Module III Achievement Test and Aptitude Test

Concept of Achievement

Achievement is one of the most important goals of education. The dictionary meaning of the
word achievement is “a thing somebody has done successfully, especially using his or her own
effort and skill.” For example, a student in class IX can solve 5 varieties of problem relating to
reflection and refraction of light successfully but another student can solve only 3 varieties. We
can say that the first student has better achievement than in solving problem on reflection and
refraction of light. He could achieve more because he had acquired more knowledge,
understanding and skills in the concept in solving problems related to reflection and refraction of
light in different context than what the second student had acquired during the same time.
Academic achievement is, in general, referred to the degree or level of success or proficiency
attained in specific area concerning scholastic or academic activity.

Achievement Tests

Achievement test is a test of knowledge or proficiency which is based on something learnt or

taught. The aim of an achievement test is to determine student's knowledge in a specific subject
area. Achievement tests measure how well students have mastered the subject matter in a course
of instruction (Meagargee, 2000). High scores in achievement test can indicate a mastery of
subject content, and also the readiness for next advanced instruction. Low scores in achievement
test can indicate the necessity for remediation or repetition of a course grade. In Indian education
system, it is used as a tool to measure success of a student in a particular subject or group of
subjects. It provides the information about what an individual acquire when his abilities were
tested. Achievement test is the instrument which is used to measure the capacities and
capabilities of an individual. It is also useful in upgrading the quality of education in an energetic
manner.

Definitions of Achievement Test

According to Free Man (1984), “Achievement test is a test designed to measure knowledge,
understanding and skills in a specified subject or a group of subjects”.

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 According to N.M. Downie (1961), “Any test that measures the attainments or accomplishments
of an individual after period of training or learning is called achievement test. It helps to permute
the student to next class.”

According to Super (1998), “An achievement test or proficiency test is used to ascertain what
and how much has been learnt or how well a task can performed”.

According to Waters (1987), “Achievement test act as useful aids in diagnosing the student’s
specific learning needs for identifying his relative strengths and weaknesses”.

Construction and Standardization of Achievement Test

Construction of the test: Construction of the achievement test plays an important role in any
school or college subject. The construction of a good test requires a good amount of
responsibility on the part of the test constructor/ teacher. If a test constructor / teacher determines
to prepare a good test, he or she must have clear answer to the following two questions. What to
measure? It includes certain objectives in view that enables to bring accepted changes in the
students’ behavior when we teach. How to measure? It includes how to construct a tool which
can measures the abilities of students. Standardization: Standardization means high qualities
and deep understanding of subject matter. A standardized test is that in which the procedure,
apparatus, and scoring have been fixed so that precisely the same test can be given at different
times and places (Cronbach, 1984).

C.V. Good (1972): A standardized test is a test

 For which content has been selected and checked empirically.

 For which norms have been established.
 For which uniform methods of administering and scoring have been.
 Developed and which may be scored with a high degree of objectivity.

Steps for Construction and Standardization of the Achievement Test

i. Planning the Test: Planning of a test is a first and vital step in the construction of an
achievement test. An achievement test demands very systematic and careful planning, as a
fact that good planning is a symbol of success. The test constructor must keep some vital
aspects in mind such as: subject area, difficulty level, students’ type and what, when and how

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 to measure. In this context, following decisions are to be made before hand such as:
weightage to the objectives, number of sub tests, proper components of the content to deal
with, number and type of items, length of test, allotment of time and marking process etc.
ii. Preparation of Preliminary Draft: The last step of test planning is the preparation of
blueprint. It acts as a guide for writing items for preliminary draft. Test constructor sets
various types of questions in blueprint and allots them marks depending on the time. The test
constructor describes his criteria of achievement test in the form of a three dimensional table
known as blueprint. So blue print is a three-way grid, with the content spreads along the
vertical axis and the objectives to be tested along the horizontal axis.
The three dimensional chart includes:
 Objectives to be tested
 Subject matter to be covered
 The form of questions

Tryouts and Administration of the Test The main operation of achievement test is
measured when it is implemented on the students. Poor planning of the administrative
process can lead to fake result. That’s why after preparing a preliminary draft, it is subjected
to tryouts.

 First Try Out: After finalizing; the test items are administered on few students
(approximately 5) for individual try-out. Test constructor must be sure about the
practicability of the test. The draft is modified on the basis of feedback given or problem
faced by students. It can be identified as difficulty in identifying or understanding of any
particular word/words, any difficulty to attempt the questions under allotted marks, incorrect
numbering, misleading statements, grammatical errors etc. Total time taken by students to
complete the paper is also noted.
 Second Try Out/ Pilot Study To inquire the proper operating of test items and to get rid of
shortcomings, it is essential to have second try out of items on atleast sample of 30 to 40
students. Following aspects are considered while testing in sample.
 Proper sitting arrangements
 Total time required for test completion
 Proper motivation of students

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 Final Tryout The test is administered to 100 students of class within allotted time. This
tryout is administered to find out the language problem and the difficulty level. Separate
answer sheets are provided to all the pupils and the required instructions about the test are
given. The students are supposed to mark the right answer on the sheets. The test sheets
along with answer sheets are collected and answer sheets are used for scoring with the help
of scoring key.

Standardization of the Test

Item Analysis: The test is evaluated with the help of scoring key. It is assumed that the test was
very easy for the class, if the scores seem extremely high. Similarly, the test was probably very
difficult if the scores are very low. It is advisable to review the question paper in following steps:

 Question wise analysis -before the test

 Critical evaluation of the test -before the test
 Item analysis -after the test
 Preparation for Final Draft

Establishment of Reliability, Validity and Norms: The last stage is the establishment of
validity, reliability and norms by administering the test items to a larger sample.

 Reliability of the Test: Reliability refers to consistency. Similar marks obtained by an

individual when re-examined with same test on different times. There are a number of
methods available for finding out the reliability of a test and the most successful methods
for finding the reliability of an achievement test are Test-Retest and Split-half method.
 Validity: Validity refers to the attainment of purpose for which the test is prepared. Face
Validity, Content Validity, Construct Validity, Concurrent Validity are the types of Validity.
 Norms: Average score of sample population is called as Norms. This is the standard level
which is set by a particular group of individuals on a test. These are of many types such as
age norms, grade norms, percentile norms and standard scores etc

SUMMARY

 Achievement tests measures how well students have mastered the subject matter in a course
of instruction.

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  Achievement Test is prepared in the light of the objectives of teaching; knowledge,
understanding, application and skill in the particular
 Main Steps taken for construction and standardization of the achievement test are:
Planning of the test, Preparation of preliminary draft, Tryouts and Administration of test,
Standardization of test.
 Preliminary draft is prepared by item writing, format setting, item checking by experts and
item editing. There of three tryouts are practiced for the construction of test: First, Second
and Final Tryout.
 Standardization of test includes item analysis and establishment of reliability, validity and
norm settings.
 Achievement test results help administrators to take decisions and to make arrangements
according to the level of students.
 Teachers can categorize students according to their achievements in test and can make
various groups of students so that suitable teaching strategy can be used for instructions.
 Students can identify their aptitude and subject of their choice. Promotion to next class is
also done by considering the results of achievement test.

Aptitude

Everybody possesses certain hereditary abilities, capacities and talents which help him to
get success in a particular field in the future. As these abilities find suitable environment, they
become refined. If these abilities and capacities of a person are educated or trained, they become
refined all the more and the person succeeds in the field even more. Such hereditary abilities,
capacities or talents of a person are called aptitude. Traxler has defined that aptitude is a present
condition which is indicative of an individual’s potentialities for the future. The first thing about
aptitude is that it is a hereditary ability which is developed by environment, education and
training. Secondly, it indicates a person’s interest, inclination and ability which are necessary for
his future success in a particular field. What a child will become in future — a musician, a
doctor, an engineer, or somewhat else depends on his aptitude. A child makes progress in the
field for which he has aptitude. Of course, it is necessary to give him required environment,
teaching and training. So, aptitude should be defined as a hereditary ability. In our view:

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Aptitude is that hereditary ability, capacity or potential of a person which develops by
environment, teaching and training, and which helps a person to get success in a particular field.

In order to understand the concept of aptitude clearly, it is necessary to differentiate it from other
similar concepts.

Nature and Characteristics of Aptitude

Bingham has clarified the nature of aptitude in the following points:

1. Aptitude of a person is the total sum of his present qualities which points towards the future
capacities.
2. A particular aptitude of a person indicates his fitness for doing a particular task.
3. Aptitude is an abstract noun and not a concrete object or ability, which expresses a specific
quality in the whole personality of a person.
4. Aptitude exists in the present but it indicates the future capacities.
5. There is close relation among aptitude interest, inclination and satisfaction.
6. Aptitudes of different people are different and they are more or less in degree.
7. Aptitude is the chief cause of individual differences.
8. Generally, an aptitude is stationary; very few changes can be effected in it.

Measurement of Aptitude

Aptitude tests have been used to measure aptitudes of a person.

In the words of Freeman: An aptitude test is one designed to measure a person’s potential
ability in an activity of a specialized kind and within a restricted range. —Freeman

We have defined aptitude as hereditary abilities, capacities and potentialities. So the aptitude
tests too should be defined in this form: An aptitude test is such a test which measures a person’s
or a group of person’s hereditary abilities, capacities or potentialities, and on its basis guides for
creation of environment, teaching and training work in the future.

Types of Aptitude Test

The aptitude tests can be divided into three types keeping in view their nature

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1. General Aptitude Test: These tests are used to measure general abilities; such as general
intelligence, mental, ability, general creativity, learning ability, etc. Success of a person in a
specific field can be predicted on the basis of these tests. And if specific training and teaching is
arranged in such field, abilities and potentialities of a person can be developed as predicted.
Besides, these tests have their own limitations. These tests only tell whether a person is
intelligent or not, creative or not, quick learner or not; but they do not tell in which direction the
intelligence of the person works faster, or in which field his creativity is inclined — in the field
of art, science, literature or any other field.

2. Differential Aptitude Test: In these tests, there is a series of sub-tests within a test to
measure some specific abilities. These are also called ‘battery-type’tests. These tests are used to
measure specific abilities. Every sub-test which is included in these tests measures specific
aptitude in some measure. Differentiation in the abilities of a person can be made on the basis of
obtained scores in these tests. The differential aptitude tests measure different aspects of a
general ability to express different aptitudes on the basis of obtained scores. On this basis, a
specific ability of a student can be estimated and his skill can be enhanced by teaching and
training. For example, take mental ability test of Thurston. It has seven sub-tests and each of
these measures different aspects of mental ability. These are — spatial ability, perceptual ability,
numerical ability, verbal ability, word fluency ability, memory ability and reasoning ability. On
the basis of marks obtained in these sub-tests, it can be said about a student whether his power of
reasoning is more than his verbal ability or not. In the same way, comparative analysis of other
abilities can be made. Some of the examples of differential aptitude tests are — differential
aptitude test (DAT), general aptitude test battery (GATB), aptitude survey (AS), aptitude
classification test (ACT), and clerk aptitude test (CAT).

These tests have their own limitations. Every person has several aptitudes. It is not possible to
measure them all by anyone test. Ability can have various differentials. It is not possible to know
them by these tests. Administration of these tests takes time. As such, the students may be bored
up while giving tests and it can influence the obtained scores.

3. Specified Aptitude Test: These are the tests which are used to measure aptitude of a person
Notes or student in a specific field; for example, music aptitude test, teach in aptitude test,
mechanical aptitude test, art aptitude test, etc. Various specified aptitude tests have been

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constructed in different fields. Such tests chiefly include foreign tests — Seashore Measures of
Musical Talents, Wings Standardized Tests of Musical Intelligence, Musical Aptitude Test, Horn
Art Aptitude Inventory, Meier Art Test, Groves Design Judgment Test, Minnesota Clerical Test,
Test of Mechanical Comprehension. And the chief tests in the Indian tests are — Mechanical
Aptitude Test, Clerical Aptitude Test, and Teaching Aptitude Test. These tests help us know
whether a student has aptitude in a specific field or not (such as in music, art, science or
mechanical fields) and on the basis of it, he is given educational and vocational guidance.

Uses, Need and Importance of Aptitude Tests in Education

The psychologists have expressed the fact that a child becomes that for which he has aptitude. If
a child is given opportunity to develop according to his aptitude, he progresses leaps and bounds,
and if attempt is made to develop contrary aptitudes, the child does not progress in the desired
direction and fails to obtain proficiency. The uses of aptitude tests in the field of education can
be serialized as follows:

(1) The aptitudes of the students are known.

(2) They are given educational and vocational guidance on the basis of obtained results.

Limitations of Aptitude Test

The development of a person does not depend only upon hereditary aptitudes, but upon so many
other facts.

(1) First, the development of a child’s aptitude depends on environment, education and training.
As such, he cannot be guided alone on the basis of obtained results of the aptitude test.

(2) Second a child’s development is also dependent on his intelligence, interest, inclination,
ability and capacity besides his aptitude. In such a condition, he cannot be given correct guidance
on the basis of aptitude tests alone.

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