scholarly journals Utilizing test items analysis to examine the level of difficulty and discriminating power in a teacher-made test

2021 ◽  
Vol 6 (2) ◽  
pp. 256
Author(s):  
Sayit Abdul Karim ◽  
Suryo Sudiro ◽  
Syarifah Sakinah
Keyword(s):  
Reading Comprehension ◽  
Junior High School ◽  
Test Item ◽  
English Language ◽  
Item Analysis ◽  
Quality Level ◽  
Test Items ◽  
Discriminating Power ◽  
Level Of Difficulty

Apart from teaching, English language teachers need to assess their students by giving a test to know the students� achievements. In general, teachers are barely conducting item analysis on their tests. As a result, they have no idea about the quality of their test distributed to the students. The present study attempts to figure out the levels of difficulty (LD) and the discriminating power (DP) of the multiple-choice (MC) test item constructed by an English teacher in the reading comprehension test utilizing test item analysis. This study employs a qualitative approach. For this purpose, a test of 50-MC test items of reading comprehension was obtained from the students� test results. Thirty-five students of grade eight took part in the MC test try-out. They are both male (15) and female (20) students of junior high school 2 Kempo, in West Nusa Tenggara Province. The findings revealed that16 items out of 50 test items were rejected due to the poor and worst quality level of difficulty and discriminating index. Meanwhile, 12 items need to be reviewed due to their mediocre quality, and 11 items are claimed to have good quality items. Besides, 11 items out of 50 test items were considered as the excellent quality as their DP scores reached around 0.44 through 0.78. The implications of the present study will shed light on the quality of teacher-made test items, especially for the MC test.

scholarly journals Reflection of the Test-Item Quality in State SMP and SMA in Bandar Lampung

2019 ◽  
Vol 20 (2) ◽  
pp. 72-87
Author(s):  
Ujang Suparman ◽  
Keyword(s):  
Test Item ◽  
Item Analysis ◽  
Descriptive Statistics ◽  
Test Items ◽  
National Examination ◽  
Discriminating Power ◽  
Item Quality ◽  
Level Of Difficulty

The objectives of this research are to analyze critically the quality of test items used in SMP and SMA (mid semester, final semester, and National Examination Practice) in terms of reliability as a whole, level of difficulty, discriminating power, the quality of answer keys and distractors. The methods used to analyze the test items are item analysis (ITEMAN), two types of descriptive statistics for analyzing test items and another for analyzing the options. The findings of the research are very far from what is believed, that is, the quality of majority of test items as well as key answers and distractors are unsatisfactory. Based the results of the analysis, conclusions are drawn and recommendations are put forward.

scholarly journals TEST ITEM ANALYSIS OF READING COMPREHENSION EXAMINATION FACULTY OF TEACHERS AND TRAINING EDUCATION

2020 ◽  
pp. 52-65
Author(s):  
Viator Lumban Raja
Keyword(s):  
Reading Comprehension ◽  
Correct Answer ◽  
Test Item ◽  
Item Analysis ◽  
Test Items ◽  
Level Of Difficulty ◽  
The Difference ◽  
The One ◽  
And Training ◽  
Total Test

It is not uncommon to put a blame on the students when they fail in the semester examination. The examiner or the one who constructs the test is rarely blamed or questioned why such a thing can happen. There is never a question whether the test is valid or reliable. In other words, the test itself is never evaluated in order to know if it meets the level of difficulty and power of discrimination. Madsen (1983: 180) says that item analysis tells us three things: (1) how difficult each item is, (2)whether or not the question discriminated or tells the difference between high and low students, (3) which distracters are working as they should.  This reading comprehension examination consists of 44 items, 35 items of reading comprehension and 9 items of vocabulary. The number of test takers are 18 students. The result of the analysis shows that only 5 students (27.7%) can do the test within average, meaning they can answer the test 50% correct of the total test items. This belongs to moderate category, not high nor excellent. Of the 44 test items, 33(75%) are bad items in that they do not fulfill one or both of the requirements concerning the level of difficulty and power of discrimination. And only 11 items (25%) meet the requirements of level of difficulty and power of discrimination. Regarding the distracters, there are 20 items (45.45%) whose distracters are not chosen either one or two. There are two items (4.54%), 25 and 34, the correct answer of which is not chosen by the test takers, including the high and low group. In short, these 20 items needs revising in term of distracters. Revision is made to those items whose distracters are not chosen and those which do not fulfill the requirements of level of difficulty and power of discrimination. Distracters which look too easy are changed, and those which are not totally chosen are revised. 

An item analysis on multiple-choice questions: a case of a junior high school English try-out test in Indonesia

LEKSIKA ◽  
2021 ◽  
Vol 15 (1) ◽  
pp. 9
Author(s):  
Rohmatul Jannah ◽  
Didin Nuruddin Hidayat ◽  
Nida Husna ◽  
Imam Khasbani
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Item Analysis ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
High School English ◽  
Test Items ◽  
Discriminating Power ◽  
Trial Testing

The present study aims to analyze multiple-choice questions obtained from a trial testing conducted in a state junior high school in Indonesia. The study seeks to reveal the level of difficulty, discriminating power and distractor efficiency of the selected test items by employing item analysis. The result of the study discovers that levels of difficulty on the question items are varied. Some question tended to be easy and moderately difficult while the others are difficult to answer. It also uncovers that, in regard to discriminating power, some questions are well constructed while the others are ambiguously worded that can potentially cause the questions to fail to evaluate the students’ ability. The analysis on distractor efficiency presents information how the chosen multiple-choice questions were frequently constructed with less effective distractors that caused more high achieving students to choose wrong answers.

scholarly journals AN ITEM ANALYSIS OF ENGLISH SUMMATIVE TEST FOR THE TENTH GRADE STUDENTS OF SMA MUHAMMADIYAH 3 JAKARTA IN THE 2013/2014 ACADEMIC YEAR

2020 ◽  
Vol 5 (1) ◽  
pp. 610-615
Author(s):  
Anisa Fitriani Lailamsyah ◽  
Fitri Apriyanti
Keyword(s):  
Research Method ◽  
Qualitative Method ◽  
Quantitative Method ◽  
Item Analysis ◽  
Test Items ◽  
Discriminating Power ◽  
Tenth Grade ◽  
Academic Year ◽  
Analyze Data

This research is intended to analysis of the English summative test for the tenth grade students of SMA Muhammadiyah 3 Jakarta in the 2013/2014 academic year. The research method used to analyze the item of English summative test for senior high school are quantitative and qualitative method. Quantitative method was used to analyze data of the facility value and discriminating power of each item. The qualitative method was used to describe and analyze the quality of test items. Keywords: Item Analysis, English Summative Test, Tenth Grade Student

scholarly journals The quality of an English summative test of a public junior high school, Kupang-NTT

2020 ◽  
Vol 3 (2) ◽  
pp. 133
Author(s):  
Thresia Trivict Semiun ◽  
Fransiska Densiana Luruk
Keyword(s):  
High School ◽  
Public School ◽  
Junior High School ◽  
Content Validity ◽  
Item Difficulty ◽  
Item Analysis ◽  
Item Discrimination ◽  
Test Items ◽  
Evaluative Research

This study aimed at examining the quality of an English summative test of grade VII in a public school located in Kupang. Particularly, this study examined content validity, reliability, and conducted item analysis including item validity, item difficulty, item discrimination, and distracter effectiveness. This study was descriptive evaluative research with documentation to collect data. The data was analyzed quantitatively except for content validity, which was done qualitatively. Content validity was analyzed by matching the test items with materials stated in the curriculum. The findings revealed that the English summative test had a high content validity. The reliability was estimated by applying the Kuder-Richardson’s formula (K-R20). The result showed that the test was reliable and very good for a classroom test. The item analysis was conducted by using ITEMAN 3.0. and it revealed that the the test was mostly constructed by easy items, most of the items could discriminate the students, most distracters were able to perform well, and the most of items were valid.

scholarly journals Item Analysis for a Better Quality Test

2019 ◽  
Vol 2 (1) ◽  
pp. 59
Author(s):  
Neti Hartati ◽  
Hendro Pratama Supra Yogi
Keyword(s):  
Quantitative Analysis ◽  
Item Analysis ◽  
Document Analysis ◽  
Qualitative Approach ◽  
Difficulty Level ◽  
Small Scale ◽  
Test Items ◽  
Discriminating Power ◽  
Multiple Choice Items

This study is a small-scale study of item analysis of a teacher’s own-made summative test. It examines the quality of multiple-choice items in terms of the difficulty level, the discriminating power, and the effectiveness of distractors. The study employed a qualitative approach which also used a simple quantitative analysis to analyze the quality of the test items through the document analysis of the teacher’s English summative test and the students’ answer sheets.  The result shows that the summative test has more easy items than difficult items with the ratio of 19:25:6 while they should be 1:2:1 for easy, medium, and difficult.  In terms of the Discriminating Power, there are 3, 13, and 16 for excellent, Good, and satisfactory level, but there are 17 and 2 for poor and bad levels of Discriminating Power.  There are 43 (21.5%) of all distractors which are dysfunctional which, in turns, makes the items too easy which also makes the items fail to discriminate the upper-group students from the lower ones. Therefore, the 43 dysfunctional distractors should be revised to alter the difficulty level and improve the discriminating power.  This research is expected to serve as a reflective means for teachers to examine their own-made test to ensure the quality of their test items.

scholarly journals THE QUALITY OF TEACHER-MADE TEST IN EFL CLASSROOM AT THE ELEMENTARY SCHOOL AND ITS WASHBACK IN THE LEARNING

2017 ◽  
Vol 2 (2) ◽  
pp. 97-104
Author(s):  
Desrin Lebagi ◽  
S. Sumardi ◽  
S. Sudjoko
Keyword(s):  
Elementary School ◽  
Language Learning ◽  
Test Item ◽  
Teaching And Learning ◽  
Item Analysis ◽  
Good Test ◽  
Test Analysis ◽  
Test Items ◽  
Difficulty Index

One of essential phases in language learning is measurement. Test as a tool of measurement process must then be well constructed. The quality of test itself can be determined through test item analysis. However, in some occasions, teachers tend to ignore test item analysis because of time limitation and other responsibilities.  Referring to this problem, this research aimed to describe the quality of test items including the difficulty index, the discrimination index, the distractor index, and the reliability of the test and the Washback of teacher-made test on students’ motivation in learning English. It was conducted at Gamaliel Elementary School in academic year of 2016-2017. This case study utilized purposive sampling. In collecting the data, the researcher used interview, observation, and document analysis as the techniques of collecting data. The informants were an English teacher and students of Gamaliel Elementary School. The documents were students’ answer sheets. In analyzing test items, the researchers used ITEMAN program. The result of this study shows that the teacher-made test can be classified in good test. The test brings both positive and negative Washback in students’ motivation in learning. Therefore, it is recommended for the teacher to conduct test analysis as a way of evaluating and improving his teaching and learning and test itself as well as to encourage the students to study even though they are not confronted with a test.

scholarly journals THE APPLICATION-BASED ANALYSIS OF QUESTIONS ITEM QUALITY IN JUNIOR HIGH SCHOOL

2020 ◽  
Vol 6 (2) ◽  
pp. 140-148
Author(s):  
Rabiatul Adawiah
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Answer Sheet ◽  
Evaluation Study ◽  
Poor Quality ◽  
Multiple Choice Questions ◽  
Civics Education ◽  
Level Of Difficulty

The activity of analyzing the items is one of the obligations for each teacher in an effort to improve the quality of the questions. However, for Civics Education teachers, this has never been done especially for questions created by the Subject Teachers' Consultation which are used for the end-semester assessment. The purpose of this study was to determine the quality of the questions based on distinguishing feature, level of difficulty, and effectiveness of the distractor. This study is an evaluation study of 50 items of  Civics Education Subject test in Banjarmasin, totaling 50 questions in the form of multiple choice questions at the end-semester test, academic year 2019/2020. The data collected are in the form of: (1) final exams question sheet, (2) question answer key sheet, and (3) students’ answer sheet. All data is obtained by documentation techniques. Data analysis uses the AnBuso version 8.0 application. The criteria for determining the quality of items are: (a) questions are considered good if the distinguishing feature is good/good enough, the level of difficulty is medium and all alternative answers are effective, (b) revision of alternative answers, if the distinguishing feature is good/good enough and the level of difficulty is medium, but the alternative there are ineffective answers, (c) good enough, if the distinguishing feature is good/good enough but the level of difficulty is easy/difficult, and (d) not good, if the distinguishing feature is not good.  The results of this study indicate that the questions used for the end-semester test at Junior High School in Banjarmasin are 50 % of poor quality.

scholarly journals Developing Culture-Based English Language Assessment Instrument for Second Semester of Grade Seven of Junior High School in Buleleng Sub-District to Support the Implementation of Curriculum 2013

2018 ◽  
Vol 23 (2) ◽  
pp. 21
Author(s):  
Ida Ayu U Wasundari ◽  
Ni Komang Arie Suwastini ◽  
I Gede Batan
Keyword(s):  
High School ◽  
Research And Development ◽  
Junior High School ◽  
English Language ◽  
Junior High ◽  
Language Assessment ◽  
Expert Judgment ◽  
Assessment Instrument ◽  
Source Analysis

This research aimed at developing culture-based English language assessment instrument for the second semester of grade seven of junior high school in Buleleng Subdistrict to support the implementation of Curriculum 2013. This research was categorized as research and development. Research and development model which was used in this research proposed by Peffers et.al (2007). The suitable English assessment for the second semester of grade seven of junior high school was English assessment with integrated Balinese culture in order to support the development of character building. The steps of developing this English assessment instrument included assessment goal analysis, assessment standard analysis, syllabus analysis, learning source analysis, designing blue print, developing assessment, expert judgment, and revision. This research produced English assessment instrument which assessed students’ affective, cognitive, and psychomotor domains. The reliability and quality of the developed assessment instrument were found out by giving expert judgment form to the experts of assessment and English language teaching. The scores which were given by the two experts were 650 from the first expert and 802 from the second expert. Based on those scores, the quality of the developed English assessment instrument was categorized as excellent. The reliability of the data was categorized as excellent in which the score of Alpha Cronbach’s coefficient was 0.9. It means that the developed culturebased English assessment instrument was suitable to be used in teaching and learning process that implements Curriculum 2013 in Buleleng Sub-district.

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