เชเชเชฎ เชเชธเซเชเซ เช
เชจเซ เชชเซเชจเช เชเชธเซเชเซ เชธเชชเซเชเซเชฎเซเชฌเชฐ เชงเซเชฐเชฃ 5
Unit Test:
Teaching and testing are the integral part of educational system. Testing is implicit in teaching some of the stages, which may be properly marked for testing procedures.
1. During teaching.
2. At the end of teaching a daily lesson.
3. At the end of teaching a unit.
4. At the end of the term.
5. At the end of the year/curriculum.
A test at the end of a teaching unit is known as the unit test.
Usually the test / Examinations are held based on the entire syllabus. A unit test is not a random assessment of questions. It is preplanned, systematic and scientific test.
A unit test is a test which is constructed, administered and assessed by a teacher after teaching a particular unit to the students.
Characteristics of Unit test:
1. Unit test is an Evaluation tool for measurement of pupils and knowledge achievement and to improve by giving feed back.
2. It is based on a single unit.
3. It is administered at the completions of the unit.
4. It is clear from the above evidence that a unit testing is an integral part of teaching process. Unit testing makes instruction a dynamic process through continuous evaluation and regular feed back.
Steps for setting up a unit test:
The steps for setting up a good and meaningful unit test are,
A) Planning (Design) of the test:
1. Unit Analysis
2. Content Analysis
3. Weightage to content.
4. Weightage to type of questions.
5. Weightage to objectives.
6. Weightage to difficulty level.
7. Preparation of Blue print.
B) Editing the unit test:
1. Construction of items
2. Selection of items
3. Grouping of test items.
4. Instructions of Examinee.
5. Sections in the question paper.
6. Preparing a marking scheme and scoring key.
C) Reviewing the Question Paper:
1. Question-wise analysis.
2. Critical evaluation of the test.
D) Administering the Test:
E) Interpret the test results:
1. Score the answer scripts.
2. Item analysis (After the test)
F) Statistical Treatment:
1. Based on measures of central tendency values.
2. Based on quartile points.
3. Based on frequency polygon & histogram.
A) Planning (Design) of a unit test:
As it is obvious that, a planning made carefully to begin with, the design of the test is prepared so that it may be used as an effective instrument of evaluation. A proper design would increase the validity, reliability, objectivity and suitability of the test.
The following aspects have to be looked up on while planning for a unit test and they are.
1. Unit analysis:
Here the teacher must analysis the whole unit into its sub-units, sub-units may be listed under sub headings and must be organized logically.
2. Content analysis:
The content analysis must be done for each one of the sub unit separately by listing the important facts, concepts, principles, generalizations etc.
3. Weightage to objectives:
The relative importance of each objective is to be considered. For informative subject Mathematics the objectives are knowledge understanding, application and skill. The main task here is to decide the weightage to be given to the different objectives include in the unit plan. This weightage should be decided by a committee of experts, including the classroom teacher.
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เชนเซ เชเซเชฒเชฟเช เชเชฐเซ
The definition of a unit test has a surprising number of nuances, and theyโre more important than one would think. Enough that the differences in interpreting those nuances led to forming two separate views on how to approach unit testing. These views are known as the classical and the London schools of unit testing. The classical school is so-called because itโs how everyone approached unit testing and test-driven development originally. The London school takes root in the Extreme Programming community in London.
This article focuses on the classical style of unit testing, but itโs important for you to know the main tenets of the London style.
Iโll give a definition of an integration test. Iโll contrast the unit and integration testing from the perspectives of the classical and London schools (yes, they have separate views on what constitutes this difference too).
Letโs start by defining a unit test.
Once the design is thoroughly prepared. The next step is to edit the test in the form at question paper. In editing the test the following points to be keep in the mind.
1. Construction of items:
A teacher must construct or prepare number of questions on the unit. The items must be of variety. Like essay type, very short answer type, short answer type and objective type etc. The construction of test items it is necessary to identify the objectives and its specification that the item intends to measure. The items should over all sub units.
2. Selection of test items:
The teacher must select the relevant item according to blue print, based on objectives content coverage, type of question required. They should have scoring key and marking scheme for better clarify.
3. Grouping of Test items:
We have to group the selected test items into different categories depending on the type of items.
4. Instructions to Examinee:
There are two types of instruction in the question paper
1. General instruction
2. Specific instruction
The general instruction must be given in the beginning of question paper.
a) This paper has two/three sections (A, B, C)
b) All questions in the section is compulsory
c) About time, medium of answering.
The specific instructions enable the examinee to understand how to respond to a question.
5. Sections in the Question Paper:
Generally the objective type items grouped under section a short answer in section B, Essay type in Section C.
6. Preparing marking scheme and scoring key:
The marking scheme should be prepared for the essay and short answer type of questions only the important points to be written in the expected answer in scheme. The expected answer must be allotted with certain amount of time.
The scoring key must be prepared for the objective type item..
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