Item Development
A good test item needs to fulfill
various criteria – represent important aspect of curriculum; proper item
format; test at required cognitive behavior; meet statistical requirements such
as difficult level, discrimination index; and be at acceptable valid, reliable
and fairness levels.
Item development for SEE
standardized test followed curriculum of grade X. In order to make the
curriculum and specification grid provided in the curriculum comprehensible,
the specification grid was given below.
Table 3: Required
item distribution  Mathematics
Area

Unit

K

U

A

HA

total
marks


Arithmetic

Weight

1

2

4

5

14


Tax and Money Exchange

1

2

1

1


Compound Interest


Population growth and Dip.


Total

The Full Specification Grid for SEE
S. N

Cognitive Domain

Unit

Behavior

Marks

Remarks


K

C

A

HA


1

Set

1

Set

1

4


2

Arithmetic

2

Tax and Money Exchange

1

2

1

1

14

At least 2 marks from each unit

3

Compound Interest


4

Population growth and Dip.


3

Mensuration

5

Plane

1

3

1

1

16

At least 3 marks from each unit

6

Cylinder and Sphere


7

Prism and Pyramid


4

Algebra

8

HCF/LCM

1

5

2

1

24

At least 3 marks from each unit

9

Surds


10

Indices


11

Fraction


12

Equation


5

Geometry

13

Area of triangle and Quadrilateral

2

3

3

1

25

At least 3 marks from each unit

14

Construction


15

Circle


6

Trigonometry

16

Trigonometry

1

1

6


7

Statistics

17

Statistics

1

1

1

7


8

Probability

18

Probability

2

4


Total Questions

6

17

10

4

37


Total Marks

6

34

40

20

100

Marking Scheme
Constructed
Response/Subjective type of items are realtively open with possiblity of
divergent responses. In order to make marking of such items uniform as far as
possbile, marking scheme are developed. During drafting of items key answer for the objective type items and
marking schemes for SAQ and LAQ are also prepared, pretested, and finalized.
Basically, following aspects should
be considered while developing marking scheme.
 Score points to elements or reasoning steps are allocated – not on the assumed difficulty level of item.
 Marking schemes are based on the analysis of the types of expected answers.
 Crucial elements are listed, and reasoning is presented in a stepwise, hierarchical order.
 All possible/expected answers are provided as far as possible and where open indicative suggestions for possible/probable answers are provided.
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