended to measure the progress that students are making. 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 students progress.
Diagnostic tests are used to identify learners strengths and
weaknesses. They are intended primarily to ascertain what learning still
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 class was a pretty boisterous one and as a teacher I 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.
LINGUISTIC AREA
TOPIC
1.
Prose
The Adventure
2.
Poetry
3.
Reading
Note-making
4.
Writing
5.
Grammar
Reported speech
Idioms
Tenses
EXAM
ROLL
NO.
NAME
MARKS
%
OBTAINE OBTAINE
D
D
XIA1
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
28
47%
7.
XIA7
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%
--
CLAS
S
ROLL
NO.
EXAM
ROLL
NO.
NAME
MARKS
OBTAIN
ED
%
OBTAIN
ED
1.
XIA1
28
47 %
C+
2.
XIA2
ARVIND
37
62%
B+
3.
XIA3
BHARAT KUMAR
34
57%
4.
XIA4
CHITRANJAN KUMAR
39
65%
B++
5.
XIA5
DEEPAK SHARMA
43
72%
6.
XIA6
28
47%
C+
7.
XIA7
37
62%
B++
8.
XIA8
JASPAL SINGH
30
50%
C++
9.
XIA9
MAHENDER SHUKLA
29
48%
C+
10.
XIA10
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%
16.
XIA16
RAHUL
21
33%
17.
XIA17
RAHUL
25
42%
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%
27.
XIA27
VIRENDER SINGH
Ab.
28.
XIA28
YODENDER SINGH
32
29.
XIA29
ZUNAID AHMED
Ab.
-32%
--
GRADE
-F
--
RANGE OF PERCENTAGE
GRADE
OBTAINED
95-85
84-80
A++
79-75
A+
74-70
69-65
B++
64-60
B+
59-55
54-50
C++
49-45
C+
44-40
39-35
LESS THAN 35
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 will be useful in the 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 = (total no. of correct responses of High group + total no.
of correct responses of Low group) / (total no. of students x 100)
LEVEL OF DIFFICULTY
THE ITEM IS
ABOVE 90%
EASY
QUESTIONABLE
GOOD
QUESTIONABLE
BELOW 30%
DIFFICULT
LEVEL OF DISCRIMINATION
0 0.2
THE ITEM 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 different approaches to test construction. Some of the different
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
evidence accurately and without the method interfering with 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.
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) / ( X 18 X 7)
= (20.5 / 63)
= 0.3
POOR
DETAILED ANALYSIS:
Around 55% of the students have answered this item correctly, which
makes the item good in the difficulty index and with regards to 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
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
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) / ( X 18 X 1.5)
= 0.07
VERY POOR
DETAILED ANALYSIS:
Only 49% 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 0.07
ANALYSIS:
The item is QUESTIONABLE.
--------------------------------2. b. Do you think that they were fitting titles?
HIGH GROUP
Marks
Tally
Frequency
2
0
1
IIIII III 8
0
I
0
TOTAL
ITEM DIFFICULTY
(2MARKS)
LOW GROUP
Marks
Tally
2
0
1
IIIII II
0
II
Frequency
0
7
0
7
HIGH GROUP
Marks
Tally
Frequency
2.5
I
2.5
2
II
4
1
III
3
`
1
0
II
0
TOTAL
10
(3 marks)
LOW GROUP
Marks
Tally
2.5
0
2
I
1
IIII
`
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) / ( X 18 X 3)
= 0.1
VERY POOR
DETAILED ANALYSIS:
Only 29% 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.
--------------------------------4. b. Give two examples of irony.
HIGH GROUP
Marks
Tally
Frequency
2
0
0
1
IIIII II
7
0
II
0
TOTAL
(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) / ( X 18 X 2)
= 0.05
VERY POOR
DETAILED ANALYSIS:
Only 42% 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.
-----------------------------2. 4. b. In what context is it being used here? (1 mark)
HIGH GROUP
Marks
Tally
Frequency
1
IIIII I
6
0
0
0
TOTAL
ITEM DIFFICULTY
LOW GROUP
Marks
Tally
1
IIIII I
0
0
0
Frequency
6
0
0
6
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) / ( 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.
--------------------------
(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
ITEM DIFFICULTY
= {(8 + 8) / (18 X 1)} X 100
= 88%
QUESTIONABLE
ITEM DISCRMINATION
= (8 8) / ( X 18 X 1)
= 0.0
VERY POOR
DETAILED ANALYSIS:
Over 88% 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
ANALYSIS:
The item is QUESTIONABLE.
-----------------------
HIGH GROUP
Marks
Tally
Frequency
2
I
2
1.5
I
1.5
1
III
3
II
1
0
II
0
TOTAL
ITEM DIFFICULTY
7.5
LOW GROUP
Marks
Tally
2
I
1.5
0
1
IIIII
0
0
III
Frequency
2
0
5
0
0
7
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) / ( 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.
------------------------------
ITEM
PAR LEVEL OF
T
DIFIICULTY
%
ANALYSIS
LEVEL OF
DISCRIMINATION
VALUE
ANALYSIS
FINAL
ANALYSIS
1.
55%
GOOD
0.3
POOR
ACCEPTABLE
1.
42%
QUESTIONAB
LE
0.3
POOR
QUESTIONABL
E
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
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
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
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
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
83%
0.3
POOR
83%
-0.1
VERY POOR
2.3
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%
LE
GOOD
QUESTIONAB
LE
DIFFICULT
0.4
0.05
AVERAGE
VERY POOR
0.1
VERY POOR
42
23
16
03
E
ACCEPTABLE
QUESTIONABL
E
UNACCEPTAB
LE
WHAT IS STATISTICS?
Statistics is the body of mathematical techniques or processes for
gathering, organizing, analyzing, and interpreting numerical data. Because
most research yields quantitative data, statistics is a basic tool of
measurement, evaluation and research.
HISTOGRAM
Histogram is one of the most frequently used graphs to
convey statistical data. In this graph, the frequencies 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.
Y(students)
20-25
25-30
30-35
35-40
40-45
Total
26
Histogram
9
s
n
e
d
tu
.fS
o
N
0
20-25
25-30
30-35
35-40
Marks
FREQUENCY
POLYGON
40-45
Y(students)
Mid
Point
20-25
22.5
25-30
27.5
30-35
32.5
35-40
37.5
40-45
42.5
Total
26
FrequencyPolygon
9
8
7
6
5
n
e
d
tu
fs
o
N
Frequency Polygon
4
3
2
1
0
20-25
25-30
30-35
35-40
Ma
rks
40-45
MEASURES OF CENTRAL
TENDENCY
ARITHMETIC MEAN
CLASS
INTERVAL
(marks
secured)
FREQUENCY
(f)
(no.of students)
MID-VALUE
(x)
fx
20 25
22.5
22.5
25 30
27.5
220
03 35
32.5
260
35 40
37.5
187.5
40 45
42.5
170
f = 26
MEAN ( x )
fx = 860
= fx / f
= 860 / 26
= 33.07
MEDIAN
CLASS
MIDINTERVAL VALUE
TALLY
FREQUENCY CUMULATIVE
(f)
FREQUENCY
(x)
20 25
22.5
25 30
27.5
IIIII III
30 35
32.5
IIIII III
17
35 40
37.5
IIIII
(MEDIAN
CLASS)
22
40 45
42.5
IIII
26
MEDIAN CLASS = 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
22.5
22.5
-10.57 111.72
111.72
25 30
27.5
220
-5.57
31.02
248.16
30 35
32.5
260
-0.57
0.32
2.56
35 40
37.5
187.5
4.43
19.62
98.2
40 45
42.5
170
9.43
88.92
355.68
MEAN = 33.07
STANDARD DEVIATION ()
=
fX2 / f
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
quite baffling that they do not make use of that same ability in 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 have the ability to answer questions which was based on their
understanding.
BIBLIOGRAPHY
1.
2.
3.
GARRETT HENRY E.
1999 STATISTICS IN
PSYCHOLOGY AND EDUCATION DELHI PARAGON
INTERNATIONAL
4.
5.
6.
WOOLFOLK ANITA
2005 EDUCATIONAL
PSYCHOLOGY DELHI PEARSON EDUCATION