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.

A study of pupils' understanding of arithmetic in the primary grades

1967 ◽  
Vol 14 (6) ◽  
pp. 481-485
Author(s):  
Frances Flournoy
Keyword(s):  
Correct Answer ◽  
Test Item ◽  
Multiple Choice ◽  
Primary Grades ◽  
Test Items ◽  
Underlying Principle ◽  
Addition And Subtraction ◽  
Multiple Choice Items ◽  
Fractional Numbers

The Primary Arithmetic Understanding Test was used in this study.1 The test contains 114 multiple-choice items based on 59 arithmetic principles taught in the prima ry grades. The test consists of four parts: (1) number and numeration, (2) addition and subtraction, (3) multiplication and division, and (4) meaning of fractional numbers. The test items were designed so that written computation would not be necessary in selecting an answer. It was judged that without the aid of written computation, the pupil would need to make use of the underlying principle on which each test item was based in order to select a correct answer.

scholarly journals ANALYSIS OF THE PERFORMANCE OF MCQs AS A PART OF FORMATIVE ASSESSMENT FOR IST MBBS STUDENTS IN BIOCHEMISTRY

2019 ◽  
Vol 3 (9) ◽  
Author(s):  
Suryakar Vrushali Prabhunath ◽  
Surekha T. Nemade ◽  
Ganesh D. Ghuge
Keyword(s):  
Formative Assessment ◽  
Assessment Tool ◽  
Item Analysis ◽  
Multiple Choice ◽  
Discrimination Index ◽  
Multiple Choice Questions ◽  
Test Items ◽  
Valid Test ◽  
Difficulty Index

Introduction: Multiple Choice Questions (MCQs) is one of the most preferred tool of assessment in medical education as a part of formative as well as summative assessment. MCQ performance as an assessment tool can be statistically analysed by Item analysis. Thus, aim of this study is to assess the quality of MCQs by item analysis and identify the valid test items to be included in the question bank for further use. Materials and methods: Formative assessment of Ist MBBS students was carried out with 40 MCQs as a part of internal examination in Biochemistry. Item analysis was done by calculating Difficulty index (P), Discrimination index (d) and number of Non- functional distractors. Results: Difficulty index (P) of 65% (26) items was well within acceptable range, 7.5% (3) items were too difficult whereas 27.5% (11) items were in the category of too easy. Discrimination Index (d) of 70% (28) items fell in recommended category whereas 10% (4) items were with acceptable, and 20% (8) were with poor Discrimination index. Out of 120 distractors 88.33% (106) were functional distractors and 11.66% (14) were non-functional distractors. After considering difficulty index, discrimination index and distractor effectiveness, 42.5% (17) items were found ideal to be included in the question bank. Conclusion: Item analysis remains an essential tool to be practiced regularly to improve the quality of the assessment methods as well as a tool for obtaining feedback for the instructors. Key Words: Difficulty index, Discrimination index, Item analysis, Multiple choice questions, Non-functional distractors

Addressing common errors and misconceptions in integral calculus with clickers and classroom voting

2019 ◽  
Vol 39 (2) ◽  
pp. 71-85
Author(s):  
Kelly Cline ◽  
Holly Zullo ◽  
David A Huckaby
Keyword(s):  
Correct Answer ◽  
Group Discussion ◽  
Multiple Choice ◽  
Small Group Discussion ◽  
Multiple Choice Questions ◽  
Integral Calculus ◽  
Common Features ◽  
Incorrect Answer ◽  
The Common ◽  
The Mean

Abstract Common student errors and misconceptions can be addressed through the method of classroom voting, in which the instructor presents a multiple-choice question to the class, and after a few minutes for consideration and small-group discussion, each student votes on the correct answer, using a clicker or a phone. If a large number of students have voted for one particular incorrect answer, the instructor can recognize and address the issue. In order to identify multiple-choice questions that are especially effective at provoking common errors and misconceptions, we recorded the percentages of students voting for each option on each question used in 25 sections of integral calculus, taught by 7 instructors, at 4 institutions, over the course of 12 years, on a collection of 172 questions. We restricted our analysis to the 115 questions which were voted on by at least 5 different classes. We present the six questions that caused the largest percentages of students to vote for a particular incorrect answer, discuss how we used these questions in the classroom, and examine the common features of these questions. Further, we look for correlations between question characteristics and the mean percentage of students voting for common errors on these questions, and we find that questions based on general cases have higher percentages of students voting for common errors.

scholarly journals Can multiple choice questions be successfully used as an assessment format in undergraduate mathematics?

Pythagoras ◽  
2009 ◽  
Vol 0 (69) ◽  
Author(s):  
Belinda Huntley ◽  
Johann Engelbrecht ◽  
Ansie Harding
Keyword(s):  
Alternative Assessment ◽  
Multiple Choice ◽  
Mathematics Assessment ◽  
Assessment Practices ◽  
Continuous Assessment ◽  
Multiple Choice Questions ◽  
Undergraduate Mathematics ◽  
Test Items ◽  
Mathematics Test ◽  
Assessment Format

In this study we propose a taxonomy for assessment in mathematics, which we call the assessment component taxonomy, to identify those components of mathematics that can be successfully assessed using alternative assessment formats. Based on the literature on assessment models and taxonomies in mathematics, this taxonomy consists of seven mathematics assessment components, hierarchically ordered by cognitive level, as well as the nature of the mathematical tasks associated with each component. Using a model that we developed earlier for measuring the quality of mathematics test items, we investigate which of the assessment components can be successfully assessed in the provided response question (PRQ) format, in particular multiple choice questions (MCQs), and which can be better assessed in the constructed response question (CRQ) format. The results of this study show that MCQs can be constructed to evaluate higher order levels of thinking and learning. The conclusion is that MCQs can be successfully used as an assessment format in undergraduate mathematics, more so in some assessment components than in others. The inclusion of the PRQ assessment format in all seven assessment components can reduce the large marking loads, associated with continuous assessment practices in undergraduate mathematics, without compromising the validity of the assessment.

scholarly journals A Generation System of Multiple Choice Questions Using Idioms with Multiple Component Keywords

2018 ◽  
Vol 7 (3.33) ◽  
pp. 257
Author(s):  
Jae-Young Lee ◽  
. .
Keyword(s):  
Correct Answer ◽  
Random Number ◽  
Multiple Choice ◽  
Random Numbers ◽  
Multiple Choice Questions ◽  
Generation System ◽  
Random Functions ◽  
Multiple Component ◽  
The Right

In order to alleviate the burden for the time-consuming and tedious tasks to make multiple choice questions, we proposed the system that generates multiple choice questions from the sentence with multiple component keywords and then relocates the questions selected by an array with random numbers instead of random functions in order to reduce the relocation time, after the system searches for the group of informative sentence with multiple component keywords by using special idioms. In this paper, the idiom is the CRm type idiom that has several components at the right side of this idiom including in a main informative sentence. The next sentences consist of other informative sentences including the components keywords. To make multiple choice questions, the system randomly selects an informative sentence including a component keyword and it also converts the informative sentence into a question. The selected component keyword is used as the correct answer and the three other component keywords are used as distractors. To produce many different questions about the same contents with different positions of the question and items, the system uses a random number array to reduce the relocation time.  

Experience Versus Potential of Multiple-Choice Tests in Marketing Courses

1979 ◽  
Vol 1 (2) ◽  
pp. 24-33 ◽  
Author(s):  
James R. McMillan
Keyword(s):  
Multiple Choice ◽  
Multiple Choice Questions ◽  
High Quality ◽  
Test Form ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Classroom Evaluation ◽  
Quality Objective ◽  
Multiple Choice Items

Most educators agree that classroom evaluation practices need improvement. One way to improve testing is to use high-quality objective multiple-choice exams. Almost any understanding or ability which can be tested by another test form can also be tested by means of multiple-choice items. Based on a survey of 173 respondents, it appears that marketing teachers are disenchanted with multiple-choice questions and use them sparingly. Further, their limited use is largely in the introductory marketing course even though there are emerging pressures for universities to take a closer look at the quality of classroom evaluation at all levels.

scholarly journals Aceh Besar تحليل بناء بنود الإختبار لمادة اللغة العربية بمعهد روح الإسلام أناك بنجسا

2021 ◽  
Vol 10 (2) ◽  
pp. 204
Author(s):  
Sheila Meilina ◽  
Tarmizi Ninoersy ◽  
Salma Hayati
Keyword(s):  
Qualitative Research ◽  
Multiple Choice ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Total Sample ◽  
Arabic Language ◽  
Difficulty Level ◽  
Multiple Choice Questions ◽  
Evaluation Question ◽  
Multiple Choice Items

So far, the making of evaluation question for Arabic language lessons at MAS Ruhul Islam Anak Bangsa Aceh Besar has not been conducted in-depth qualitative research according to competency standards, especially in item construction, before being tested on students. The teacher designs the items only based on the difficulty level of the questions without looking at other aspects. Therefore, the aim of this research is to describe the accuracy of the construction of multiple choice items in Arabic lessons in class XI MAS 2019/2020 using descriptive statistical analysis methods. This type of research is qualitative research, the population in this research is 50 multiple choice questions in Arabic that designed by the teacher for class XI MAS Ruhul Islam Anak Bangsa 2019/2020. The sample of this research is 25 questions from the population and the sampling uses simple random sampling technique. Data collection techniques of this research are documentation. Qualitative analysis techniques was carried out using a format (table) designed by the researcher. The results of this study were based on samples, there were 16 questions in accordance with the research aspect of the accuracy of the construction of multiple choice items, while 9 other questions were not in accordance with the aspects of the accuracy of the construction of multiple choice items. When viewed from the aspect of construction accuracy in the total sample size, it is found that 8 aspects have been dominantly owned by all samples and 4 other aspects are not owned by the sample. And it is known that the 50 questions designed by the teacher belong to the types of distracters questions.

scholarly journals KEMAMPUAN GURU MIPA MEMBUAT PENILAIAN PENGETAHUAN

2016 ◽  
Vol 7 (2) ◽  
pp. 44
Author(s):  
Kurnia Ningsih
Keyword(s):  
Multiple Choice ◽  
Sampling Technique ◽  
Knowledge Assessment ◽  
Choice Test ◽  
Design Knowledge ◽  
Data Display ◽  
Multiple Choice Test ◽  
Multiple Choice Questions ◽  
Test Items ◽  
Descriptive Method

This research aims to describe MIPA teachers’ ability to design knowledge assessment through the analysis of achievement aspects of knowledge assessment. This research used a descriptive method with SMP MIPA teachers in Pontianak City who have taught for more than 5 years and have an undergraduate degree as the population. The samples in this research, selected using a purposive sampling technique, consisted of 12 teachers who submitted MIPA test items. The research instrument used the data of the test item document designed by the teachers in the form of a multiple-choice test. The data were analyzed descriptively which included data reduction, systematic data display, and conclusion. The results showed that of the 12 test instruments made by with 380 questions in total, the teachers’ ability to design knowledge assessment (Multiple Choice Questions) obtained 17.37% of knowledge aspect, 67.90% of understanding aspect, 8.68% of implementation aspect, and 6.05% of analysis aspect. There were no questions made related to evaluation and creation aspects. Keywords: teachers ability, designing knowledge assessment.

Scoring Tests With Contaminated Response Vectors

2019 ◽  
Vol 45 (2) ◽  
pp. 209-226
Author(s):  
Arnond Sakworawich ◽  
Howard Wainer
Keyword(s):  
Multiple Choice ◽  
Robust Estimator ◽  
Test Administration ◽  
Data Set ◽  
Test Items ◽  
Test Scoring ◽  
Multiple Choice Items

Test scoring models vary in their generality, some even adjust for examinees answering multiple-choice items correctly by accident (guessing), but no models, that we are aware of, automatically adjust an examinee’s score when there is internal evidence of cheating. In this study, we use a combination of jackknife technology with an adaptive robust estimator to reduce the bias in examinee scores due to contamination through events such as having access to some of the test items in advance of the test administration. We illustrate our methodology with a data set of test items we knew to have been divulged to a subset of the examinees.

Demonstrating Dynamic Social Impact: Consolidation, Clustering, Correlation, and (Sometimes) the Correct Answer

1998 ◽  
Vol 25 (1) ◽  
pp. 31-35 ◽  
Author(s):  
Helen C. Harton ◽  
Laura R. Green ◽  
Craig Jackson ◽  
Bibb Latané
Keyword(s):  
Social Psychology ◽  
Group Dynamics ◽  
Correct Answer ◽  
Social Impact ◽  
Multiple Choice ◽  
Social Reality ◽  
Self Organization ◽  
Multiple Choice Questions ◽  
Objective Reality ◽  
The Social

This demonstration illustrates principles of group dynamics and dynamic social impact and can be used in classes in social psychology or group dynamics. Students discuss their answers to multiple-choice questions with neighbors and answer them again. Discussion consistently leads to the consolidation (reduced diversity), clustering (spatial-self-organization), correlation (emergent linkages), and continuing diversity of responses. “Truth” does not necessarily win, showing that the social reality of the group may be more important than objective reality.

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