Abstract:
The specific purpose of the study was to construct an achievement test battery in the core courses of MA Education. To satisfy the purpose the researcher selected three major courses taught in all the sampled universities. Each course was divided into two forms (A & B) and 30 multiple choice items were finalized for each form, (30 ITEMS in form A & 30 items in Form B: Total 60 items in each course). This test was validated through expert opinion, and was administered in the sampled universities of the Punjab by the researcher herself. Scoring was done by 1 mark for each correct and 0 for each incorrect item. Mean score of each group was also calculated and students were compared in their respective groups. Reliability co efficient was calculated for each test and its each form separately. Item analysis was done through traditional method and the Roasch method. On the bases of discrimination power and difficulty index seven items in the subject of Introduction to Education (Form A), five items in Introduction to Education (Form B), Similarly eight items in Assessment in Education (Form A), nine items in Assessment (Form B) and Educational Psychology (Form B), six items in Educational Psychology (Form A) were needed modification. Behaviour of distracters was also calculated. Distracters a,c and d in Introduction to Education (Form A), b in Introduction to Education (Form B), d in Assessment in Education (Form A) and a and d in Educational Psychology (Form A & B) in most of the items were needed modification as they could not discriminate between high and low achievers properly. Final Rasch calibration was calculated by using PROX-item calibration and PROX-person measurements tables. Figure latent continuum showing position of items and persons was made. This study suggests that to cover the whole syllabus of the book items should be enhanced. An effort should be made to take a greater number of samples for the study, so that item analysis through Rasch Model can show its probability.
