http://www.iaeme.com/IJM/index.asp 1665 editor@iaeme.com International Journal of Management (IJM) Volume 11, Issue 10, October 2020, pp. 1665-1671. Article ID: IJM_11_10_151 Available online at http://www.iaeme.com/ijm/issues.asp?JType=IJM&VType=11&IType=10 Journal Impact Factor (2020): 10.1471 (Calculated by GISI) www.jifactor.com ISSN Print: 0976-6502 and ISSN Online: 0976-6510 DOI: 10.34218/IJM.11.10.2020.151 © IAEME Publication Scopus Indexed CONSTRUCTION AND STANDARDIZATION OF ACHIEVEMENT TEST OF MATHEMATICS FOR CHILDREN WITH MENTAL RETARDATION Joyti Sehrawat Research Scholar, B.P.S. Institute of Teacher Training and Research, B.P.S Women University, Khanpur Kalan, Haryana, India Dr. Poonam Punia Assistant Professor, B.P.S. Institute of Teacher Training and Research, B.P.S Women University, Khanpur Kalan, Haryana, India ABSTRACT The purpose of this research paper is the construction and standardization of an achievement test on the basic mathematical functions for mentally retarded children. The final test consists of 30 test items related to mathematical functions. The preliminary draft of academic achievement test was comprised of 35 test item which were first administered on 50 students. The procedure comprised of steps like preparation of blue-print, preliminary draft, scoring key, pre-try out, final try out, item analysis and finding reliability and validity of the test. After determining difficulty value and discriminating power, 30 items were finalized. Reliability of the test was calculated by using split-half method and was found to be 0.73. Likewise, content validity was established. Key words: Achievement Test, Mental Retardation, Mathematics Cite this Article: Joyti Sehrawat and Poonam Punia, Construction and Standardization of Achievement Test of Mathematics for Children with Mental Retardation, International Journal of Management, 11(10), 2020, pp 1665-1671. http://www.iaeme.com/IJM/issues.asp?JType=IJM&VType=11&IType=10 1. INTRODUCTION Achievement tests are usually used to assess the students‟ cognitive abilities and structured to measure their knowledge specific to particular class and grade. Gronlund (1982) mentioned that achievement test is an organized process to determine the level of learning, a student has achieved. It is directly associated with the all classroom activities and curriculum process (Brown, 2004). According to Mehrens and Lehmann, 1973, achievement test is a vital tool used to evaluate the students and also very substantial to quantify the instructional progress of the learners in various subjects. As per the views of Downie (1961), “Any test that measures