Review and Comparison of Four-Tier Multiple Choice and Five-Tier Multiple Choice Diagnostic Tests to Identify Mastery of Physics Concepts

Misconceptions of a concept in a lesson will have an influence in understanding the next concept. Having misconceptions that exist in learning can understand the nature of the misconceptions and consequently can help student learning progress. Therefore, a diagnostic test for misconceptions is needed, including the newest four-tier multiple choice and five-tier multiple choice. This research is a literature review that provides information systematically using the PRISMA method which often occurs in students' misconceptions in high school physics subjects. The data for this research are 60 selected articles from 2017-2021. The purpose of this study is to reveal the use of four-tier multiple choice and five-tier multiple choice diagnostic tests in physics and also provide a comparison of each instrument with the strengths and weaknesses of the four-tier multiple choice and five-tier multiple choice diagnostic tests. Furthermore, the use of multiple choice four levels (83.33%) and multiple choice five levels (16.67). %). In the use of the four-tier multiple choice physical material diagnostic test, which are often used in identifying misconceptions, are optical devices (12%) and energy businesses (10%). And the use of an additional five-tier multiple choice instrument diagnostic test that is often used is to present an overview or conclusion at the fifth level. However, each type of four-tier multiple choice and five-tier multiple choice tests has its own advantages and disadvantages in assessing students' conceptions

Download Full-text

The Analysis of Junior High School Teacher-Made Tests for the Students in Enrekang

FOSTER: Journal of English Language Teaching ◽

10.24256/foster-jelt.v1i2.14 ◽

2020 ◽

Vol 1 (2) ◽

pp. 122-138

Author(s):

Husnani Aliah

Keyword(s):

High School ◽

Junior High School ◽

Junior High ◽

Item Difficulty ◽

Item Analysis ◽

Multiple Choice ◽

Item Bank ◽

Cognitive Domain ◽

Multiple Choice Tests ◽

Choice Tests

The research aimed at finding out information about the preparation of constructing teacher-made tests in Enrekang, the quality of English teacher-made test according to item analysis, and the level cognitive domain of the teacher-made test. The test quality was determined after it was used in school examination test. This research employed survey research using descriptive method. The researcher analyzed the data and then described the research finding quantitatively. The population of this research was the teachers who teach in ninth grade at junior high schools in Enrekang. This research applied simple random sampling technique by taking four different schools as sampel. The results of analysis show preparation that junior high school teachers follow in constructing teacher-made tests in Enrekang is divided into five main parts. In preparing the test, the procedures were considering tests’ materials and proportion of each topic, choosing to check the item bank that match to syllabus and indicators, or preparing test specification. In writing test, teachers’ procedures were re-writing chosen test item from internet and textbook, re-writing items that was used before and allowing the other teachers to verify it, combining items from item bank and text book, or making new item. While in analyzing a test, the procedures used by the teachers were analyzing and revising test based on its item difficulty, predicting the item difficulty and revising the test, or doing nothing to analyze the test. About the timing in preparing the test, there are three out of five teachers who need only one week to construct multiple choice tests. Besides, there are two out of five teachers who need two weeks to construct multiple choice tests. While the teachers have different ways in providing test based on students’ ability. Moreover, the item analysis shows that no test is perfectly good. It was found that almost all tests need to be revised. It was also found that there were only three categories works in all tests based on the cognitive domain of the test namely knowledge, comprehension, and application categories. There was no item belong to analysis, synthesis, and evaluation categories.

Download Full-text

Students’ Perception Towards National Examination 2017: Computer-Based Test or Paper-Based Test

Mediterranean Journal of Social Sciences ◽

10.2478/mjss-2018-0083 ◽

2017 ◽

Vol 8 (4-1) ◽

pp. 139-143

Author(s):

◽

Waode Ade Sarasmita Uke ◽

Keyword(s):

High School ◽

Language Learning ◽

Technological Development ◽

Multiple Choice ◽

Learning And Teaching ◽

Negative Side ◽

Multiple Choice Tests ◽

National Examination ◽

Choice Tests ◽

Computer Based

Abstract Today, technological development has given a new lease of life in language learning and teaching field. Particularly in terms of evaluation, some schools in Indonesia conduct national examination using computer-based test. Traditionally, testing in a class involves paper-based test which is familiar to students. A substantial number of studies have been conducted to compare both of the tests. The researcher investigated what activities were performed by the students throughout the tests, what kind of multiple choice tests the students prefer to do, and what the positive and negative side of those tests. This study presents a wonder share quiz creator (WSQC) program to facilitate the teachers to design a test. The data was collected by questionnaire, interview, observation, and quiz. In this study, the authors concluded that students in senior high school of Kendari prefer paper-based test for national examination.

Download Full-text

POSITIONAL RESPONSE SET AMONG HIGH SCHOOL STUDENTS ON MULTIPLE-CHOICE TESTS

Journal of Educational Measurement ◽

10.1111/j.1745-3984.1970.tb00711.x ◽

1970 ◽

Vol 7 (3) ◽

pp. 161-163 ◽

Cited By ~ 3

Author(s):

PAUL H. WILBUR

Keyword(s):

High School ◽

High School Students ◽

Multiple Choice ◽

School Students ◽

Multiple Choice Tests ◽

Choice Tests ◽

Response Set

Download Full-text

Analysis of Students' Misconceptions Using Two-Tier Multiple Choice Diagnostic Tests on Atomic Structure Material in Remboken State High School 1

Oxygenius Journal Of Chemistry Education ◽

10.37033/ojce.v1i2.109 ◽

2019 ◽

Vol 1 (2) ◽

pp. 66

Author(s):

Rivya Tamungku ◽

Djefry Tani ◽

Jeanne Tuerah

Keyword(s):

High School ◽

Data Collection ◽

Diagnostic Test ◽

Atomic Structure ◽

Diagnostic Tests ◽

Multiple Choice ◽

Natural Sciences ◽

Alternative Concept ◽

Material Data ◽

Initial Concept

Misconceptions can be in the form of initial concepts, mistakes, incorrect relationships between concepts, intuitive ideas or naive views. From the explanation that has been described misconception is interpreted as an initial concept owned by students that is not in accordance with the generally accepted explanation as a result of the experience constructed by students. Misconception can also be called an alternative concept. This study aims to determine the misconceptions of Class X students of Natural Sciences 2 of SMA Negeri 1 Remboken on atomic structure material. Data collection uses questions in the form of a two-tier diagnostic test, which was tested on 20 students. From the results of the study concluded that students who understood the concept of 82.75%, and students who experienced misconceptions as much as 11.25% while students who did not understand the concept of 6% in the Atomic Structure material.

Download Full-text

Multiple-choice questions and essays in assessing economics

SHS Web of Conferences ◽

10.1051/shsconf/20219901032 ◽

2021 ◽

Vol 99 ◽

pp. 01032

Author(s):

Svetlana Vlazneva ◽

Olga Androsova

Keyword(s):

Comparative Analysis ◽

Assessment Tool ◽

Multiple Choice ◽

Assessment Tools ◽

Multiple Choice Questions ◽

Multiple Choice Tests ◽

Teaching Economics ◽

Choice Tests ◽

Four Levels

The article is devoted to assessment tools in teaching economics. The authors distinguish and define four levels of understanding economics: elementary, intermediate, systemic and creative. They describe multiple choice questions and essay questions as two possible assessment tools in teaching economics. Multiple-choice questions are represented as the most popular testing format. The advantages of multiple-choice questions include low grading costs, perceived objectivity and availability of comparative analysis. The authors have developed multiple-choice tests, which measure students’ knowledge at three first levels of understanding economics. They enable instructors to see where exactly the students’ understanding has stopped and provide guidance. The authors conclude that multiple-choice questions can be used to measure the basic levels of students’ understanding economics. In measuring higher levels the essay as an assessment tool has a great potential. The authors highlight the advantages and pitfalls of essay testing in economics.

Download Full-text