Abstract

The present study was undertaken to promote a research on standardization of tests items for testing learning outcome in the subject of Mathematics at secondary level. An item bank consisting of 140 dichotomous items was developed using modern test theory-Item Response Theory (IRT). Each item was aligned, on the basis of Blooms’ taxonomy, with a unique students’ learning outcome SLO of National Curriculum for 9th Grade Mathematics. Three Item’s booklets were piloted over 960 students from four strata male, Female, rural and urban. Pilot data was analyzed using Classical Test Theory (CTT) and Item Response Theory (IRT) based software and sixty items were selected for final test based on item difficulty and discrimination indexes. Total 320 students were participated from 09 districts of the Punjab and four strata—male, Female, rural and urban. Data was analyzed by using SPSS, Conquest, and Multilog software. IRT based person item map showed the test item covered -3 to +3 range of abilities. Test characteristics and item characteristics curves and factor analysis supported the reliability and validity of the test. It explored that Math achievement test is appropriately constructed. One may replicate this study by using 2PLM and 3PLM of Item Response Theory (IRT) models.