Abstract
The present study aimed at calibration of General Science achievement test for grade (VIII) through Rasch Model. For this purpose a General Science achievement test comprising 45 items was constructed from the text book of General Science for class VIII. Finally the test was administered to 300 students (M/F) in different high schools for boys and girls in Multan District. The answer sheets were scored and results were tabulated. Eleven (11) items were rejected on the basis of F, D and. Fifteen (15) items were to be improved on the basis of F, D. Remaining all items were good items. Rasch Model indicates that overall test is good to measure the achievement of the students class (VIII) in the subject of General Science. On the basis of findings, major conclusions were drawn: One item was rejected on the basis of facility index (F). Twelve (12) items need improvement on the basis of facility index (F). Thirty two (32) items were very good items on the basis of facility index (F). Seven items were rejected on the basis of discrimination index (D). One item needed improvement on the basis of discrimination index (D). Thirty seven (37) items were good items on the basis of discrimination index (D). Three items were rejected on the basis of phi-co-efficient. Two items needed improvement on the basis of phi-co-efficient. Forty items were good on the basis of phi-coefficient. Test has high positive test reliability value.22 distracters were to be rejected as attempted by less than 5%.The distracters D(27), B(28), A(31), D(37), B(41), A(43) and B(10) were distracters attracted by high achievers more than low achievers, so they were rejected.
Highlights
Science is knowledge about the structure and behavior of the natural and physical world, based on facts that one can prove by experiments
Each item was analyzed on the basis of (F) Facility index, (D) Discrimination Index and phi-coefficient ( )
Item Calibration: Proportion correct and incorrect of item scores was calculated for each item
Summary
Science is knowledge about the structure and behavior of the natural and physical world, based on facts that one can prove by experiments. These science teachers must be equipped with an in depth knowledge, with full understanding and well developed skills to communicate the concepts, principles, theories and laws of science at elementary and secondary level They must have competence and command over the content of science from class I-X as well as over the latest available methods, techniques and approaches towards science teaching. Das (1985) described: “In science examination, the purpose of a question is to test the student’s knowledge, skill and understanding of science concepts and not his handwriting spellings, grammar or his linguistic ability These are not to be assessed in science examination.”The aims and objectives of education are formulated in every society. A nation is quite entitled to ask whether schools are equipping young people with the knowledge, skills and attitudes necessary for life in the modern world
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