scholarly journals ANALISIS BUTIR SOAL ULA NGAN AKHIR SEMESTER GASAL MATA PELAJARAN MATEMATIKA KELAS VIII SMP K LASTER 1 KABUPATEN BANYUMAS BERDASARKAN TAKSONOMI BLOOM DUA DIMENSI

2018 ◽  
Vol 4 (1) ◽  
pp. 100
Author(s):  
Desi Afriani ◽  
Kusno Kusno
Keyword(s):  
Cognitive Process ◽  
Conceptual Knowledge ◽  
Multiple Choice ◽  
Face Validity ◽  
Choice Test ◽  
Difficulty Level ◽  
Multiple Choice Test ◽  
Final Test ◽  
Good Test ◽  
Short Answer

This research aims to describe the composition of cognitive process and knowledge dimension of the item analysis of even final test on mathematic of the fourth grade of SMP cluster 1 Banyumas in academic year 2014/2015, to describe the quality of the even final test based on the theoretical and empirical analysis. Based on the analysis result, the composition of the cognitive process in the item consisted of cognitive process of understanding (35,14%) and applying (64,86%), the knowledge composition consisted of conceptual knowledge (35,14%) and procedural (64,86%). The analysis result of the content validity, multiple choice test, short answer, and essay with the accordingly percentages 96%, 90%, and 80% had fulfilled the criteria of good test. The analysis result of the contruct validity and face validity, multiple choice test, short answer, and essay with the accordingly percentages 92%, 90%, and 80% had fulfilled the criteria of good test. The empirical result analysis showed that the validity level of the item of multiple choice and short answer were dominant in fair category, the essay were dominant in high category, the coefficient reliability of multiple choice, short anwer question, and essay were accordingly 0,62; 0,50; 0,63, the distractor of multiple choice, short answer, and essays were dominant in fair category, the difficulty level of the multiple choice, short answer, and essay were dominant in fair category.

scholarly journals Development and Validation of Multiple-Choice Test of the Geometry Part of Mathematics for Secondary Class

2019 ◽  
Vol IV (II) ◽  
pp. 203-210
Author(s):  
Nasreen Akhter ◽  
Ahmad Akhtar Usmani ◽  
Sabiha Iqbal
Keyword(s):  
Item Analysis ◽  
Multiple Choice ◽  
Secondary Level ◽  
Face Validity ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Validity And Reliability ◽  
Test Items ◽  
Type Test ◽  
Development And Validation

This study overviews development and validity of a pool of multiple choice test items of geometry part of Mathematics for secondary level. A table of specifications was prepared and a pool of 48 multiple-choice type test items was developed from the test universe. The content validity and face validity of test items was determined with the help of a team of experts. Sample of the study was 488 students of class 10. After determining the validity and reliability through item analysis and quantitative and qualitative analysis of the test, it was concluded that 30 out of 48 items in the test were valid, reliable and suitable for measurement of the learning achievements in the course. Therefore, these items are useful in the boards of examinations for 9th class in Punjab (Pakistan).

Effect of self-assessment on test scores: student perceptions

2010 ◽  
Vol 34 (3) ◽  
pp. 134-136 ◽  
Author(s):  
Beatriz U. Ramirez
Keyword(s):  
Student Perceptions ◽  
Test Scores ◽  
Multiple Choice ◽  
Choice Test ◽  
Sudden Increase ◽  
Multiple Choice Test ◽  
Final Test ◽  
Self Assessment ◽  
The Individual ◽  
Relevant Factors

After a sudden increase in most of the individual grades in a multiple-choice test, students were asked to rank the three most relevant factors responsible for this outcome. Among eight others, the availability of a test for self-assessment before the final test was by far the most frequently mentioned (82.4% of the students). Questions applied during different course activities did not have the same effect on student scores as the “online” self-assessment test.

scholarly journals Evaluation of the quality of multiple choice test bank for the module of Introduction to Anthropology by using the RASCH model and QUEST software

2017 ◽  
Vol 1 (X3) ◽  
pp. 42-54
Author(s):  
Quang Ngoc Bui
Keyword(s):  
Rasch Model ◽  
Multiple Choice ◽  
Choice Test ◽  
Difficulty Level ◽  
Calculation Error ◽  
General View ◽  
Multiple Choice Test ◽  
Measurement Science ◽  
The Rasch Model

The paper presents (1) a general view of the history of the development of objective multiple choice testing methods in accordance with the development of measurement science, and the evaluation process of the learners’ academic performance by this method; (2) the process of applying classic and modern test theories to analyze and evaluate the quality of multiple choice test bank for the module of Introduction to Anthropology by the RASCH model and QUEST software, which is implemented by the determination of difficulty degree of the questionnaires, the quality of the wrong opinions, the degree of difference among the test questions, the correlation factors between the test score and the whole score, the probability of each option being chosen, the measurement scale for the learners’ competence, the "threshold level" of the difficulty level for a multiple choice question, the calculation error, the reliability of the test, etc. and thereby (3) some solutions made towards the optimal application of the objective multiple choice tests at the University of Social Sciences and Humanities, Vietnam National University Ho Chi Minh City.

scholarly journals ANALISIS KUALITAS BUTIR SOAL PILIHAN GANDA MATA PELAJARAN KIMIA PADA UJIAN AKHIR SEMESTER (UAS) KELAS XI MAN 2 KEPULAUAN MERANTI

2021 ◽  
Vol 3 (1) ◽  
pp. 11-20
Author(s):  
Ulfah Zahiroh ◽  
Pangoloan Soleman Ritonga
Keyword(s):  
Test Item ◽  
Multiple Choice ◽  
Answer Sheet ◽  
Choice Test ◽  
Difficulty Level ◽  
Final Exam ◽  
Good Test ◽  
Test Items ◽  
Quantitative Descriptive

This research aimed at knowing the quality of test item derived from its validity, reliability, difficulty level, discriminator power, and distractor effectiveness. Quantitative descriptive method was used in this research. Interview and documentation were the techniques of collecting the data. The data source used was in evensemester exam questions that were in the forms of multiple-choice, student answer sheet, and answer key. Anates 4.0.9 program was to analyze the quality of test items. The research findings of the analysis of multiple-choice test item quality on semester final exam of Chemistry subject at the eleventh grade of State Islamic Senior High School 2 Kepulauan Meranti showed that in the validity analysis there were 6 valid test items (17%) and 29 non validitems (83%); in the reliability analysis it was obtained the reliability score 0.955; in the difficulty level analysis there were 12 easy test items (34%), 17 medium items (49%), and 6 hard items (17%); in the discriminator power analysis there were 4 very good test items (11.5%), a good item (3%), 19 items (54%) that should be revised, and 11 items (31.5%) that should be eliminated; in the distractor effectiveness there 26 very good options (19%), 10 good options (7%), 25 poor options (18%), 55 bad options (39%), and 24 very bad options (17%). Therefore, it could be concluded that the quality of test items could be stated bad.

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.

scholarly journals PENGEMBANGAN THREE TIER MULTIPLE CHOICE TEST PADA MATERI KESETIMBANGAN KIMIA MATA KULIAH KIMIA DASAR LANJUT

2020 ◽  
Vol 4 (1) ◽  
pp. 44-63
Author(s):  
Pandu J Laksono
Keyword(s):  
Multiple Choice ◽  
Field Tests ◽  
Field Trials ◽  
Development Model ◽  
Choice Test ◽  
Difficulty Level ◽  
Multiple Choice Test ◽  
Initial Field ◽  
Test Instrument ◽  
Better Than

This study aims to develop a three tier multiple choice test instrument on chemical equilibrium material to identify misconceptions in students. The development model used by Borg and Gall (1983): (1) research and data collection, (2) planning, (3) developing product drafts, (4) conducting initial field trials, (5) making revisions to initial products; (6) conducting limited field tests, (7) product improvement. This research was conducted with 60 respondents. Validation uses the Aiken method with 5 expert validators. The conclusion is that the three tier multiple choice test instrument developed was declared to be feasible and met the criteria as a good problem with the average aiken validity of 0.87. The instrument was declared feasible in terms of the reliability of the test 0.806 included in the high category, has a distinguishing power of 0.351 so that it was categorized as good. Difficulty level found 20% categorized as easy problems, 71.11% categorized as moderate and 8.89% categorized as difficult. Based on the deception index, it was concluded that the deception mostly worked better than the answer key and the deception value mostly more than 5% was chosen so that it was declared effective. Three Tier Multiple Choice Test instrument seen from the practicality included in good categories with a percentage of 78.28%.

TO STUDY OF CHARACTERISTICS OF OBJECTIVE MULTIPLE-CHOICE TEST FOR MEDICAL MODULES

2020 ◽  
pp. 84-89
Author(s):  
An Nguyen Truong ◽  
Tu Nguyen Minh ◽  
Dong Ngo Van ◽  
Thang Phan Van ◽  
Phuong Ha Minh ◽  
...  
Keyword(s):  
Choice Theory ◽  
Clinical Medicine ◽  
Multiple Choice ◽  
Assessment Method ◽  
Choice Test ◽  
Difficulty Level ◽  
Multiple Choice Test ◽  
Multiple Choice Tests ◽  
Degree Of Differentiation ◽  
Theory Test

Background: The objective multiple-choice test is an assessment method that has been applied widely in universities. The meticulous judgment of complication and differentiation level of objective test questionnaire can beneficially lead to the growth of high quality multiple-choice questionnaire bank and effective examination. Objectives: To evaluate the difficulty level and differentiate level of the objective multiple-choice tests. Materials and method: The multiple-choice theory test (01 Elemental medical exam with 242 students, 01 Clinical medicine exam with 163 students). The difficulty degree of questions was determined by calculating the percentage of students who gave the answers correctly for the given questions in total. The differentiation level was differentiated by the percentage of students who answered correctly in corresponding groups: excellent, good, average, below average, poor. Results: The elemental medical examination comprises 7 hard questions, 58 medium questions, and 35 simple questions; 10 questions have poor degree of difference, 83 questions have good and very good degree of difference. The clinical medicine examination comprises 9 hard questions, 57 medium questions and, 34 simple questions; 23 questions have poor degree of differentiation, 51 questions have good and very good degree of difference. Conclusions: It is crucial to evaluate the difficulty and differentiation standards of the objective multiple-choice examination which enhance the quality of assessment. Thereby, the faculties need to regularly judge these factors while creating the questionnaire and completely evaluating the tests, and the inappropriate questions will be eliminated. Keywords: difficulty level, differentiation level, Objective multiple-choice test.

scholarly journals ANALISIS MISKONSEPSI LITERASI SAINS MENGGUNAKAN THREE TIER MULTIPLE CHOICE TEST MATERI CAHAYA

2018 ◽  
Vol 8 (2) ◽  
pp. 1
Author(s):  
Sri Wahyuningsih
Keyword(s):  
Scientific Literacy ◽  
Multiple Choice ◽  
Optical Devices ◽  
Literacy Skills ◽  
Learning System ◽  
Choice Test ◽  
Difficulty Level ◽  
Multiple Choice Test ◽  
Test Instrument ◽  
Depth Interviews

<em>Recently mastery of scientific literacy for students has become the focus of education. The level of scientific literacy skills of students in Indonesia is low, which is influenced by misconceptions. So far, study on the development of diagnostic tests that uncover the misconception of scientific literacy is still limited, whereas it is much needed to improve the learning system in Indonesia. The result of observation and interview of scientific lesson in SMP Negeri 05 Semarang shows that students having difficulties in studying light materials and evaluation tools used by teachers are not continued to reveal misconception of scienctific literacy. The aims of this study to develop three tier multiple choice (3TMC) test with the scientific literacy aspect and to find the misconception of students' light scientific literacy. The research sample is class VIIIE and VIIIF with mix method of sequential explanatory strategy. The result of 3TMC test instrument with scientific literacy aspect which is developed which is 30 item where 25 items fulfill criteria with valid result, reliable, sufficient distinguishing, medium difficulty level while 5 grains are not used. The results of the interpretation indicate that the average learners have misconception of scientific literacy aspects of knowledge (A), science investigation competence (B), science as a way of thinking (C) and application of science to technology, society and environment. In-depth interviews were conducted on 7 students who experienced the highest misconception of scientific literacy. The result they experience misconceptions of scientific literacy indicators of light properties, viewing processes, eye defects and optical devices.</em>

Effects of Test Expectation on Multiple-Choice Performance and Subjective Ratings

2007 ◽  
Vol 34 (4) ◽  
pp. 219-225 ◽  
Author(s):  
William R. Balch
Keyword(s):  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Subjective Ratings ◽  
Short Answer ◽  
Multiple Choice Tests ◽  
Test Taking ◽  
Choice Performance ◽  
Choice Tests

Undergraduates studied the definitions of 16 psychology terms, expecting either a multiple-choice ( n = 132) or short-answer ( n = 122) test. All students then received the same multiple-choice test, requiring them to recognize the definitions as well as novel examples of the terms. Compared to students expecting a multiple-choice test, those expecting a short-answer test performed similarly on example questions but significantly better on definition questions. Students in these 2 test-expectation conditions also differed in several subjective ratings of their study and test taking. The results suggest that students do not typically study in an optimal way for multiple-choice tests.

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