defined group, yet ironically more importance is given to the Yank' parameter, ignoring the fact and importance of basic concept understating. As each concept co-relates to another level of concept, if anywhere concept learning chain is broken, child is forced to remember concept rather than understand it. The long term effect of this approach is that lesser importance is given to basic and sound understanding
of concepts and the emphasis Is more on memorizing and reproducing. This affects
the ability to practically apply these concepts, in real life situations, leading to a
possible negative psychological impact, in future life of the child.
To score high in this Yank' parameter, emphasis is given more on how to score, rather then to understand - why one is not scoring? Or Scoring? This in turn poses other issues like -
- How student, parent, teacher can be informed about such weakness or strengths?
- How and where to take proactive measures rather than taking reactive measures in child's learning?
i As of now to answer the above, teachers or institutes are using either an heuristic
approach or some outdated theories, which do not hold good with the dynamic and
fast changing external and environmental factors. A pure single scientific theory as
well may not able to solve this issue.
In the prior art, many theories are in existence, like Metacognition, Game theory, concept formation by Bourne & colleagues (1986) and exemplar theory by Eleanor

Rosch (1978). But there exists no single simple and comprehensive method which
answers the questions raised above i.e. why does a certain person score high, or
why does another cannot do the same. Based on experience, scientific standards
and these theories the applicant created a process along with the technology
platform, where questions/answers parameterization and creation, test creation,
question presentation, data collection and results analysis process are nested
together to make one aware of one's own knowledge understanding and help one
il learn the right concept simply with questions and their answers with explanation.
The key features of the present invention are:
1. Ease of use, any time anywhere assessment
2. Leveraging technology to dynamically generate the question sequence
3. Adaptive testing
4. Parameterized testing
5. Innovative and visually appealing presentation of questions.
6. Continuous and unobtrusive collation and analysis of result data.
7. Test can be taken in parts or all at once
8. Gradual concept building through correlations across topics

9. Detailed reasoning and explanation for the correct answers to all questions.
There are many systems in the prior art which offer online/offline assessment; however none captures assessment information over a period of time with help of multiple assessments, where each assessment is designed based on the result of previous assessments.

Some such systems existing in the prior art are:
1. Thompson prometric
2. CAT/GMAT/GRE
3. Online Psychometric tests conducted by
a. UK & other countries immigration department
b. Exams conducted by airlines for hiring of pilots and other senior staffs
c. Pre interview or HR examination conducted by big companies
especially for the senior staff.
For all these assessments an individual always plans in advance, goes through multiple training sessions virtually knowing how assessment and analysis will be done, hence output result may not give the accurate, precise and correct learn ability and psychometric analysis of an individual.
There are many other external and internal parameters which will affect an individual's result such as Exam fever/phobia, not able to express,- current mental and health condition, stress, pressure, anxiety etc. Also factors like late arrival to exam center, pen not working, scolding by parent, etc can affect the performance of an individual.
The present invention seeks to ameliorate these drawbacks present in the prior art to arrive at correct and proper assessment.

OBJECTS OF THE INVENTION
1. An object of the invention is to enable the examinee to take the exam leisurely, from anywhere, anytime through internet.
2. Another object }of the invention is to conduct tests at regular intervals spread over a period.
3. Yet another objective of the invention is to offer tests which are based on the results of the previous tests.
4. A further objective of the invention is to offer cumulative and individual analysis of the assessment of the examinee, corrected with each assessment outcome.
DESCRIPTION OF THE INVENTION:
The invention provides a novel method and related device which can be availed by any individual to assess his/her ability to learn math/science subjects. Additionally, psychometric analysis of the person makes the assessment comprehensive. It can be availed by educational or corporate institutions also to their advantage.
An exemplary embodiment of the invention is described-hereunder. However, there can be other embodiments of the Invention, all of which are deemed to be covered by this description.
For simplicity, the is called a "candic that the invention is equally applJcaDle to all candidates, both male and remaie.

In the exemplary invention described here, a candidate is typically a school student in Standard 3 to 12, who is to be guided through comprehensive assessment.
BRIEF DESCRIPTION OF THE ACCOMPANYING DRAWINGS
■\ Fig. 1 shows the overview of the method according to the invention.
Fig. 2 shows the block diagram of the question bank creation process.
Fig. 3 shows the block diagram of the registration, assessment and analysis process.
The method for assessment of ability to learn mathematics and science in according to the invention has following three processes:
1) Question bank creation
2) Registration and assessment
3) Analysis and reporting.
Question bank creation process 1.1:

Fig. 2 shows the details of this process.

1. Question bank creation is an ongoing activity, where questions are created
continuously and added to the question bank. Following approach is used for
question bank creation:
a. First level of categorization is done as
i. Board/University (2.1),
ii. Stream (2.2),

iii. Class,
iv, Subject (2.3)
V. Chapter (2.4)
b. Questions are planned as per one or more following theories. These
questions are based on the practical examples created with text, graphics,
audio and video representation, making it easy to understand and memorize
the concept. i. Concept formation by Bourne & colleagues (1986)
ii. Examplar theory by Eleanor Rosch (1978)
c. Each question^ is assigned more then one options. One or more of
these options may be the correct one and each option has corresponding

analytics associate with it. Following one or more theories are used for defining options and corresponding analytics
i. Game theory
ii. Math ability
iii. Learn ability
d. Once question is planned it is added (2.5) to question bank database,
while doing so it is further rriapped (2.6) with following attributes
i. Skill, Complexity, Objective, Facts, Definition, Principle, Rules
e. Categorization is further nested wherein each question is mapped to
multiple other questions (2.7) building the conceptual learning chain.
f. Each question is mapped to other questions with parent, child
relations making conceptual hierarchical sequence of the questions creating Question
traceability, linkage and presentation.

g. Math and Science symbols are added in the form of the Latex (2.8) for
r
extensibility and uniform presentation
h. Based on the board, class, stream and subject text packs (2.9) are created and published (2.10).
Registration and assessment and process fl.2V Fig. 3 shows the details of this process.
A candidate opting for the'assessment and guidance is required to register on-line.
During this process he provides personal, demographic and geographic information.
if
He is then categorized (3.2) in a small demographic 'group'. On an average each
individual is given 45-60 exams each year. These are mathematics and science
exams wherein specially designed questions are posted. These questions are based
on the practical examples created with text, graphics, audio and video
representation, making is easy for the candidate to understand and learn the
concept. [
Questions are categorized with the following parameters:
if ar Board/University, Stream, Class, Subject, Chapter, Skill, Complexity,
Objective, Facts, Definition, Principle, Rules etc.
b. Categorization is further refined wherein each question is compared to
multiple other questions building the conceptual learning chain.
c. Each question is compared to other questions with parent-child
relations, making conceptual hierarchical sequence of the questions,
thereby creating question traceability, linkage and presentation skills.

For each exam, questions are generated based on the performance in the previous
exams. Analysis of each exam result defines the strength and weakness of an
individual, which is compared with the groups' performance and approach to answer
If the question.
'! The system in accordance with the present invention then generates cumulative group-wise base line comparative parameters which define the index with which each and every candidate is compared. These base line parameters are Math ability. Psychometric analysis andllearn ability. The learn ability is based on skill, concepts, principle, rules, definition, facts and objective understanding etc. Each exam helps
!l
this system build the precise base line parameter on a time, demography,
if board/education standard, :school and geographical dimensions.
if Once a candidate has taken the exam, multiple reports are generated. These reports
explain answer of each question in step by step approach, overall strength &
weakness and comparative analysis with system's baseline parameters. This helps
the candidate, to not only^ understand and learn the concept easily but also explains
where he stands in a group based on the above dimensions. This allows simple self
il learning and monitoring, which corrects the shortcomings of the candidate and
boosts his confidence. ''
Analysis and reporting process (1.3): Fig. 3 shows details of analysis process.

Application is made to reach masses with simplicity on all the available content delivery channels which support mechanism like WEB, WAP and SYNCHRONIZED DESKTOP TOOL. Using these channels tests can be taken anywhere and anytime. Math and science symbols are represented through the web browser using SVG,
Latex, ECMAScript and DOM standards.
I
ii The system collects and builds (3.1) individual's statistics over a period. From the
time of registration to Standard 12^"^ each exam data is captured, stored and
analyzed. Based on ebch progressive test, conceptual understanding and
psychomethcs data of an individual is updated.
II Some of the reports (3.13, 3.14) generated from the system are as follows:
a. Solution explanation - each test's detailed result is given with
question, user answer, correct answer, objective, skill and step-by-
step solution and explanation.
b. Progress monitoring (3.12):
• Same test taken multiple times is depicted with the help of progress bar.
• Overall average of the same and linked test depicted and
if compared with the help of progress bar.
• For each skill, objective and concept understanding is compared
with previous exam output and group baseline.

c. Analysis of precision monitoring (precision theory) (3.8)
I
• Correct % variation for each test corresponding to skill, objective
and concept is compared, a defined range fluctuation determine II
the precision of results, however a major fluctuation will call for a
■f
verification of individual and his/her learning process.
• Similarly, if difficult test are completed faster then the simple one,
it raises and verification event to correct the % precision.
d. Learning reliability measurement
• skill, (3.3) objective and conceptual results of a group (school,
geographical area) will be compared (3.4) to see the
a. % correctness of a concept, skill & objective
b. Male, female % with the correct answers
c. % variation in the high and low scores using mean, median
and mode.
d. Matching of incorrect answers to baseffne index to fdentify
largest concept, skill, objective not understood by the
candidate. This will also help in plotting the standard error
graph, mapping of an individual on this will give the accurate
psychometrics analysis of an individual.
On a school level, this will explain the teaching strength & weakness with teaching standards and quality of students. Both figures can be compared'and a reliability graph can be generated.

e. Math ability - This report will show Index of the math's concept
with % correctness and predication for all concepts. As all the
concepts are chained together based on the performance in basic
concept and the higher ups we can derive the math ability of an
individual.
I
f. Learn ability - Test results data of an individual is analyzed with
the parameters like skill, rules, principles, objective etc. on defined
II time scale to generate their learn ability graph.
Following are the theories/algorithms used by the invented system in parts:
1. Game theory:
• Theory - Game theory is the study of the ways in which strategic
interactions among rational players produce outcomes with respect to
.L Ij
the preferences (or utilities) of those players, none of which might have been intended by any of them.
• Usage - An agent (in our case user) by definition is an entity with
preference. For each user we capture their answer, time and relative
information. This information is then weighted against the predefined
parameters and other users to set a relativity references.
2. Concept formation by Bourne & colleagues (1986)
• Theory - concept learning, to refer to the development of the ability to
respond to common features of categories of objects or events.
Concepts are mental categories for objects, events, or ideas that have

a common set of features. Concepts allow us to classify objects and events. In learning a concept, you must focus on the relevant features and ignore those that are irrelevant.
• Usage: This theory explains general concept learning. Part of the
I* theory is used to create questions and answers with relevant practical
example oriented graphical, audio and video representation. Enabling
user to understand the concept with simplicity.
3. Exemplar theory by Eleanor Rosch (1978)
ii
• Theory - Eleanor Rosch suggested that the natural concepts in everyday life are learned through examples rather than abstract rules. Her exemplar theory proposes that we learn the concept of "chair" by seeing a wide variety of chair and developing a prototype of what the typical chair is like. Busemeyer and Myung (1988) studied prototype learning in, college students by presenting a series of exemplars and asking the subjects to reproduce the prototype.
• Usage - this theory is used along with "concept formation theory" to prepare the questions, test and gather the understanding of the concept learning process.
4. Precision & Accuracy theory
• Theory - Given a series of measurements or approximations, there is
an error associated with each value.

• usage - this concept is used to measure the spread of errors for each
u.ser response and their psychometric mapping. Precision is
jridependent of the actual correctness of the measurements or
approximations.
5. Math ability
• Theory - identification or mapping of one's math problem solving capability on a given time scale.
• usage - Each response of user is checked and compared for ccjrrectness and time taken. Data of multiple such tests are mapped to a standard index to define individual's math ability.
6. Learn ability ,[
• Theory - identification or mapping of one's learning and improvement
process with each test cycle. If
• U^age - Test results data of an individual is analyzed with the
parameters''like skill, rules, principles, objective etc. on defined time
scale. This data is compared with standard index and average of other
overall population to generate learn ability index of an individual. If
7. Theory of True Score
• TM^ory - it's a measurement theory which defines every measurement
IS an additive composite of two component - true ability (or the true
level) of the respondent on that measure and random error.
'• U^ciQQ - this theory is used in conjunction with precision theory to
analyze the true score of a student to do the correct conceptual
learning mapping.

8. Factor analysis
• Theory - Factor analysis is a statistical data reduction technique used to explain variability among observed random variables in terms of fewer unobserved random variables called factors.
• Usage - following variables are studied for an individual & overall user population for their math ability, learn ability with additional dimensions like subject, gender, geographical coverage mapping.
•
With the help of specially designed questions, assessment and analytical process;
II
1. Helping an individual to build conceptual learning in a simple and friendly
F
environment by self monitoring over a period allowing them to achieve good rank without last minute studies or mugging up/memorizing concepts.
2. Helping parents'to know the strength, weakness and progress of their child with a comparative analysis of a relative group. This enables the parent to know the weakness and strength allowing them to help the child to convert the weakness into strength.
3. System's Conceptual hierarchy sequence allows an individual to strengthen overall concepts, principles, facts, logic, subject, chapter, skill, objective and definition.
4. Mapping of conceptual understanding of an individual, group and their comparative analysis with the dynamically generated precise baseline.
5. Analysis of strength and weakness of an individual, group.

6. Answer, explanation, step-by-step solution and suggestions to improve the conceptual understanding.
7. Math ability, learn ability and progress monitoring of an individual, group and their comparative analysis mapped to time, demography and geographical dimensions. i
8. Psychometrics analysis and suggestions enables building of positive psychometric behayior.
The long term effect of this approach is that an individual is made to have a basic
and sound understanding of concepts, making them confident to practically apply ■IWE CLAIM:
1. A method for assessment to learn mathematics and science alongwith
psychometic analysis comprising of the following processes;
question bank creation process (1:1);
registration and assessment process (1.2); and
analysis and reporting process (1.3), characterized in that the method can be availed by any individual or institution to assess the candidates' ability to learn mathematics and science subjects.
2. A method as claimed In claim 1, wherein a candidate is categorized (3.2) in a small demographic group based upon the details furnished by him during the registration process (1.2).
3. A method as claimed in claim 1, wherein the question bank creation process (1.1) is an ongoing activity which regularly updates the question bank from which questions are posted in any exam for the candidate.

4. A method as claimed in claim 1, wherein the analysis and reporting
process (1.3) comprises:
collection and building candidates' statistics over a period from his registration;
I!
analysis of precision monitoring (3.8);
measuring learning ability of the candidate through skill (3.3)
objective;

matching of incorrect answers to baseline index to identify concept, skill objective not understood by the candidate, which leads to plotting of the standard error graph and psychometic analysis of an individual and
generating and printing reports (3.13, 3.14) on solution explanation, process monitoring (3.12), said precision monitoring, math ability and learn abililty.
5. A method as claimed in claims 1-4, which can be availed by an individual
candidate for assessment of his learning ability and ascertain correcting steps.

these concepts in real life situations. Hence, leading to a positive psychological impact on the individual, society and nation.