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Study on Achievement Test of Students and Role of Teacher |

Miss. Neeta Aeron, Dr. Prem Mehta, in Journal of Advances and Scholarly Researches in Allied Education | Multidisciplinary Academic Research


The Items for the final test were selected on the basis of the followingcriteria: Internal Consistency  withregard to internal consistency discrimination index or item validity, Garett(1969) says, “As a general rule, item with validity indices of 0.21 or more areregarded as satisfactory”. According toThorndike and Hagen, “Item with a validity coefficient as high as 0.25 usuallyrepresents an outstanding ‘valid’ item.” Keeping these in view, theinvestigator decided to retain only the items having internal consistencybetween 0.25 to 0.75. The reliability ofthe measures of this test was found by the split half (odd/even) method, was0.85. The validity or thistest was taken for granted, because it was an achievement test and wasconstructed after being keeping in view the weightage of the different portionof syllabi in view, the point of view is supported by Guilford (1954) andLandguist (1951). Guilford says, “There are some measures whose validity istaken for granted, for example, achievement test scores.”