scholarly journals Evaluating the Validity, Reliability and Authenticity of English Achievement Test for the Twelfth Grade Students of SMAN 4 Tebo, Jambi

2021 ◽  
Vol 11 (1) ◽  
pp. 130-138
Author(s):  
Muncar Winarti ◽  
Abdurrachman Faridi ◽  
Fahrur Rozi
Keyword(s):  
Construct Validity ◽  
Content Validity ◽  
Standardized Test ◽  
Multiple Choice ◽  
Achievement Test ◽  
Reading Test ◽  
Multiple Choice Questions ◽  
Good Test ◽  
Twelfth Grade ◽  
English Achievement

This study aims to investigate the implementation of the English achievement test for the twelfth-grade students at SMAN 4 Tebo, Jambi in the academic year 2019/2020. This study was a contenr analyis. The objects of this study were English achievement test items. It consisted of 40 multiple-choice questions and 5 essay questions. The data collection method was a document analysis checklist. In this study, the researcher analyzed the data from English achievement test for validity aspects such as content validity and construct validity, the degree of reliability, and the implementation of language authenticity criteria. The findings of this study revealed that; (1) the content validity shows 76% valid, and the construct validity shows 60% valid; (2) the reliability shows coefficient 0.281 for multiple-choice items and 0,554 for essay items, and it is reliable; (3) the results of analyzing the authenticity shows that the listening items, reading test and essay writing are authentic. However, each part has some weaknesses. Especially in the reading test, most of the passages use in reading tests failed to represent the world context even though the topics of the passages are rational and based on the real context. Nevertheless, the English teacher who constructed the English achievement test did not mention the sources from which the passages were taken. Next, the samples of the format letter, announcement, and pamphlet look unnatural view from the format and design. Moreover, the English Achievement Test for twelfth-grade students of SMAN 4 Tebo, Jambi has fulfilled the characteristics of validity, reliability, and authenticity as a good test or standardized test.

scholarly journals Pengaruh Media Pembelajaran dalam Tataran Strategi Pembelajaran TPS (Think- Pair - Share) Terhadap Retensi Belajar Siswa SMA Mitra Inalum

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Irwansyah Irwansyah
Keyword(s):  
High School ◽  
Cooperative Learning ◽  
Learning Strategy ◽  
Multiple Choice ◽  
Achievement Test ◽  
Senior High School ◽  
Difficulty Level ◽  
Multiple Choice Questions ◽  
Strategy Type ◽  
Static Picture

This research was aimed to know The best learning strategy between the cooperative learning strategy type TPS with animation media, cooperative learning strategy type TPS with static picture media, and conventional learning strategy to the memory retency of XI grade students in State Senior High School Mitra Inalum. This research was conducted with quasi experiment methods with three classes which sample randomly, XI IA.1 class with cooperative learning strategy type TPS with animation media; XI IA. 2 class with , cooperative learning strategy type TPS with static picture media, and XI IA. 3 class with conventional learning strategy. Instrument in this research used achievement test in the form of 50 multiple-choice questions that have been tested for validity, reliability, dicrimination power, and difficulty level. Student’s retency memory can be gathered from the achievement test after 21 days sub matter is done finished. The techique of analysis used analysis of covarians with SPSS 17.0 for Windows. The result of this research and test shows the best learning strategy to  get student memory retency is cooperative learning strategy type TPS with static picture media, continued by cooperative learning strategy type TPS with animation media, and then with conventional learning strategy. There are differences between memory retency XI grade students in State Senior High School of Mitra Inalum thay by used the cooperative learning strategy type TPS with animation media, cooperative learning strategy type TPS with static picture media, and conventional learning strategy (Sig.= 0.03 < 0.05).

De validiteit van luistertoetsen Moderne Vreemde Talen

1978 ◽  
Vol 5 ◽  
pp. 59-74
Author(s):  
H.W.M. van den Nieuwenhof
Keyword(s):  
Content Validity ◽  
Listening Comprehension ◽  
Multiple Choice ◽  
Test Results ◽  
Multiple Choice Questions ◽  
Relative Difficulty ◽  
Test Form ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Testing Techniques

For ten years now multiple choice tests have been used in the Dutch school system to measure listening comprehension of English, French and German. The tests were developed in a research program, conducted at the Insitute of Applied Linguistics by Dr. ? Groot. Now that the tests have been in use for 10 years we are confronted with the following questions. Are the tests still reliable, as they were 10 years ago? In how far does the multiple choice technique give a true picture of the listening comprehension of students? Does the multiple choice technique help studens to cope with language material that they could not have coped with otherwise, in other words, to what extent does the language material used in tests suggest a higher level of listening comprehension than the students actually have? An experiment has been carried out at C.I.T.O. (Central Institute for Test Development). Students had to answer both multiple choice questions and open ended questions concerning the same language material. The results suggested that the language material used in tests was verydifficult for students to handle in an open ended question test form. The results also suggested that various levels of difficulty of the langua material used within a single test was reflected in the open ended test results, but not in the results of the multiple choice tests. The multiple choice technique seems to obscure the relative difficulty of the various test components. It has been found that an appropriate use of the multiple choice technique can cover only a restricted range of language material. The measuring technique must not restrict the choice of language material, and thereby influence content validity. A possible solution to the problem would be the development of a new kind of test. In this test a great variety of language material should be tested with a great variety of testing techniques: a great variety of language material in order to improve the content validity of the test, a great variety of testing techniques in order to reduce, as much as possi ble, the disadvantages of every single testing technique by itself.

scholarly journals Ketepatan Kontruksi Butir Pilihan Ganda Bahasa Arab

2020 ◽  
Vol 3 (2) ◽  
pp. 111-124
Author(s):  
Muhibbatul Laili
Keyword(s):  
Construct Validity ◽  
Correct Answer ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Guttman Scale ◽  
Research Results ◽  
Test Items ◽  
Test Kit ◽  
Valid Test ◽  
Multiple Choice Items

The study of construct validity on summative test items in multiple-choice Arabic aims to improve the test items' quality to make them valid in the construction aspect. The study was carried out on multiple-choice items based on the modified construction criteria instrument based on the Guttman scale. Items that match the indicator are marked with S and TS if they do not match. Based on a review of 40 items, it was found that the items were not suitable, namely: 25 items with unformulated stem clearly and firmly, two questions that pointed to the correct answer, and one question with pictures that confused. Meanwhile, other items are in accordance with all construct criteria indicators for multiple-choice questions. Based on the research results, the question maker must correct and pay attention to these aspects to produce a valid test kit.

scholarly journals Can the Reading Construct Be Examined outside the Reading Context? An Investigation of the Construct Validity of an English as a Foreign Language Reading Test

2018 ◽  
Vol 9 (4) ◽  
pp. 685 ◽  
Author(s):  
Godefroid B. Katalayi
Keyword(s):  
Construct Validity ◽  
Text Processing ◽  
Multiple Choice ◽  
Reading Test ◽  
Test Context ◽  
School Students ◽  
Specific Test ◽  
Test Items ◽  
Close Relationship ◽  
Reading Context

This paper examines the construct validity of a multiple-choice reading test from the epistemological stance that supports a close relationship between test construct and test context. It aims to evaluate the extent to which the test tasks not only target the reading construct, but also come to grip with the specific test context (Katalayi & Sivasubramaniam, 2013). Fifty (50) multiple-choice items taken from the 2017 English state examination (ESE) were administered to 496 Grade 12 secondary school students and a concurrent strategies questionnaire was used to elicit information on participants’ use of strategies during test writing (Katalayi & Sivasubramaniam, 2014).  The findings indicate that, although the fifty item questions cover the whole range of reading construct by targeting all the processing levels; there is, however, a predominance of items that require text processing at higher level than those items that require text processing at lower level. This is to suggest that since the ESE includes higher level test items it does not reflect the context of the ESE; and therefore, it is untenable in the educational practices of language teaching and testing.

The Effect of Transformational Simplification on the Reading Comprehension of Selected High School Students

1972 ◽  
Vol 5 (4) ◽  
pp. 273-281 ◽  
Author(s):  
Ronald V. Evans
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Multiple Choice ◽  
Reading Test ◽  
Sentence Length ◽  
Choice Test ◽  
Multiple Choice Questions ◽  
School Students ◽  
Subordinate Clauses ◽  
12Th Grade

Transformational-generative grammar theory has prompted several studies on the reading comprehension of variously transformed sentences. The results have shown that verbal noun phrases, noun and relative clauses, subordinate clauses, as well as the number of modifiers embedded on any noun headword, all combine to complicate reading comprehension. This study compared two identical groups of 12th grade students, reading two versions of five prose selections. One version had simplified all of the previously mentioned structures, maintaining a twelve-word average sentence length. The other version was taken as used in The Davis Reading Test. Both groups were tested by multiple-choice questions from the reading test and by cloze-tests. The results showed a significant achievement on the multiple choice test and on three of five cloze tests for the simplified-version readers.

scholarly journals Developing Test Blueprint Template- Part 1: Multiple Choices Questions

2020 ◽  
pp. 1-7
Author(s):  
Dania Sabbahi
Keyword(s):  
Learning Outcomes ◽  
Content Validity ◽  
Multiple Choice ◽  
The Other ◽  
Multiple Choice Questions ◽  
High Quality ◽  
Academic Achievements ◽  
Test Specifications ◽  
Threats To Validity ◽  
Solid Foundation

Introduction: Having a well-constructed blueprint, also known as tables of specifications or test specifications, for assessments makes them defensible indicators for students’ gain of the course learning outcomes. Furthermore, it ensures content validity of a test which is a requirement for any evaluation that measures academic achievements. Aim: This paper describes a template that was developed for developing blueprint and shows step by step the guidance on how to use the developed template. Developing the template: The template was designed on an excel software with preset formulae and linked cells to enable academician to construct an exam blueprint in an easy and simple way. It is composed of 2 main sheets: “mother-sheet” which considered as the database for the course specifications and a feeder to all other sheets, the other component is the “exam blueprint sheet” which is specific for each test. Using the exam blueprint template: Following simple steps of filling-up specific cells in the mother and exam blueprint sheet will enable the users to produce a well-constructed plan for the exam. Summary: The aim of blueprinting is to reduce any threats to validity, yet the preparation of high quality blueprint might be a huge task for most faculty. Using this template is a solid foundation for developing any multiple choice questions tests in an easy and simple way.

scholarly journals Analysis of validity and reliability of English formative tests

2011 ◽  
Vol 1 (2) ◽  
pp. 87
Author(s):  
Aris Sugianto
Keyword(s):  
Data Analysis ◽  
Construct Validity ◽  
Content Validity ◽  
English Teacher ◽  
Validity And Reliability ◽  
Good Test ◽  
First Semester ◽  
Academic Year ◽  
Descriptive Method

<p>This study was conducted in order to analyze the English formative tests made by the English teacher of grade VIII of SMPN-4 Mentaya Hulu based on the characteristics of a good test. The indicators to be analyzed were validity and reliability of the test. The validity covered the content and construct validity. The writer applied descriptive method in conducting this study. The population and sample of this study was the English teacher-made tests for the grade VIII of SMPN-4 Mentaya Hulu in the first semester of academic year 2008/2009. The writer analyzed 2 English formative tests as the representative of all English formative tests in the first semester of academic year 2008/2009. Based on the result of the data analysis, the writer found that the English formative test conducted on October 2008 belongs to high validity in its content validity and excellent validity in its construct validity. The English formative test conducted on November 2008 belongs to low validity in its content validity and high validity in its construct validity. While the English formative test both conducted on October 2008 and November 2008 are unreliable.</p>

scholarly journals Multiple Choice Questions in Medical Education: How to Construct High Quality Questions

2020 ◽  
Vol 4 (2) ◽  
pp. 79 ◽  
Author(s):  
Abdus Salam ◽  
Rabeya Yousuf ◽  
Sheikh Muhammad Abu Bakar
Keyword(s):  
Medical Education ◽  
Multiple Choice ◽  
Thinking Skills ◽  
Cognitive Domain ◽  
Multiple Choice Questions ◽  
Good Test ◽  
Test Items ◽  
Medical Graduates ◽  
Definite Problem ◽  
Level Of Thinking

Multiple choice questions (MCQ) are the most widely used objective test items. Students often learn what we assess, and not what we teach, although teaching and assessment are the two sides of the same coin. So, assessment in medical education is very important to ensure that qualified competent doctors are being produced.A good test is the test that assesses higher level of thinking skills. Many inhouse MCQs are found faulty which assess lower level of thinking skills. The main problems in constructing good MCQs are that (i) very few faculty members have formal training in questions construction, (ii) most of the questions are prepared in the last minutes where little time exist for vetting to review the quality of questions and (iii) lack of promise on the standard of the question format and underestimation of the use of blueprint in medical schools. Constructing good MCQs, emphasis should be given that, the stem is meaningful and present a definite problem, it contains only relevant material and avoid negativity. It should be ensuring that, all options present as plausible, clear and concise, mutually exclusive, logical in order, free from clues and avoid ‘all of the above’ and ‘none of the above’. The MCQs can tests well any higher level of the cognitive domain, if it is constructed well. Efforts must be made to prepare and use of test blueprint as a guide to construct good MCQs. This paper describes and offers medical teachers a window to a comprehensive understanding of different types and aspects of MCQs and how to construct test blueprint and good MCQs that tests higher order thinking skills in the future medical graduates, thereby ensures competent doctors are being produced.International Journal of Human and Health Sciences Vol. 04 No. 02 April’20 Page : 79-88

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