scholarly journals Analysis items of the four-tier immune system multiple choice test instrument using rasch model

Biosfer ◽  
2021 ◽  
Vol 14 (1) ◽  
pp. 99-119
Author(s):  
Feni Andriani ◽  
Meti Indrowati ◽  
Bowo Sugiharto
Keyword(s):  
Immune System ◽  
Item Difficulty ◽  
Multiple Choice ◽  
Simple Random Sampling ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Discrimination Test ◽  
Diverse Range ◽  
Student Misconceptions ◽  
Analysis Technique

The purpose of this study was to analyze the feasibility of the items of the four-tier multiple-choice test immune system instrument that had been developed. The development of the instrument using the Treagust (1988) model, namely defining content, collecting student misconceptions information, and developing a diagnostic test. A total of 25 items have been developed. The results of the instrument development were tested on 142 students of grade XI from several high schools in Surakarta who were selected by simple random sampling. The data analysis technique was performed using Rasch analysis in the Winstep application. The results of the construct validity test showed items number 5, 7, and 9 did not fit the validity standards. The reliability test shows that the value of Cronbach Alpha reliability is bad (n = 0.51), the value of the reliability item is special (no = 0.97), the value of person reliability is sufficient (n = 0.68), the value of person separation is weak (n = 1.44), and the item separation value is special (n = 5.38). The person discrimination test showed student 056P31 has the highest ability and student 098P51 has the lowest ability. The item discrimination test shows item number 1 is the best item and the bad item is number 14. The item difficulty analysis showed less proportionality because there were too many items in the easy and difficult categories. An expansion of the sample is needed to see a more comprehensive and diverse range of responses to instruments.

scholarly journals ANALISIS MISKONSEPSI SISWA PADA MATA PELAJARAN IPA DI SMPN 4 PENUKAL UTARA KABUPATEN PENUKAL ABAB LEMATANG ILIR PENDOPO

2017 ◽  
Vol 3 (1) ◽  
pp. 38
Author(s):  
Yulia Tri Samiha ◽  
Erie Agusta ◽  
Gestri Rolahnoviza
Keyword(s):  
Student Learning ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Material Characteristics ◽  
Living Things ◽  
Student Misconceptions ◽  
Quantitative Descriptive ◽  
Material Organization

This study titled analysis misconceptions students use science subjects in SMPN 4penukal utara kabupaten penukal abab lematang ilir pendopo. Misconceptions in students oftenhappens, the misconception occurs because the need for students to understand a concept, ashappened to the students at SMPN 4 penukal. This study aims to analyze studentmisconceptions in science subjects in SMPN 4 penukal utara kabupaten penukal abab lematangilir. According Omrood (2008) misconception is the belief that is not in accordance withgenerally accepted explanation and proved valid about a phenomenon or event. The researchmethodology used in this research is quantitative descriptive. Sampling using cluster randomsampling, to be sampled VII.1 class research amounted to 38 students .Instruments used in thestudy using a multiple-choice test reasoned open. The analysis showed that there was amisconception in science subjects, namely on the material characteristics of living things andthe organization of life. Percentage of misconceptions students on the material characteristicsof living things at 41.5% for the material organization of life 48%. t can be concluded thatstudent misconceptions in the material organization of life is higher than the misconceptions onthe material characteristics of living things. Student misconceptions caused by student learning,the methods used, and the lack of students in finding information

scholarly journals Development of material contents and online assessment based on the SEVIMA EdLink platform for online learning of program evaluation subject during Covid-19 pandemic in Indonesia

2021 ◽  
Vol 11 (2) ◽  
pp. 498
Author(s):  
Dewa Gede Hendra Divayana ◽  
Agus Adiarta ◽  
P. Wayan Arta Suyasa
Keyword(s):  
Program Evaluation ◽  
Content Validity ◽  
Multiple Choice ◽  
Choice Test ◽  
Online Assessment ◽  
Test Results ◽  
Multiple Choice Test ◽  
Validity Test ◽  
Analysis Technique ◽  
Essay Test

One of the free platforms made by IT companies in the education sector in Indonesia can be used to facilitate online learning at home during the Covid-19 pandemic. The platform is called the SEVIMA EdLink. This platform needs to be known by academics and the wider community of education in the world. This platform provides facilities to make it easier for users to input material content and online assessment forms. The purpose of this research was to demonstrate the development of material contents of the ‘Program Evaluation’ subject and its assessment form that was embedded into the SEVIMA EdLink platform. The approach used in this research was a development based on the 4D model (Define, Design, Develop, and Disseminate). Subjects who were involved in testing the material contents were 29 students. The measuring instruments used in testing the material contents were questionnaires. Subjects who were involved in the content validity test for multiple-choice test questions were six experts, and two experts were involved in the content validity test for essay test questions. The tools used in testing the content validity of multiple-choice test questions or essay test questions were checklist documents. The analysis technique of the test results of the material contents was descriptive quantitative. The analysis technique for multiple-choice test questions and essay test questions was the comparison of content validity test results with the standard scores of content validity based on Guilford. This research results showed the quality percentage of material contents in the subject of ‘Program Evaluation’ was a good category. The content validity results of the multiple-choice test questions and essay test questions were both in the excellent category.

scholarly journals Calibrating Students’ Performance in Mathematics: A Rasch Model Analysis

2018 ◽  
Vol 7 (3.20) ◽  
pp. 109
Author(s):  
Hasni Shamsuddin ◽  
Nordin Abdul Razak ◽  
Ahmad Zamri Khairani
Keyword(s):  
Rasch Model ◽  
Item Difficulty ◽  
Multiple Choice ◽  
Model Analysis ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Mathematics Test ◽  
Item Level

Rasch model analysis is an important tools in analysing students’ performance at item level. As such, the purpose of this study is to calibrate 14 years old students’ performance in mathematics test based on the item difficulty parameter. 307 Form 2 students provide responses for this study. A 40-item multiple choice test was developed to gauge the responses. Results show that two of the items need to be dropped since they did not meet the Rasch model’s expectations. Analysis on the remaining items showed that the students were most competent in item related to Directed Numbers (mean = -1.445 logits), while they are least competent in the topic of Circle (mean = 1.065 logits). We also provide calibration of the performance at item level. In addition, we discuss how to the findings might be helpful for teachers in addressing students’ difficulty in the topics.  

Item Difficulty and Discrimination as a Function of Stem Completeness

1991 ◽  
Vol 69 (3) ◽  
pp. 739-743 ◽  
Author(s):  
Claudio Violato
Keyword(s):  
Factorial Design ◽  
Experimental Model ◽  
Interaction Effect ◽  
Item Difficulty ◽  
Multiple Choice ◽  
Subject Area ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Education Students ◽  
Multiple Choice Items

The effects on item difficulty and discrimination of stem completeness (complete stem or incomplete stem) for multiple-choice items were studied experimentally. Subjects (166 junior education students) were classified into three achievement groups (low, medium, high) and one of two forms of a multiple-choice test was randomly assigned to each subject. A two-way factorial design (completeness × achievement) was used as the experimental model. Analysis indicated that stem completeness had no effect on either item discrimination or difficulty and there was no interaction effect with achievement. It was concluded that multiple-choice items may be very robust in measuring knowledge in a subject area irrespective of variations in stem construction.

Are Undergraduate Examinees' Perceptions of Item Difficulty Related to Item Characteristics?

2002 ◽  
Vol 95 (3_suppl) ◽  
pp. 1281-1286
Author(s):  
David T. Morse ◽  
Linda V. Morse
Keyword(s):  
Undergraduate Students ◽  
Item Difficulty ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Cognitive Level ◽  
Total Correlation ◽  
Item Characteristics ◽  
Factual Recall

The present study assessed whether selected item characteristics—difficulty for the group, corrected item-total correlation, cognitive level, and difficulty for the examinee—relate to judgment of item difficulty. Undergraduate students in two classes ( ns = 76, 43) identified what they believed were the five easiest and five most difficult items on a multiple-choice test. Statistically significant correlations were observed for difficulty for the group and the frequency that items were chosen as easy as well as with frequency of items chosen as difficult. Students performed significantly better on items they chose as easy than those chosen as difficult. Items chosen as easy more often called for simple, factual recall than did items chosen as difficult.

scholarly journals Four-Tier Diagnostic Test with Certainty of Response Index to Identify Misconception in Physics

2020 ◽  
Vol 3 (2) ◽  
pp. 245-253
Author(s):  
Yuberti Yuberti ◽  
Yani Suryani ◽  
Indah Kurniawati
Keyword(s):  
Diagnostic Test ◽  
Multiple Choice ◽  
Choice Test ◽  
Development Research ◽  
Multiple Choice Test ◽  
Response Index ◽  
Test Instrument ◽  
Student Misconceptions ◽  
Addie Model ◽  
Expert Validation

This study aimed to develop a Four-Tier Test diagnostic test instrument that will be used to identify student misconceptions on work and simple machine topic. This research is a development research using the ADDIE model. The result of the research is a multiple-choice test instrument four-tier diagnostic test with the Certainty of Response Index (CRI) to identify misconceptions. The results of expert validation show that the questions are declared valid. Furthermore, the instrument was tested on grade VIII students of SMP Negeri 1 Kalirejo to determine the level of validity, reliability, difficulty, and differentiation on each item. Of the 20 items developed, 15 of them were declared feasible to identify student misconceptions

scholarly journals An Investigation on the Effect of the Difficulty of an Item in A Multiple Choice Examination When Item Choices are Rearrange

2021 ◽  
Vol 8 (6) ◽  
pp. 398-407
Author(s):  
Jonald Pimentel ◽  
Marah Luriely A. Villaruz
Keyword(s):  
Item Difficulty ◽  
Multiple Choice ◽  
Choice Test ◽  
Difficulty Level ◽  
Time Interval ◽  
Multiple Choice Test ◽  
Difficult Time ◽  
Post Test ◽  
The Given ◽  
The Rasch Model

A study was conducted to know if rearranging item choices in an item of a multiple choice test affects the behavior of the examinees the way they look at the item difficulty of the given items. Two sets of test instruments (pretest and modified posttest) containing fifteen items were made with the same items but item choices for the modified posttest instrument were rearranged. Among the 205 examinees who took the test during a two-week time interval, their responses were modeled using the Rasch model.  Results show that the estimates of the item difficulties for the majority of the fifteen items between the two tests were different. Majority of the items given in the exam showed an increase in the difficulty level as viewed by the examinees. The effect on the difficulty maybe due to the time interval the two sets of test were administered, that is first, students forget what they learned and see the items as difficult (time factor) and second, the rearrangement of the choices in each items in the post test affected the student’s way they see in dealing the items of the test which partly contributed to the increase of the level of difficulty of majority of the items in the test.

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