scholarly journals The Content Validity of Digital Test Items for Evaluation Courses Based on Superitem-Wondershare Using Aiken’s Calculation

2019 ◽  
Vol 1417 ◽  
pp. 012040
Author(s):  
D G H Divayana ◽  
A Adiarta ◽  
I G Sudirtha
Keyword(s):  
Content Validity ◽  
Test Items ◽  
Digital Test ◽  
Evaluation Courses

Measuring Workaholism: Content Validity of the Work Addiction Risk Test

1995 ◽  
Vol 77 (2) ◽  
pp. 657-658 ◽  
Author(s):  
Bryan E. Robinson ◽  
Bruce Phillips
Keyword(s):  
Content Validity ◽  
Work Addiction ◽  
Test Items ◽  
Addiction Risk ◽  
State List

A total of 20 psychotherapists, randomly selected from a state list, critically examined the 25 items on the Work Addiction Risk Test for content validity. Subjects were asked to identify 25 items from a list of 35 which most accurately measured work addiction. Selected test items have generally high content validity for the domain of work addiction.

scholarly journals Validitas Soal-Soal Ujian Nasional Mata Pelajaran Bahasa Indonesia Untuk SMP/ MTs

2015 ◽  
Vol 26 (1) ◽  
pp. 56-68
Author(s):  
Siti Jamilatul Muyasaroh
Keyword(s):  
High School ◽  
Construct Validity ◽  
Junior High School ◽  
Content Validity ◽  
Research Method ◽  
Junior High ◽  
Choice Test ◽  
National Assessment ◽  
Language And Culture ◽  
Test Items

The purpose of this research is to find out the level of the content validity and con struct validity of the questions of the national assessment of Indonesian language subject for junior high school / MTs. The Research method applied in this research was qualitative research method. This research employed the qualitative analysis. To support this qualita tive research, the writer used some tools in the data analysis. They are 1) to figure out the content validity, the writer had matched the test items with the indicators listed in the SKL (Graduation Standard Competency) of the Indonesian Language subject 20102011 aca demic years; 2) For the construct validity, the writer used the evaluation format of multiple choice test items by applying material aspect, construct aspect, and language and culture aspect. After the research was conducted, it can be concluded that the questions of the National Assessment of Indonesian Language Subject for Junior High School / MTs in the 20102012 academic years have high content validity and construct validity. The content validity, the entire indicators in the SKL (Graduation Standard Competency) has been ap plied in the test items. However, the writer found that there are two indicators that are used in four test items. In fact, each indicator should be applied in one test item. The construct validity, by using analysis method of the evaluation format of multiplechoice test items, the writer figured out that 56% 100 % test items are appropriate with the aspects. Meanwhile, the test items which are not deal with the aspects are 16 – 44%.

scholarly journals Varied Assessments Used to Measure Students’ Achievement in Introduction to Literature Class

2019 ◽  
Vol 1 (2) ◽  
pp. 13
Author(s):  
Nurul Ain
Keyword(s):  
Content Validity ◽  
Representative Sample ◽  
Assessment Practices ◽  
Great Range ◽  
Test Items ◽  
The Third ◽  
Introduction To Literature ◽  
Literature Class ◽  
Learning Contract ◽  
The Relationship

This paper reported types of assessments and assessment practices used in Introduction to Literature (ITL) class. Looking at the context and the purpose of the assessment, the principles of classroom learning are to be applied in planning, constructing and administering the tests. The test was also constructed to contain a representative sample of the course, the relationship between the test items and the course objectives to keep up with the content validity. The test has two forms of assessment as dealt in learning contract that are spoken and written forms. The results of students’ assessment can be categorized into several categories: the first category is the students who have good achievement both in spoken and written performances; the second one is for category which the students have great range of different between spoken and written performances; the third category is the students who have the little range of differences between spoken and written performances; and the last category is the students who have got fair achievement both in spoken and written performances.

scholarly journals CONSTRUCTION AND STANDARDIZATION OF ACHIEVEMENT TEST IN ENGLISH

2017 ◽  
Vol 4 (37) ◽  
Author(s):  
Amardeep Kaur
Keyword(s):  
Expert Opinion ◽  
Content Validity ◽  
English Teachers ◽  
Achievement Test ◽  
School Education ◽  
Difficulty Level ◽  
Test Items ◽  
Class Viii ◽  
Standard Ix

The present study was conducted to Construct and Standardize an Achievement Test in English for IX standard students . Test items were selected from syllabus of VIII grade prescribed by Punjab School Education Board, Mohali . Since the achievement test was intended for standard IX , therefore the VIII grade English textbook was used for constructing the achievement test. The entire syllabus was thoroughly scrutinized and then items were selected from the books of class VIII of P.S.E.B. In all 130 items from 14 aspects of class VIII were taken. After seeking expert opinion, items were reduced to 120. Each item was allotted one mark. Further , 20 items were rejected on the basis of difficulty level and discriminating value of the items. 100 items were selected which lie between .40 to .60. Content validity of the achievement test in English was established with help of experts' opinion i.e. English teachers of different schools. The split-half method was used to establish reliability and its calculated reliability is 0.86.

Commission on Rehabilitation Counselor Certification—March 1975 Field Review Report

1975 ◽  
Vol 6 (2) ◽  
pp. 67-72
Author(s):  
Mary E. Lunz
Keyword(s):  
Content Validity ◽  
Rehabilitation Counselor ◽  
Test Items ◽  
Counselor Certification

Analysis of the data resulting from the March, 1975, Field Review revealed the four forms used appear to be equivalent and possess split-half rehabilities ranging from .69 to .72. Refinement of test items will continue in an effort to establish greater reliability and content validity.

scholarly journals The quality of an English summative test of a public junior high school, Kupang-NTT

2020 ◽  
Vol 3 (2) ◽  
pp. 133
Author(s):  
Thresia Trivict Semiun ◽  
Fransiska Densiana Luruk
Keyword(s):  
High School ◽  
Public School ◽  
Junior High School ◽  
Content Validity ◽  
Item Difficulty ◽  
Item Analysis ◽  
Item Discrimination ◽  
Test Items ◽  
Evaluative Research

This study aimed at examining the quality of an English summative test of grade VII in a public school located in Kupang. Particularly, this study examined content validity, reliability, and conducted item analysis including item validity, item difficulty, item discrimination, and distracter effectiveness. This study was descriptive evaluative research with documentation to collect data. The data was analyzed quantitatively except for content validity, which was done qualitatively. Content validity was analyzed by matching the test items with materials stated in the curriculum. The findings revealed that the English summative test had a high content validity. The reliability was estimated by applying the Kuder-Richardson’s formula (K-R20). The result showed that the test was reliable and very good for a classroom test. The item analysis was conducted by using ITEMAN 3.0. and it revealed that the the test was mostly constructed by easy items, most of the items could discriminate the students, most distracters were able to perform well, and the most of items were valid.

scholarly journals Developing an assessment instrument of junior high school students’ higher order thinking skills in mathematics

2016 ◽  
Vol 2 (1) ◽  
pp. 92 ◽  
Author(s):  
Samritin Samritin ◽  
Suryanto Suryanto
Keyword(s):  
High School ◽  
Construct Validity ◽  
Junior High School ◽  
Content Validity ◽  
Goodness Of Fit ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order Thinking Skills ◽  
Test Items ◽  
Fit Index

This study is a research and development study. It aims to produce an instrument for assessing junior high school (JHS) students’ higher order thinking skills (HOTS) in mathematics. Its procedure consists of nine steps: (1) Constructing the test specification; (2) writing test items; (3) analyzing test items; (4) conducting the first tryout; (5) analyzing the results of the first try out; (6) revising the test; (7) assembling the test; (8) conducting the second tryout; and (9) analyzing the results of the second tryout. The instrument content validity was obtained through the focus group discussion (FGD) forum, and Delphi technique. The construct validity was found out through the tryout data analysis. The instrument tryout was conducted twice involving 264 participants in the first tryout and 821 participants in the second tryout. The results of the study indicate that the instrument for assessing JHS students’ HOTS in mathematics has met the validity and reliability criteria. From the results of the content validity analysis, it can be concluded that the instrument is valid, and it was supported by the items validity indices above  0.79. From the results of the construct validity analysis, it can be concluded that the instrument is valid, as indicated by the value of χ2 = 67.69, with p-value = 0.10, Root Mean Square Error of Approximation (RMSEA) = 0.03, supported by Goodness of Fit Index (GFI) of 0.97, Normed Fit Index (NFI) of 0.95, and Adjusted Goodness of Fit Index (AGFI) of 0.95. The instrument reliability is 0.88. The developed instrument for assessing HOTS in mathematics consists of 12 items, each of which is of essay test type. The test items have difficulty indices in a range of 0.30 ≤ Pi ≤ 0.7.

scholarly journals Evaluating the Content Validity of Grade 10 Mathematics Model Examinations in Oromia National Regional State, Ethiopia

2021 ◽  
Vol 2021 ◽  
pp. 1-11
Author(s):  
Getinet Alemayehu Wole ◽  
Solomon Fufa ◽  
Yilfashewa Seyoum
Keyword(s):  
Learning Outcomes ◽  
Content Validity ◽  
Qualitative Data ◽  
Survey Design ◽  
Statistical Treatment ◽  
Cognitive Domain ◽  
Mathematics Model ◽  
Chi Square ◽  
Course Content ◽  
Test Items

This article purports to analyze the content validity of model examinations for grade 10 mathematics. The study looked at the model tests to evaluate if they were indicative of the course content and emphasized on the syllabus’ learning outcomes. A survey design with six years of mathematics model exam, syllabi, and textbooks served as the key data sources was considered in the study. Kendall’s coefficient of concordance and chi-square test of statistical treatment were used to analyze the quantitative data obtained. In addition, the qualitative data were evaluated using narration and description. The study’s statistical findings revealed that there was no relationship between test items and learning outcomes in cognitive domain categories or main textbook content. As a result, the exam items did not correspond to the syllabus’s objectives and content. Furthermore, the qualitative data revealed that the test items were unclear, poorly laid out, and multidimensional, as well as having low content validity.

scholarly journals Development & Validation of Urdu Receptive Language Scale (URLS)

2021 ◽  
Vol 37 (7) ◽  
Author(s):  
Ghazal Awais Butt ◽  
Nazia Mumtaz ◽  
Ghulam Saqulain
Keyword(s):  
Content Validity ◽  
Reliability And Validity ◽  
Sampling Technique ◽  
Receptive Language ◽  
Validity Index ◽  
Content Validity Index ◽  
Test Items ◽  
Creative Commons ◽  
Index Value ◽  
High Level

Objectives: To develop “Urdu Receptive Language Scale (URLS)” for Urdu speaking Pakistani children of age 0-6 years. Methods: This exploratory study was done at mainstream schools and day care centers on children with normal language development between the ages of 0-6 years from 1st March 2016 to 31st August 2016, by using convenient sampling technique. Firstly, the items for the questionnaire were constructed from four sources: literature review, experts, parents and direct observation of 384 Children of same age. Secondly the constructed test items were sent to the field experts (SLP’s) for the purpose of improvement. Thirdly, after incorporation of suggestions, the improved items were securitized by Urdu experts and finalized. In the next step, these items were tested for Relevance, Ambiguity, Clarity and Simplicity from field experts. The developed scale was then analyzed for reliability and validity by SPSS Version-18. Results: Study resulted in a 59 items Urdu Receptive Language Scale with each age range having different test items distribution. The mean of the relevance, clarity, simplicity, and ambiguity of test items was 3.89. The Item content validity index value was one for each of the 59 items. The content validity index for the entire scale was also one. The Cronbach’s alpha was 0.948, which indicates a high level of internal consistency. Conclusion: The developed 59 Item Urdu Receptive Language Scale is reliable and valid tool for language assessment of Urdu speaking Pakistani children of 0-6 years age. doi: https://doi.org/10.12669/pjms.37.7.3928 How to cite this:Butt GA, Mumtaz N, Saqulain G. Development & Validation of Urdu Receptive Language Scale (URLS). Pak J Med Sci. 2021;37(7):---------. doi: https://doi.org/10.12669/pjms.37.7.3928 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Sign in / Sign up

Export Citation Format

Share Document