Guttman Scaling of Moral Comprehension Stages

1982 ◽  
Vol 51 (2) ◽  
pp. 550-550
Author(s):  
Richard N. Tsujimoto
Keyword(s):  
Multiple Choice ◽  
Junior College ◽  
Defining Issues Test ◽  
Choice Test ◽  
Guttman Scale ◽  
Stage 4 ◽  
Scale Scores ◽  
The Subject ◽  
Three Stages ◽  
Scale Types

This study examined whether Rest's (1979) objective test of moral comprehension could yield comprehension stage data that form a Guttman scale. If so, the test's construct validity and its usefulness for certain research purposes would be enhanced (Rest, 1973). Subjects were 197 adults in junior college, college, or graduate school. Each completed Rest's (1979) Defining Issues Test and an 11-item version of Rest's multiple-choice test of moral comprehension, which assesses comprehension of Kohlberg's Stages 4, 5A, and 5B. For each comprehension item the subject chooses one of four multiple-choice alternatives. A subject was scored as comprehending Stage 4 if he answered at least three out of four Stage 4 items correctly, Stage 5A if he answered three out of four Stage 5A items correctly, and 5B if he answered both Stage 5B items correctly. These criteria were chosen because the probability of reaching or exceeding each criterion by randomly guessing is low and quite uniform across the three stages: 5% for Stage 4 and Stage 5A, and 6% for Stage 5B. Using Henry's (1952) method for assigning scale scores to non-scale-types (see Nie, et al., 1975), the coefficient of reproducibility was .95 and the coefficient of scalability was .84. Thus, the comprehension stage data do form a Guttman scale.

scholarly journals Assessment of knowledge and confidence for E-learning

2019 ◽  
Vol 11 (1) ◽  
pp. 104-115
Author(s):  
Devkan Kaleci ◽  
Ergün Akleman
Keyword(s):  
Monte Carlo ◽  
Monte Carlo Simulations ◽  
Multiple Choice ◽  
Learning Objectives ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Actual Knowledge ◽  
Different Types ◽  
E Learning ◽  
The Subject

One of the most important goals in E-learning is to guarantee that participants reach the learning objectives. We have observed that having the knowledge of the subject is not sufficient for reaching learning objectives. The participants must also develop understanding that they know the subject, which we have named confidence. In this work, we have demonstrated that it is possible to assess both knowledge and confidence using only two different types of multiple-choice test questions. We have developed 1) a method to design questions to identify both knowledge and confidence and 2) a method to estimate actual knowledge and confidence from answers. We have evaluated our method using Monte-Carlo simulations. Our simulations demonstrated that it is always possible to obtain reliable estimations for knowledge and confidence using approximately 100 multiple choice test questions in a given subject.

scholarly journals PENGGUNAAN MEDIA VIDEO ANIMASI UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA PEMBELAJARAN GEOGRAFI KELAS X IPS 3 MATERI LITOSFER DI SMA NEGERI 1 KABILA KABUPATEN BONEBOLANGO

2021 ◽  
Vol 2 (2) ◽  
pp. 78-87
Author(s):  
Suci Surahmi ◽  
Fitryane Lihawa ◽  
Daud Yusuf
Keyword(s):  
High School ◽  
Learning Outcomes ◽  
Multiple Choice ◽  
Senior High School ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Minimum Standard ◽  
Standard Score ◽  
The Subject

The Use of Animated Video Media in Improving Students’Learning Outcomes on Geography Subject of Lithosphere Topic: A Study Conducted in Senior High School, SMAN Kabila, Bone Bolango Regency. The objective of this classroomaction research is to improve students’ learning outcomes by the application of animated video media on the subject of geography of the lithosphere topic; it was conducted in senior high school SMAN Kabila, Bone Bolango Regency. This study relied on the data of students’ learning outcomes, which were from multiple-choice test. Further, as many as 33  this study comprised two cycles i.e., cycle I and II. According to the result of cycle 1, out of 33 students, 17 students met the standard score, while the remaining 16 ( 53,33% ) was the opposite. The percentage increased in cycle II, where 26 students ( 86,67% ) were able to meet the minimum standard, and only 23,33% were yet to satisfy the standard completion. All in all, the use of animated video media improves students’ learning outcomes in the site area.

scholarly journals THE EFFECT OF PROBLEM SOLVING MODEL AND SCORING TYPE OF MULTIPLE-CHOICE FORMATIVE TESTS ON STUDENT HIGH ORDER THINKING SKILLS (HOTS) ABILITY

2019 ◽  
Vol 4 (1) ◽  
pp. 22-29
Author(s):  
Andi taufiq Umar
Keyword(s):  
Problem Solving ◽  
Multiple Choice ◽  
Total Sample ◽  
Thinking Skills ◽  
Learning Model ◽  
Choice Test ◽  
Main Effect ◽  
Problem Solving Model ◽  
Three Stages ◽  
High Order Thinking

Abstract        : This research is a type 2x2 factorial design that aims to see the correlation between problem solving model and scoring type of multiple choice formative test in improving students' HOTS capability in Chemistry lesson. Type of scoring test is divided into two sub-variables that scoring by scores and scores are appropriate while the learning model consists of problem solving model and direct learning model. The student's HOTS capability consists of three stages of cognitive namely analysis, evaluation, and synthesis by using choice of choice test with several HOTS answer choices that have been validated by experts and panelists. The population in this study is all students of SMA Negeri in East Luwu regency. Sampling was done by cluster random sampling with total sample of 80 students who were integrated into empathy groups consisting of 20 samples per group. The result of analysis shows that FO value in main effect test and interaction effect is bigger than Ftable value is 3,968 which show the influence of interacation between problem solving model and scoring type to students’s HOTS ability.

IMPROVING GRADE VIII STUDENTS’ READING COMPREHENSION ACHIEVEMENT IN RECOUNT TEXT BY USING TWO STAY – TWO STRAY STRATEGY

2013 ◽  
Vol 2 (3) ◽  
Author(s):  
Elvi Rodiana Dalimunthe And Meisuri
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
The Subject ◽  
The Mean ◽  
Classroom Action Research

This study deals with improving students’ reading comprehension through Two Stay – Two Stray Strategy. This study was conducted by using classroom action research. The subject of the research was class VIIIC MTs. Lab. IKIP Al- Wasliyah Medan which consisted of 34 students. The research was conducted in two cycles and every cycle consisted of four meetings and two meetings. The instruments for collecting data were quantitative data (multiple choice test) and qualitative data (diary notes, observation sheet, and interview). In test I, the mean score was 63.28. in test II, the mean score was 67.96. and in test III the mean score was 72.96. It can be concluded that Two Stay – Two Stray Strategy could improve students’ reading comprehension.

IMPROVING THE STUDENTS’ READING COMPREHENSION ACHIEVEMENT IN DESCRIPTIVE TEXT BY USING INDEX CARD MATCH STRATEGY

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Septiwi Hadi Lubis And Elia Masa Gintings
Keyword(s):  
Reading Comprehension ◽  
Qualitative Data ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Index Card ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
The Subject ◽  
The Mean

This study deals with improving students’ reading comprehension by using Index Card Match strategy. This study was conducted by using classroom action research. The subject of the research was class VIIa MTs.Lab. IKIP Al- Washliyah Medan which consisted of 36 students. The research was conducted in two cycles and every cycle consists of four meetings and two meetings. The instruments for collecting data were multiple choice tests as the quantitative data and observation sheet, questionnaire sheet and diary notes as the qualitative data. Based on multiple choice test score, students’ score kept improving in every test. In test I, the mean score was 63.05, in test II, the mean score was 67.63, and in test III the mean score was 72.77. The finding of the study indicated that the implementation of Index card Match strategy was successful since the criteria of success were achieved. The result of observation sheet and questionnaire sheet showed that students were active involved in the classroom. Based on the finding before, it’s concluded that Index Card Match strategy could improve students’ reading comprehension.

scholarly journals PENERAPAN MODEL PEMBELAJARAN PROJECT BASED LEARNING UNTUK MENINGKATAN HASIL BELAJAR SISWA KELAS X BB2

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Gede Bawa Antara ◽  
Putu Suka Arsa ◽  
Agus Adiarta
Keyword(s):  
Action Research ◽  
Multiple Choice ◽  
Project Based Learning ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Teaching Process ◽  
The Subject ◽  
Classroom Action Research ◽  
Passing Grade

The aimed of classroom action research were. 1) to improve the result of studens practical score, 2) to implement IPTEK which developed in society. The subject of this research were 31 student grade X BB2 at SMA Negeri 4 Singaraja. This research was done in two teaching process cycles, every cycles consits of some stages, they ware planning, implementing, obseving, evaluating, and reflekting. The data of the result of the students was collected from multiple choice test wich was done in the ending of every cycle and stundent’s practical score was collected from the student’s practice in every cycles. The result of the study shown : 1) there was an improvement of the student’s score, it was 62,03 with passing grade 48,8 % in first cycle and in cycle became 82,38 with passing grade 96,77 %. 2) there was an inprovement of a mean student’s practical score, that was 48,1 which passing grade 0 % in first cycle and in second cycle became 83,32 with passing grade 96,7 %.

scholarly journals THE EFFECT OF PROBLEM SOLVING MODEL AND SCORING TYPE OF MULTIPLE-CHOICE FORMATIVE TESTS ON STUDENT HIGH ORDER THINKING SKILLS (HOTS) ABILITY

2019 ◽  
Vol 4 (1) ◽  
pp. 22-29
Author(s):  
Andi taufiq Umar
Keyword(s):  
Problem Solving ◽  
Multiple Choice ◽  
Total Sample ◽  
Thinking Skills ◽  
Learning Model ◽  
Choice Test ◽  
Main Effect ◽  
Problem Solving Model ◽  
Three Stages ◽  
High Order Thinking

Abstract        : This research is a type 2x2 factorial design that aims to see the correlation between problem solving model and scoring type of multiple choice formative test in improving students' HOTS capability in Chemistry lesson. Type of scoring test is divided into two sub-variables that scoring by scores and scores are appropriate while the learning model consists of problem solving model and direct learning model. The student's HOTS capability consists of three stages of cognitive namely analysis, evaluation, and synthesis by using choice of choice test with several HOTS answer choices that have been validated by experts and panelists. The population in this study is all students of SMA Negeri in East Luwu regency. Sampling was done by cluster random sampling with total sample of 80 students who were integrated into empathy groups consisting of 20 samples per group. The result of analysis shows that FO value in main effect test and interaction effect is bigger than Ftable value is 3,968 which show the influence of interacation between problem solving model and scoring type to students’s HOTS ability.

scholarly journals Development of a Four-Tier Multiple-Choice Test on The Concept of Transport Across Membranes

2020 ◽  
Vol 4 (2) ◽  
pp. 77-97
Author(s):  
Brian Ricard Wola ◽  
Muslimin Ibrahim ◽  
Tarzan Purnomo
Keyword(s):  
High School ◽  
High School Students ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Validity And Reliability ◽  
School Students ◽  
Test Instrument ◽  
Three Stages ◽  
Four Levels

The development and use of diagnostic tests in the form of multiple choice four levels in biology learning are still lacking. This study aims to develop a valid and reliable four-tier multiple-choice test instrument to identify the conception profile of high school students on the concept of transport across membranes. The research method is in the form of development research by adapting the Kilic and Saglam models which consist of three stages, namely defining content, obtaining information on student misunderstandings, and developing tests. The research instruments used were validation sheets, test instruments, and interview sheets. Descriptive statistical analysis techniques were used to analyze the data in this study. The results showed that 15 items developed were declared valid and the reliability coefficient of the test was 0.82, including the very reliable category. Thus, it can be concluded that the four-tier multiple-choice test instrument developed has met the validity and reliability requirements to identify the conception profile of high school students about the concept of transport across membranes. The four-tier multiple-choice test developed can be used by high school teachers as an accurate test to identify the conception profile of their students because it can distinguish between students who understand the concept, do not understand the concept, or who experience misconceptions about the concept of transport across membranes.

scholarly journals Analisis Miskonsepsi Siswa Kelas XI SMA Negeri 1 Banawa Tengah Pada Pembelajaran Larutan Penyangga Dengan CRI (Certainty of Response Index)

2017 ◽  
Vol 5 (2) ◽  
pp. 85
Author(s):  
Miftahul Jannah ◽  
Purnama Ningsih ◽  
Ratman Ratman
Keyword(s):  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Buffer Solution ◽  
Response Index ◽  
Buffer Material ◽  
Ph Buffer Solution ◽  
The Subject ◽  
Ph Buffer ◽  
Student Misconception

The aim of this study is to analyze misconception of student in class XI SMA Negeri 1 Banawa Tengah on the buffer material. The type of this research is a description where the subject of research is 41 student. The instrument used was a multiple choice test with reasoned (CRI). It consists of 13 items which was accompanied by questionnaries. The results were obtained information that the students have misconceptions on subconcepts calculate pH buffer solution and way of working buffer solution, with amount of 37 students (46%). students at least experienced a misunderstanding on the component subconcepts buffer solution and way of working buffer solution with amount 17 student (21%). Furthermore, causes of student misconception is due to the lack of interest of student in the buffer solution material (22%), praconception and less understanding of the concept (80%), textbook of student (34%), and model of learning (57%). The result of this study shows that most of students in class XI SMA Negeri Banawa Tengah have misconception on the buffer material.

scholarly journals Assessment of knowledge and confidence for E-learning

2019 ◽  
Vol 11 (1) ◽  
pp. 104-115
Author(s):  
Devkan Kaleci ◽  
Ergun Akleman
Keyword(s):  
Multiple Choice ◽  
Learning Objectives ◽  
Shape Modeling ◽  
Learning Assessment ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Actual Knowledge ◽  
Different Types ◽  
E Learning ◽  
The Subject

One of the most important goals in E-learning is to guarantee that participants reach the learning objectives. We have observed that having the knowledge of the subject is not sufficient for reaching learning objectives. The participants must also develop understanding that they know the subject, which we have named confidence. In this work, we have demonstrated that it is possible to assess both knowledge and confidence using only two different types of multiple-choice test questions. We have developed 1) a method to design questions to identify both knowledge and confidence and 2) a method to estimate actual knowledge and confidence from answers. We have evaluated our method using Monte-Carlo simulations. Our simulations demonstrated that it is always possible to obtain reliable estimations for knowledge and confidence using approximately 100 multiple choice test questions in a given subject.   Keywords: E-learning, assessment, shape modeling, immersions, 3D-thickenings, shape algebra.    

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