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Teaching Online Contents
- 1 Interpretation of Data of Criterion Referenced Tests
- 2 Relevance Report
- 2.1 Scores of All the Girls in Home-Science Paper-I and Paper-II
- 2.2 Scores of Urban and Rural Girls in Home Science Paper-I and Paper-II
- 2.3 Interpretation of Data of Criterion Referenced Tests (Part-2):- Click Here
- 2.4 Interpretation of Data of Criterion Referenced Tests (Part-3):- Click Here
- 2.5 Interpretation of Data of Criterion Referenced Tests (Part-4):- Click Here
Interpretation of Data of Criterion Referenced Tests
Interpretation of the statistics shown in chapter 7 has been presented in this chapter. Their significance can be realized on the basis of interpretation presented under various captions.
Achievement test is currently on somewhat different footing from the aptitude or psychological tests, As Linn (1990) as quoted in Dubey, S. (1991) rightly remarks that this is true for Indian condition also revolves around the concern for using a test that appropriately matches the content of the program or curriculum being assessed. The question of overlap between test curricular content has received increasing attention over the last 10 years, and evaluation methodologies have came to be dominated by what can be called the doctrine of maximal overlap. The present investigation tried to ensure maximal overlap (within the constraints of the test length and the testing time).
The entire course of home science Class XII was divided into 5 sub-domains distributed over paper-I and paper-II. Paper wise sub domains and competency statements are given in the Appendix-C.
It may be seen in these Appendices that the number of items for each objective is rather small. This had to be done in view of the fact that generation of large number of items could have made the testing infeasible within the framework of the test duration and limits of item numbers.
This is possible only when the number of items for measuring each objective is kept at the minimum. For the purpose of the present investigation whole test was considered to be measuring cognitive domain though sub-domains were also identified for enforcing the doctrine of maximal overlap.
General Information about the Tests for Intermediate Home Science
Table-2 shows the general information about the intermediate home science paper-I and paper-II. The maximum marks obtainable in the home science (final draft) paper- I was 83 and home-science paper-II was 95. The items for both the papers were written by present investigator and they were all reviewed by experts and the class teachers. The time limit was noted. Three hours time period was given for both the papers of home science. No attempt was made by the investigator to snatch away the test booklet from the students when the time was over. In fact most of the students deposited their test bookies in time; a few who wanted a few minutes more were given.
Numbers of examinees were 500 including from rural and urban areas. Multiple-choice items having four options were used. Cognitive domain was covered. Item having only one correct response were used. Table-2 also shows number of items for which answer (A) is correct answer (B) is correct, answer (C) in correct, answer (D) is correct in the preliminary draft of question paper and final draft of question paper.
General Information about the Socio-Economic Status Scale
Table-3 shows the general information about the socio economic status scale. Maximum marks obtainable in the socio economic status scale was 262. The scale on the basis of the total score for different socio-economic status group already shown in chapter 7. The present socio- economic status scale was written by Dr, B.B. Pandey, Reader, Department of Education, and University of Gorakhpur. One hour time was enough for completing socio-economic status scale. Total numbers of examinees were 500. Objective type items were used in socio-economic status scale.
Relevance report for intermediate home-science paper I and paper-II have been shown in table 4. The intermediate home science paper I includes the sub-domain (Contents) regarding human physiology and hygiene and home science paper II includes the sub-domains regarding child welfare and sociology. Human physiology includes the 17 chapters and hygiene includes the 17 chapters. Child welfare and sociology includes respectively 7 and 13chapters. Number of items from each sub-domain in preliminary draft and final draft of home science paper-I and II have been given. Number of items in final draft of paper-I and II have been reduced because of item analysis results.
Scores of All the Girls in Home-Science Paper-I and Paper-II
The frequency distribution of scores obtained by all the girls in home science paper-I and paper-II have been shown in Table – 5.The frequency distribution of scores obtained by all girls in home science paper-I is shown by polygon curve in Figure-I, and home science paper-II in Figure-2. In the figure the x-axis shows the class interval of scores, the y-axis shows the frequencies of scores. To illustrate, in the class interval of scores 17.5, the frequency of paper-I is 15. Frequencies in other class intervals can be read in the same way.
A look at figure-I and Figure-2 reveals that the distribution of scores of Home Science paper-I and paper-II is normal. This means majority of the girls got the scores just in the middle of the range.
In a C.R.T this is supposed to be negatively skewed. In an ideal situation the distribution of CRT scores should pile up at the extreme right hand side of the distribution. That is, most of the students would get the maximum scores, or at least above the mastery level. (Mastery level can be fixed at any score point, but in general practice hardly any expert will recommend a score level below 70% of the total score). A normal distribution of scores is expected in a situation where the test is designed to yield the maximum discrimination, and to ensure this difficulty level of each item is fixed at.5 proximately and a moderate positive correlation between items is encouraged.
The figure indicates that the test items were not easy for the students as should be in the case of a CRT, where large numbers of students get more than 70% at least of scores. Items of this paper can be used for remedial programmers for the girls of home science at intermediate level.
The distribution in the graph also suggests that most of the girls have not achieved the mastery level and their promotion to the higher class may create problems in teaching and learning, as most of them have not achieved the minimum level required to pursue the course in the next higher class.
Scores of Urban and Rural Girls in Home Science Paper-I and Paper-II
Scores obtained by urban and rural girls in home science paper- 1and paper-II have been shown in Table-6. Figure-3 and Figure-4 shows that distribution of scores of urban girls in home science paper-I is normal and distribution of urban girls in home science paper-II is also normal. It shows that majority of urban girls in home sciences paper-I and paper-II got the scores just in the middle of range. Figure-5 and Figure-6 also reveals that scores obtained by rural girls in home science paper-I and paper-II is normal Figures- 3, 4, 5, 6 shows that majority of girls have not achieved the mastery level in home science paper-I and paper-II.