Level and Quality of Knowledge Using Confidence-Weighted NRET Scoring Method in Multiple Choice Test

2017 ◽  
Vol 23 (2) ◽  
pp. 885-889
Author(s):  
Ma. Rosanna Cisneros-Pahayahay ◽  
Gemar Pahayahay
Keyword(s):  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Scoring Method

Assessing the Quality of Multiple-Choice Test Items

2010 ◽  
Vol 35 (1) ◽  
pp. 12-16 ◽  
Author(s):  
Sandra L. Clifton ◽  
Cheryl L. Schriner
Keyword(s):  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Test Items

scholarly journals THE QUALITY OF TEACHER-MADE MULTIPLE-CHOICE TEST USED AS SUMMATIVE ASSESSMENT FOR ENGLISH SUBJECT

PRASI ◽  
2020 ◽  
Vol 15 (02) ◽  
pp. 57
Author(s):  
Ni Putu Liana Santy ◽  
Ni Luh Putu Eka Sulistia Dewi ◽  
Anak Agung Gede Yudha Paramartha
Keyword(s):  
Multiple Choice ◽  
Summative Assessment ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Analysis Method ◽  
Common Mistake ◽  
Content Analysis Method ◽  
Instrument Quality ◽  
English Subject

This study analyzed the quality of multiple-choice test used as middle test made by the English teachers in one school in Singaraja. This study was essential to be conducted since the items of the multiple-choice test must have good quality to be used to assess the students’ achievement levels. This study used content analysis method in analyzing100 items from 3 different instruments. In collecting the data, the checklist analysis form was used to compare the items of teacher-made multiple-choice test with the norms as one of the standards in making a good multiple-choice test, then clarified through interview. From the data that have been obtained, there are 72% of students who got bad scores in the middle test. There is 1% of the items has sufficient quality, 8% of items have good quality, and the rest of the items have very good quality. The most common mistake found is in the punctuation and capitalization. It is supported by the results of the interview, which show that the teachers did not know precisely the norm of punctuation and capitalization. It can be concluded that the teachers already follow the norms of making a multiple-choice test, and it is indicated that the quality of the multiple-choice test is not the only factor that affects students’ achievement levels.Keywords: instrument quality, norms, teacher-made multiple-choice test

scholarly journals The Analysis of the Teacher-Made Multiple-Choice Tests Quality for English Subject

2020 ◽  
Vol 4 (3) ◽  
pp. 272
Author(s):  
M.S.D, Indrayani ◽  
A.A.I.N, Marhaeini ◽  
A.A.G.Y, Paramartha ◽  
L.G.E, Wahyuni
Keyword(s):  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Multiple Choice Tests ◽  
Descriptive Research ◽  
Choice Tests ◽  
Research Document ◽  
Editing Process ◽  
English Subject

This study aimed at investigating and analyze the quality of teacher-made multiple-choice tests used as summative assessment for English subject. The quality of the tests was seen from the norms in constructing a good multiple-choice test. The research design used was descriptive research. Document study and interview were used as methods of collecting the data. The data was analyzed by comparing the 18 norms in constructing a good multiple-choice test and the multiple-choice tests, then, analyzed by using formula suggested by Nurkencana. The result showed the quality of the teacher-made multiple-choice tests a is very good with 79 items (99%) qualified as very good and I item (1%) qualified good. There were still found some problems referring to some norms. Therefore, it is suggested that the teachers have to pay attention to these unfulfilled norms. To minimize the issues, it is further suggested to do peer review, rechecking, and editing process.

Methodological Issues in Testing Comprehension of Safety Symbols

2002 ◽  
Vol 46 (19) ◽  
pp. 1744-1747 ◽  
Author(s):  
Mary F. Lesch ◽  
Jamie R. McDevitt
Keyword(s):  
Test Procedure ◽  
Multiple Choice ◽  
Test Methods ◽  
Test Method ◽  
Choice Test ◽  
Attractive Alternative ◽  
Multiple Choice Test ◽  
Methodological Issues ◽  
Scoring Method ◽  
Multiple Trials

Safety symbols must be tested prior to use to ensure that they are adequately understood, as failures to communicate can result in injury or death. However, factors other than symbol quality influence assessed comprehension level: These include test method, scoring method, as well as availability of context. Open-ended and multiple-choice test methods are compared and contrasted on a number of dimensions including ease of construction, administration, and scoring. While use of an open-ended test procedure is generally recommended, it is proposed that a modified multiple-choice test, in which alternatives are assessed across multiple trials, is an attractive alternative.

scholarly journals Evaluation of the quality of multiple choice test bank for the module of Introduction to Anthropology by using the RASCH model and QUEST software

2017 ◽  
Vol 1 (X3) ◽  
pp. 42-54
Author(s):  
Quang Ngoc Bui
Keyword(s):  
Rasch Model ◽  
Multiple Choice ◽  
Choice Test ◽  
Difficulty Level ◽  
Calculation Error ◽  
General View ◽  
Multiple Choice Test ◽  
Measurement Science ◽  
The Rasch Model

The paper presents (1) a general view of the history of the development of objective multiple choice testing methods in accordance with the development of measurement science, and the evaluation process of the learners’ academic performance by this method; (2) the process of applying classic and modern test theories to analyze and evaluate the quality of multiple choice test bank for the module of Introduction to Anthropology by the RASCH model and QUEST software, which is implemented by the determination of difficulty degree of the questionnaires, the quality of the wrong opinions, the degree of difference among the test questions, the correlation factors between the test score and the whole score, the probability of each option being chosen, the measurement scale for the learners’ competence, the "threshold level" of the difficulty level for a multiple choice question, the calculation error, the reliability of the test, etc. and thereby (3) some solutions made towards the optimal application of the objective multiple choice tests at the University of Social Sciences and Humanities, Vietnam National University Ho Chi Minh City.

Efficacy of NRET Scoring Method in Paper-and-Pen Multiple Choice Test

2017 ◽  
Vol 23 (2) ◽  
pp. 1085-1089
Author(s):  
Ma. Rosanna Cisneros-Pahayahay ◽  
Gemar Pahayahay
Keyword(s):  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Scoring Method

scholarly journals PENGEMBANGAN HIGHER ORDER THINKING MULTIPLE CHOICE TEST UNTUK MENGUKUR KETERAMPILAN BERPIKIR KRITIS IPA KELAS VII SMP/MTs

2015 ◽  
Vol 1 (1) ◽  
pp. 86 ◽  
Author(s):  
Hartini Hartini ◽  
Sukardjo Sukardjo
Keyword(s):  
Science Teachers ◽  
Multiple Choice ◽  
Test Group ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Field Trials ◽  
Higher Order ◽  
Choice Test ◽  
Multiple Choice Test

This study aims to: (1) develop higher order thinking multiple choice test (HOT-MCT) to measure the critical thinking skills of students of class VII IPA SMP/MTs, (2) determine the quality of the test theoretically, and (3) determine the quality of the test empirically. The procedure consists of seven-step, which adapted from 10 models of research and development steps Borg & Gall which includes: (1) the preliminary study, (2) planning , (3) development, (4) a small test group, (5) revision, (6) field trials, and (7) revision. The quality of the test theoretically validated by experts and science teachers. Empirically test the quality of trials conducted small groups and field trials. Analysis of the data using the parameters of the classical theory. This research resulted in about HOT-MCT with the following explanation: (1) a multiple choice question with four answer options consisting of 23 items was, (2) the test is valid theoretically valid, and (3)the test is valid emperically with reliability index α = 0.723.

A Developmental Study of Intonation Recognition

1968 ◽  
Vol 11 (4) ◽  
pp. 825-832 ◽  
Author(s):  
Marilyn M. Corlew
Keyword(s):  
Significant Interaction ◽  
Multiple Choice ◽  
Semantic Content ◽  
First Grade ◽  
Choice Test ◽  
Developmental Study ◽  
Multiple Choice Test ◽  
The Third ◽  
Matching Test ◽  
Better Than

Two experiments investigated the information conveyed by intonation from speaker to listener. A multiple-choice test was devised to test the ability of 48 adults to recognize and label intonation when it was separated from all other meaning. Nine intonation contours whose labels were most agreed upon by adults were each matched with two English sentences (one with appropriate and one with inappropriate intonation and semantic content) to make a matching-test for children. The matching-test was tape-recorded and given to children in the first, third, and fifth grades (32 subjects in each grade). The first-grade children matched the intonations with significantly greater agreement than chance; but they agreed upon significantly fewer sentences than either the third or fifth graders. Some intonation contours were matched with significantly greater frequency than others. The performance of the girls was better than that of the boys on an impatient question and a simple command which indicates that there was a significant interaction between sex and intonation.

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