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QUALITIES OF GOOD TEST

 QUALITIES OF  GOOD TEST

 

 Classroom testing is a procedure to measure the performance or achievements of students. 

Achievements can be tested by various tools. What ever be the tool or technique employed, it should be suited for effective measurement. Only then will evaluation be effective.

Therefore every teacher should know the qualities of a good test, how to construct one satisfying these qualities, how to administer and score it and how to make value judgement on the basis of the measures obtained. 

 

 

The important qualities of a good test are;

 

·     objectivity

·     objective basedness

·     comprehensiveness

·     validity

·     reilability

·     practicability

·     discriminating power

·     Utility 

 

 

1.  OBJECTIVITY

 

By objectivity of a question, what is meant is the definiteness in the answer expected. by which subjectivity in measurement as well as evaluation is reduced to the minimum. If the answer expected for a question is not definite, students will interpret it in different ways and then give basically different answers. Again, if more than one examiner is involved, they will give their own subjective interpretations to the answers expected and score these with different criteria in mind.

 

·     A test should be away from any personal or subjective judgment. It should be based only on the evaluation of human development.

 

2.  OBJECTIVE BASEDNESS

 

An achievement test meant for evaluation should measure attainment in terms of the criteria determined by instructional objectives. This is possible  only if the evaluator is definite about the objectives, envisaged with respect to each curriculum material transacted.

In other words, before setting items for a test intended for measuring the attainment of learners in a particular unit of study, the evaluator should think of the obiectives and the resulting specifications with which the unit was taught and prepare sufficient number of items suitable to measure the degree of attainment in each of these specifications.

 

 

· each question should represent an objective (or objectives) based upon which the responses can be scored and then evaluated.

·      It should be based on the instructional objectives  such as remembering, understanding, applying, analysing, evaluating, creating etc

 

3.  COMPREHENSIVENESS

 

A test should cover all the points expected to be learnt by pupils. It should cover all the pre-determined objectives. This is referred by the term comprehensiveness. Of these, coverage of objectives is taken care of by the first quality already discussed, that is, objective-basedness. Hence only coverage of content will be discussed in detail under this quality.

 

All the major aspects of the content area must be adequately covered by the test item and they must be in the correct proportion.

 

If more questions are asked from a particular portion only, it will make students consider examinations to be something like a lottery, which in turn develops a strong anxiety about tests and examinations.

 

Coverage of content is a very important criterion to be attended to. Lack of coverage leads to certain consequences that might tamper even the attitude of learners towards tests and examinations.

 

4.  VALIDITY

 

Validity is the quality of the test to measure what it is supposed to measure. A test is said to be is supposed to measure what it intend to measure.

 

 Lindquist defines validity as follows: The validity of a test may be defined as the accuracy with which It measures what it is intended to measure or as the degree in which it approaches infalliability in measuring the what it purports to measure. 

 

Type of different validity

 

Content validity

 

This is the validity of a test, determined against the course content.

Thus, the facts, concepts, principles, etc. involved in a given topic form the subject matter, while the changes in the learner as evidenced by his understandings, skills, interests, attitudes, etc. form the other dimension.

Content validity demands that the requirements of the above course content in terms of the subject matter as well as the objectives should be tested completely and without going beyond the scope.

 

Since the above analysis is made on the basis of a rational judgement of the agreement between course content (curriculum) and the test content this validity obviously belongs to the major class namely rational validity. This content validity is often referred to as 'curricular validity', 'logical or rational validity'.

'face validity' or 'judgemental validity'.

 

Predictive validity 

 

While discussing the various functions of a test, prediction was pointed out as a very important function. Quite often we use tests to take decisions by predicting a future outcome.

 

In order to make the prediction authentic, the validity of the prediction test has to be established. This is often done by correlating the test results with some other external criterion that has already been proved to authentically predict efficiency in the job concerned.

 

Concurrent validity 

 

Concurrent validity shows you the extent of the agreement between two measures or assessments taken at the same time. It compares a new assessment with one that has already been tested and proven to be valid. Concurrent validity is a subtype of criterion validity.

 

It's used to determine if a new test can provide an immediate estimate of a person's ability or characteristic as measured by an established test.

 

 

Construct Validity

Construct validity refers to the degree to which a test or other measure assesses the underlying theoretical construct it is supposed to measure(i.e., the test is measuring what it is purported to measure). 

 

Eg: a verbal reasoning test must accurately test the verbal reasoning of the candidate.

 

Construct validity concerns how well a set of indicators represent or reflect a concept that is not directly measurable. Construct validation is the accumulation of evidence to support the interpretation of what a measure reflects. Construct validity is the appropriateness of inferences made on the basis of observations or measurements (often test scores), specifically whether a test can reasonably be considered to reflect the intended construct.

 

Congruent validity 

 

Convergent validity, sometimes called congruent validity, is the extent to which responses on a test or instrument exhibit a strong relationship with responses on conceptually similar tests or instruments.

So here the correlation of two sets of scores is the index of validity 

 

If the is two related scales, people who score high on one scale should score high on the other as well.

 

Face validity 

 

Face validity refers to the degree to which an assessment or test subjectively appears to measure the variable or construct that it is supposed to measure. In other words, face validity is when an assessment or test appears to do what it claims to do.

 

5.  RELIABILITY

 

Reliability of a test indicates the degree of consistency and accuracy with which it measures what it has been intended to measure. 

 

Reliability and validity are related, but the first need not always ensure the other.

When we consider the relation between reliability and validity in the opposite direction, a test with high validity has to be reliable also. This is because, if the test measures what we really want to measure and that too with accuracy, the results cannot show inconsistency.

 

Technically, the theoretical definition of reliability is the proportion of score variance that is caused by systematic variation in the proportion of test taker.

It extent a measuring procedure yields consistent results on repeated administration of the scale.

 

It Refers to the consistency of scores or answers from one set of items to another.

In other words "Being able to trust to be trusted to do what is expected or has been promised.

 

 

Techniques for determining reliability

 

Test-retest method:

 

It requires the same test to be used twice with the same group of pupils within a time interval

 The co-efficient of correlation between the scores of the subject ,obtained on the two administration of the t would give us an indication of its reliability. 

 

 The split half method:

 

It is possible to get a measure of reliability from a single administration of one form of a test by using this method The test is administered to a group of subject and later the item are divided into two comparable halves

Score obtained for each individual on the comparable halves are considered as separate set and a correlation coefficient is calculated between these two scores.

 

Parallel form of method:

 

To equivalent forms of the test must be constructed so that they are so similar as possible in the kind of content,mental process / instructional objectives require number of item, difficulty and all other aspects

● The pupil take one form of the test and then as  soon as possible the other form

● The agreement between the two is again determined by means of a coefficient of correlation ,which refers to as coefficient of equivalence.

If the two sets of scores are highly correlated, the test may be said to be reliable. Here the criterion considered for establishing reliability is 'equivalence'.

 

6.  DISCRIMINATING POWER 

 

It is the ability of the test item to discriminate those who have the characteristic under consideration and those who have not. It is the ability of the test to discriminate high achievers, average achievers and low achievers.

 

A test should be able to discriminate the examinees in terms of their levels of achievement in the phenomenon measured.

while constructing a test, its discrimination power has to be taken care of. This may be considered at two levels - for the test as a whole and then for each item included in the test. The former can be maintained if due weightage is given to different difficulty levels (difficult, average and easy) and items are constructed in tune with this design.

 

7.  PRACTICABILITY

 

The test should be practical in term of administration ,time required , cost, case of inter predicability and applicability. 

from the practical point of view, it is not at all feasible. Economy of time, effort, personnel and finance also has to be of utmost concern for the planner of a test. It was already pointed out how performance tests and oral tests are limited to a minimum because of practical considerations.

 

8.  UTILITY

 

Utility of a test may be considered as the final master criterion .

A test has utility if it provide the test condition that would facilitate realisation of purpose for which it is meant.

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Student’s Council

 Learning objectives 

Students will be able to understand the functions of student’s council.

1. Develop leadership and teamwork skills.
2. Improve communication and public speaking.
3. Practice responsibility and accountability.
4. Understand democratic processes and student governance.
5. Represent student interests and promote student voice.
6. Plan and organize events and activities.
7. Manage time, resources, and budgets effectively.
8. Foster inclusivity and respect for diversity.
9. Promote a positive and supportive school environment.
10. Make ethical decisions and lead by example.

Introduction 

Functions of student council

 

·    The students council officially representing all the students in the institute.

· To identify and help solve problems encountered by students opinion to the institute administration.

·  To Communicate students opinion to the institute administration

·  To inform students about any subject that concern them

 

Members of student council 

 

·   President

·   Vice president

·   Secretary

 

Duties of each members

1.                 President

·   The President leads the meeting. With the assistance of the students, council advisors he or she will help plan and lead special activities and events.

·   To chair the meeting of the Council

·   To call meetings of the council and to prepare the agenda

·   To supervise the tasks of the council members

·   To represent the students on the official occasions

 

2.                 Vice president

·   The vice president works very closely with the President and assist in many duties

·   He stands in for the president when necessary

·   Ensure the involvement of students in various programs

 

3.                 Secretary

·   The secretary is responsible for recording minutes and keeping records of meetings, activities and fundraisers done by the Council

·   Student interested in becoming secretary should be organised and like to write

Students council

 

·   It is the union of democratically elected members of students

·   Students council can help teachers and school administrators in conducting literary activities, cultural functions and sports

·   By actively participating in the activities of students council, students will get training to be a democratic citizen of the country

 

Aims/Purpose of student council

• To share teachers burden 
• Cultivate leadership qualities
• Inculcation of civic sense
• Development of democratic values 
• Personality development of students
• Make students actively participate in curricular and co-curricular activities
• To enhance the communication between students, management and staff
•    To promote friendship and respect among pupils

A student council will identify activities that it would like to be involved in organising, although the final decision on the activities of a student council should be agreed with the college management. A student council should not through its activities, inference with all detract from, the authority of college management or the teaching staff of the college. It is therefore not a function of a student council to discuss or comment on matters relating to the employment or professional affairs of the principal, teachers and other staff of the college or to become involved in any issues that fall within their professional competence.

 

       

There is a wide range of activities of benefit to the college community, which a student council may wish to undertake , some of which are outlined below: 

 

·   Representing the views of the student body to the college management:

This should be one of the fundamental aim of every council. It involves talking and listening to the student body considering their views and concerns and discussing this with the college management on behalf of the students.

 

·   Assisting with the induction or mentoring for new first-year students:

Starting college life is a challenging new experience for first year students during the mentoring program. Senior students help new students to find their feet and can help their integration in to the college community.

 

·   Contributing to the development of college policy:

Student council can actively contribute to the development of college policy in a wide range of areas such as bullying, uniform requirements, behaviour code and extra curricular activities. The council could form subcommittees to consider individual policy issues.

·   Assisting in college sporting and cultural activity

Student Council can assist in organising and developing sports and cultural activities within the college, including for example, sports days and drama or musical events.

 

·   Assisting with or organising fundraising events for charity;

Student council can organise events both within the college and involving the wider community for the purpose of raising money for designated charities

 

·   Bridging with student councils in other colleges;

It may be useful for a student council to bridge with student councils in other colleges, particularly in the organisation of sporting and cultural activities and when fundraising for charity and existing student council could have a useful role in helping and advising a newly formed student council in another college.

MCQs on Student’s Council 

1. What is the primary purpose of a Student’s Council in an educational institution?

A) To increase competition among students

B) To raise funds for teachers

C) To promote student participation in institutional affairs

D) To conduct examinations

Answer: C) To promote student participation in institutional affairs

2. Which of the following is NOT typically a function of a Student’s Council?

A) Organizing extracurricular activities

B) Representing student opinions

C) Disciplining staff members

D) Supporting student welfare programs

Answer: C) Disciplining staff members

3. Who usually acts as the advisor or in-charge of a Student’s Council?

A) The school principal

B) A student volunteer

C) A parent representative

D) A teacher/faculty member

Answer: D) A teacher/faculty member

4. What is the democratic principle promoted by the formation of a Student’s Council?

A) Dictatorship

B) Representation

C) Anarchy

D) Individualism

Answer: B) Representation

5. Which of the following is typically a post in the Student’s Council?

A) Assistant Professor

B) General Secretary

C) Lab Assistant

D) Curriculum Designer

Answer: B) General Secretary

6. How are members of a Student’s Council usually selected?

A) Appointment by management

B) Selection by external agencies

C) Election by students

D) Selection based on attendance

Answer: C) Election by students

7. What role does the Student’s Council play in academic planning?

A) Decides the curriculum

B) Monitors classroom teaching

C) Gives feedback and suggestions from students’ perspective

D) Prepares exam questions

Answer: C) Gives feedback and suggestions from students’ perspective

8. Which of these qualities is most essential for a Student Council member

A) Wealth

B) Popularity

C) Leadership

D) Physical strength

Answer: C) Leadership

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