scholarly journals Lessons Efficiency Paradox: The Unexpected Empirical Findings about the Amount of Homework and the Teacher’s Strictness

Pedagogika ◽  
2017 ◽  
Vol 127 (3) ◽  
pp. 104-118
Author(s):  
Gediminas Merkys ◽  
Daiva Bubelienė
Keyword(s):  
Social Relations ◽  
Classical Test Theory ◽  
Educational Process ◽  
Test Theory ◽  
Dimensional Structure ◽  
Classical Test ◽  
Integrated Index ◽  
Different Types ◽  
Metrological Quality

In the article a newly created questionnaire intended for older schoolchildren – “evaluate the teacher and his lessons” is introduced. The theoretical and practical context of the instrument based on 87 primary questions is named, the dimensional structure and metrological quality of the formed integrated scales and sub-scales is presented. The scales and sub-scales were formed following the classical test theory, combining logical and factorial validation. The secondary sub-scale factorization has indicated that it is expedient to distinguish between two integrated lesson dimensions (scales). The first integrated scale reflects the quality of social relations and teacher-centered orientation. The second scale reflects the management and didactics of the educational process. High correlation between the evaluations of integrated scales (r = 0.86) indicates that a generalized integrated index of evaluation of the teacher and his lesson can be derived by aggregating even 81 primary variables defining the most various aspects of the lesson. In the article the basis of statistic norming of the questionnaire possessed at present is described: Nschool children = 4024 and Nteachers = 200 which encompasses schools of different types from various regions of the country. The wide coverage of the content of created questionnaire, quite good quality of the scales opens good opportunities for its application in both the practice of schools evaluation and research. First of all, the methodical purpose of the article has been to introduce a new standardized instrument of survey. Secondly, the question why such indicators as “abundance of homework” and “level of the requirements set by the teacher” practically do not correlate with all the remaining scales, although the latter intercorrelate very significantly, is set. In the paper the question (and hypotheses) whether the mentioned variables can truly affect the didactic quality of the lesson counterproductively is elaborated.

scholarly journals Analisis Butir Soal IPA Try Out USBN Tahun Ajaran 2018/2019 dalam Kaitannya dengan Level Kognitif

MADRASAH ◽  
2020 ◽  
Vol 12 (1) ◽  
pp. 29-39
Author(s):  
Nuril Huda ◽  
Tutik Sri Wahyuni
Keyword(s):  
Classical Test Theory ◽  
Answer Sheet ◽  
Test Theory ◽  
Difficulty Level ◽  
Cognitive Level ◽  
Descriptive Research ◽  
Classical Test ◽  
Discriminating Power ◽  
Academic Year

This research aims to: 1) find out the characteristics of the science items try out National Standar School Exams (USBN) in the academic year 2018/2019 based on Classical Test Theory (CTT); 2) find out the number of the science items try out USBN in the academic year 2018/2019 in relation to cognitive level. This type of research is a descriptive research with a quantitative approach. The data obtained was a computer answer sheet of 5022 students who took USBN try out of Elementary School 2019 on February 21, 2019 in Tulungagung Regency. The results showed that: 1) The characteristics of the science items try out USBN in the academic year 2018/2019 based on Classical Test Theory (CTT) in aspects of: a) validity of 35 items valid; b) the reliability value of 0.818 is very high; c) the level of difficulty level: 4 items (11.43%) are difficult, 9 items (25.71%) are moderate, 16 items (45.71%) are easy and 6 items (7.140%) are very easy; d) discriminating power: 3 items (8.57%) are bad, 12 items (34.29%) are good enough, 15 items (42.86%) are moderate, and 5 items (14.29%) are good; e) the quality of options: 17 items (48.57%) without revision, 9 items (25.71%) one option revision, 5 items (14.29%) 2 option revisions, and 4 items (11.43% ) wrong revision of 3 options; f) 13 items (37.14%) about the science try out USBN in the academic year 2018/2019 have quite good and good characteristics, so they can be included in the question bank; 2) items the science of  try out USBN in the academic year 2018/2019 in relationship with cognitive level, 11 items (31.43%) category L1 (knowledge), 10 items (28.57%) category L1 (understanding), 4 items (11.43%) category L2 (application), and 10 items (28.57%) category L3 (reasoning). Of the 13 items entered in the question bank with cognitive level, the science try out USBN in the academic year 2018/2019 was dominated at the cognitive level L1 (knowledge and understanding).

scholarly journals Quality of life and self-stigma of schizophrenia patient’s caregiver tool: Development and validation using classical test theory and Rasch analysis

2021 ◽  
Vol 27 ◽  
Author(s):  
Zainab Albikawi ◽  
Mohammad Abuadas
Keyword(s):  
Quality Of Life ◽  
Rasch Analysis ◽  
Classical Test Theory ◽  
Reliability And Validity ◽  
Test Theory ◽  
Cross Sectional ◽  
Classical Test ◽  
Cross Sectional Design ◽  
Development And Validation

Background: Providing care for schizophrenia patients is complex, and it requires dealing with various psychosocial burdens.Aim: To develop and validate a tool that measures the quality of life and self-stigma (SS) of the schizophrenia patient’s caregiver (QLSSoSPC).Setting: Outpatient psychiatric services clinics in Saudi Arabia.Methods: The current study used a methodological cross-sectional design. A sample of 205 schizophrenia patients’ caregivers was recruited by using a convenient sampling method. Classical Test Theory and Rasch Analysis approaches were used.Results: The developed tool has proven acceptable level of reliability and validity. The analysis confirmed seven-factor structure accounted for 74.4% of the total variance. Cronbach’s reliability statistics for the developed tool were satisfactory and ranged from 0.80 to 0.91.Conclusion: The psychometric properties of the QLSSoSPC tool supported its prospective use and allowing us to recommend the implementation of the tool on behalf of clinical and research purposes.

scholarly journals Analysis of the quality of test instrument and students’ accounting learning competencies at vocational school

2019 ◽  
Vol 23 (1) ◽  
pp. 68-75
Author(s):  
Nur Ichsanuddin Achmad Kurniawan ◽  
Sudji Munadi
Keyword(s):  
Classical Test Theory ◽  
Test Theory ◽  
Modern Theory ◽  
National Examination ◽  
Classical Test ◽  
Item Characteristics ◽  
Learning Competencies ◽  
Academic Year

The study is aimed at describing: (1) characteristics of the items of the national examination try-out test of the accounting subject matter in the 2015/2016 academic year on classical test theory and modern test theory; and (2) classification of students’ masteries in the learning of accounting. The study is explorative research. Analyses are conducted using the classical and modern test theories for item characteristics and descriptive quantitative for students’ masteries in accounting using the test set for the national examination try-out in the 2015/2016 academic year. A total of 414 students do the Package A test. Results show that (1) based on the classical test analyses, a number of 11 items (27.5%) belong to the “easy” category, 22 items (55%) “medium” category, and 7 items (17.5%) “difficult” category allowing a total of 19 (47.5%) to be categorized as good items; meanwhile, on the modern-theory analyses, a total of 34 items (85%) belong to the “good” category. (2) Around 38% of the students have competencies of the medium and low categories. Most students have difficulty in answering questions of the higher-order thinking levels.  

scholarly journals ITEM ANALYSIS OF READING COMPREHENSION TEST FOR POST-GRADUATE STUDENTS

2018 ◽  
Vol 7 (1) ◽  
pp. 29
Author(s):  
Ari Arifin Danuwijaya
Keyword(s):  
Reading Comprehension ◽  
Item Difficulty ◽  
Item Analysis ◽  
Classical Test Theory ◽  
Test Development ◽  
Test Theory ◽  
Difficulty Level ◽  
Classical Test ◽  
Comprehension Test

Developing a test is a complex and reiterative process which subject to revision even if the items were developed by skilful item writers. Many commercial test publishers need to conduct test analysis, rather than trusting the item writers� judgement and skills to improve the quality of items that need to be proven statistically after trying out was performed. This study is a part of test development process which aims to analyse the reading comprehension test items. One hundred multiple choice questions were pilot tested to 50 postgraduate students in one university. The pilot testing was aimed to investigate item quality which can further be developed better. The responses were then analysed using Classical Test Theory and using psychometric software called Lertap. The results showed that item difficulty level was mostly average. In terms of item discrimination, more than half of the total items were categorized marginal which required further modifications. This study suggests some recommendation that can be useful to improve the quality of the developed items.��Keywords: reading comprehension; item analysis; classical test theory; item difficulty; test development.

scholarly journals The Role of Classical Test Theory to Determine the Quality of Classroom Teaching Test Items

2020 ◽  
Vol 9 (1) ◽  
pp. 5-34
Author(s):  
Wong Vincent ◽  
S.Kanageswari Suppiah Shanmugam
Keyword(s):  
Item Difficulty ◽  
Classical Test Theory ◽  
Test Theory ◽  
Difficulty Level ◽  
Item Discrimination ◽  
Test Items ◽  
Classical Test ◽  
English Competence

The purpose of this study is to describe the use of Classical Test Theory (CTT) to investigate the quality of test items in measuring students' English competence. This study adopts a research method with a mixed methods approach. The results show that most items are within acceptable range of both indexes, with the exception of items in synonyms. Items that focus on vocabulary are more challenging. What is surprising is that the short answer items have an excellent item difficulty level and item discrimination index. General results from data analysis of items also support the hypothesis that items that have an ideal item difficulty value between 0.4 and 0.6 will have the same ideal item discrimination value. This paper reports part of a larger study on the quality of individual test items and overall tests.

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