 METHODOLOGY FOR PERFORMANCE
 ANALYSIS OF STUDENTS

2.1 There are several parameters which may have direct effects on the quality of answers or the performance of the examinees. The possible factors are---type of the school (unaided or government), location of the school (urban, rural, feeder of economically backward classes or of affluent classes), boys, girls or co-educational school and so on. Which question paper out of the multiple set attempted is another important factor.

On the other hand, the marks obtained by the candidates are directly linked with their performances, Hence, distribution of total marks in the answer books under study is an important aspect. It is reasonable to cover the whole spectrum of marks-range between the lowest and the highest scored marks so as to take care of the statistical normal distribution. However, the answer-books scoring poor marks towards zero make little contribution in the result of this present study. On the other hand, answer-books with almost full marks will give only some positive points for the answers. It is more desirable to cover good number of answer books of average marks which is scored by majority of the student population.

The other important factor, which needs utmost attention is to use appropriate format or proforma with provision to record all significant aspects related with the study.

Apart from these, basic informations -about the question papers and nature or composition of study team or working group also need due attention.

Considering the factors thus stated, the methodology adopted for the study on performance analysis of the candidates must consist of the following essential aspects :

2.2 SELECTION OF ANSWER BOOKS:

As already stated, it has been decided to consider answer-books of Delhi region of 1992 examination, where the multiple set of four question papers were first administrated. It was more reasonable to take sample answer-books on some stratified-random basis so that the answer-books are mixed in nature, independent of any particular parameter. Hence, answer-books were taken of the roll numbers after a gap of every hundred. If per chance, a particular answer book was not available in the subject, the answer book of the next roll number was taken.

Around 18,000 candidates appeared in 1992 in class XII Physics paper from the Delhi region. It was proposed to study about one percent of the total number of examinees, so that the expected number for each of the four question paper could be around 40 to SO. However, in actual situation 160 answer books were available for the study. There were around 40 answer books for each of the four sets of question papers, whose final selection depended on the marks as well.

2.3 MARKS DISTRIBUTION IN THE ANSWER-BOOKS:

It is already explained that, marks distribution in the answer-books taken in the study should cover the whole spectrum of Mark-range with due importance for students scoring average marks. A recommended mark-wise distribution of number of answer-books was :-

                                                         SUGGESTED NUMBERS
        
                Marks                         No. of              Actual figure                 Remarks for
                                          Answer Books         if, No. of Answer                Multiple Set
                                                 %               Books is 200
        
                Below 25%                      5%                       10                    For multiple set of
        
                25% to 32%                     10%                      20                    four the number is
        
                33% to 49%                     35%                      70                    divided by 4 to get
        
                50 to 59%                      35%                      70                    actual number (rounded
        
                60% to 74%                     10%                      20                    to nearest whole
        
                75% & above                    5%                       10                    number).

The above numbers are just suggestive, and actual number of answer-books depended on the suitability and availability of the desirable answer-books. It may be noted that the study has been reasonably narrowed down so as to focus on the average students getting marks within average range (say 30% to 60%).

2.4 INFORMATION ABOUT THE QUESTION PAPERS

For the Physics question papers of 1992, used in the Delhi region, it was found that the design in all the four sets were similar. Question numbers in question papers belonging to a particular unit or topic of the syllabus were identified and it was found that these question numbers were the same for all the four sets (see the table in appendices giving the details). This made the work simpler for group- wise distribution of work.

The back-ground information for all questions of a particular question paper were readily available from Proforma-I which was prepared in connection with analysis of question paper.

2.5 SELECTION OF WORKING GROUP AND ALLOCATION OF UNITS OR TOPICS

The working group for the sudy consisted of those competent and dependable.persons who usually act as examiners, additional head examiners, paper-setters and are well conversant with teaching of Physics at +2 stage. They are practising teachers, Vice-Principals, Principals, Science officers and experts from NCERT directly in touch with the school system.

The working group was divided into five-sub groups so that each sub-group consisted of atleast two members' The prescribed 14 units of physics syllabus were suitably clubbed to form 5 sub-groups each carrying on an average two or three topics or units and around 14 marks.

Each sub-group studied on allotted sub-group of the units critically and their recorded observations were finally discussed in the whole working group.

2.6 PROFORMA USED FOR RECORDING:

In order to carry on the study, different formats have been developed so that no significant aspect escapes attention and the analysis is comprehensive in character. The proforma used are :

(a) Proforma-I : as already stated, it gives the back-ground information for all questions of a particular question paper. Although, it is not a part of the analysis as such, these informations, prepared in connection with analysis of question paper, were found helpful in the present study.

(b) Proforma-II : This is the basic proforma for recording all observations unit (or topic)-wise and question-wise for each of the candidates. Hence, for each roll number, there will be one proforma- II for a given group of sub-units.

The observations in proforma-II consist of all possible specific aspects. These are related to questions based on theory, diagrams or numericals.

The different aspects that are included are-relevancy, sequence of steps, reasons, explanations, continuity, description, supporting diagram and its placement, appropriateness, proportion and labelling of diagram, formula, substitution in numericals, calculations and result with proper Units.

(c) Proforma-III : This is the compilation of all unit-wise (or topic-wise) observations for all the answer-books; However, it has nothing to do with any particular roll number. The topic-wise specific observations are the sum total of all observations, which include common errors, mistakes, any negative or positive points which are commonly found and may serve as general feedback for improving the quality of performance in future.

2.7 OUTCOME OF THE STUDY AND CONCLUSION :

The outcome of the study which shall help in achieving the objectives of performance analysis of students of Physics for class XII examination consists of the following :-

i) The general points for improvement of performance which do not refer to any particular topic or unit but are equally important for bringing in improvement in the performance.

ii) The consolidated filled in Proforma-III for different topics which is the ultimate result of this study on performance analysis. This should find its utility amongst the students and the teachers. This topic-wise specific observations should serve as feedback to bring In improvement in performance of the students.