scholarly journals ASSESSMENT OF MODEL FIT FOR 2016 AND 2017 BIOLOGY MULTIPLE CHOICE TEST ITEMS OF THE NATIONAL BUSINESS AND TECHNICAL EXAMINATION BOARD

2019 ◽  
Vol 7 (4) ◽  
pp. 12-22
Author(s):  
HANNAH JUDITH OSARUMWENSE ◽  
CHISOM PERPETUAL DURU
Keyword(s):  
Multiple Choice ◽  
Logistic Models ◽  
Sampling Technique ◽  
Model Fit ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Test Items ◽  
Technical Examination ◽  
Examination Board ◽  
National Business

This study was based on the assessment of model fit for 2016 and 2017 Biology multiple choice test items of the National Business and Technical Examination Board. It aimed at empirically investigating the model fit of the 1, 2, and 3 Parameter Logistic Models (PLM) of the examinations using Item Response Theory. Three research questions were raised with two hypotheses formulated and tested. The expo-facto research design was adopted for this study. The population for the study was 5,115 and 4600 candidates in public and private schools in south-south geo-political zone in Nigeria for 2016 and 2017 respectively. A total of 2000 students were sampled using Simple random sampling technique. The instruments for data collection was the NABTEB 2016 and 2017 Biology multiple choice question papers. The instruments are said to be valid and reliable as they were developed by a standard examination body. The responses from the instruments were used for data analysis. The results obtained from the study revealed that the 1, 2 and 3 PLM fit the 2017 and 2016 NABTEB May/June Biology multiple choice test items. However, the 1PLM provided a better fit to the data than other models. Based on the findings of the study, it was recommended among others that the examining bodies should make sure that model fit the data well before they are used to make inferences regarding the data.

scholarly journals KEMAMPUAN GURU MIPA MEMBUAT PENILAIAN PENGETAHUAN

2016 ◽  
Vol 7 (2) ◽  
pp. 44
Author(s):  
Kurnia Ningsih
Keyword(s):  
Multiple Choice ◽  
Sampling Technique ◽  
Knowledge Assessment ◽  
Choice Test ◽  
Design Knowledge ◽  
Data Display ◽  
Multiple Choice Test ◽  
Multiple Choice Questions ◽  
Test Items ◽  
Descriptive Method

This research aims to describe MIPA teachers’ ability to design knowledge assessment through the analysis of achievement aspects of knowledge assessment. This research used a descriptive method with SMP MIPA teachers in Pontianak City who have taught for more than 5 years and have an undergraduate degree as the population. The samples in this research, selected using a purposive sampling technique, consisted of 12 teachers who submitted MIPA test items. The research instrument used the data of the test item document designed by the teachers in the form of a multiple-choice test. The data were analyzed descriptively which included data reduction, systematic data display, and conclusion. The results showed that of the 12 test instruments made by with 380 questions in total, the teachers’ ability to design knowledge assessment (Multiple Choice Questions) obtained 17.37% of knowledge aspect, 67.90% of understanding aspect, 8.68% of implementation aspect, and 6.05% of analysis aspect. There were no questions made related to evaluation and creation aspects. Keywords: teachers ability, designing knowledge assessment.

scholarly journals Comparison of the Effectiveness of Four Scoring Techniques in Secondary School Multiple-Choice Test Items in Financial Accounting

2021 ◽  
Vol 12 (3) ◽  
pp. 1
Author(s):  
Olaitan Isaac Fadipe ◽  
Yinusa A. Faremi
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Multiple Choice ◽  
Sampling Technique ◽  
Financial Accounting ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Test Items ◽  
Significant Difference ◽  
Senior Secondary

Poor academic performance of students in senior secondary school certificate examination in some commercial subjects may be attributed to ineffective scoring techniques used by classroom teachers and examination bodies. Therefore, this study compared the effectiveness of four scoring techniques in multiple-choice financial accounting in secondary schools of Osun state, Nigeria. The study adopted a descriptive survey and Quasi-experimental research designs. The sample consisted of 420 senior secondary schools (SSSII) Financial Accounting students selected using Multi-stage sampling technique. An instrument titled “Financial Accounting Multiple-Choice Test (FAMT)” with a reliability coefficient of .80 was administered to selected students. The marks obtained through standard conventional, logical weight, corrected and confidence scoring techniques were analyzed using descriptive and inferential statistics. Findings showed that the logical weight scoring technique had the highest mean value of 40.63 when compared with other scoring techniques. It was also revealed that there was a significant difference in the performance of students in Financial Accounting multiple-choice test items using the four scoring techniques (F(3,1676) =31.494, p<.05). Based on the findings, it was concluded that students performed better using the logical weight scoring technique in Financial Accounting multiple-choice test items and is the most effective scoring technique among others. The study recommended that a logical weight scoring technique should be encouraged and used in scoring Financial Accounting multiple-choice test items in secondary schools by examination bodies.   Received: 27 March 2021 / Accepted: 29 April 2021 / Published: 17 May 2021

Assessing the Quality of Multiple-Choice Test Items

2010 ◽  
Vol 35 (1) ◽  
pp. 12-16 ◽  
Author(s):  
Sandra L. Clifton ◽  
Cheryl L. Schriner
Keyword(s):  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Test Items

A Note on Decisionmaking Processes for Multiple-Choice Test Items

1988 ◽  
Vol 25 (3) ◽  
pp. 247-250 ◽  
Author(s):  
Rand R. Wilcox ◽  
Karen Thompson Wilcox ◽  
Jacob Chung
Keyword(s):  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Test Items

Word Association: Variables Affecting Popular-Response Frequency

1967 ◽  
Vol 20 (2) ◽  
pp. 423-432 ◽  
Author(s):  
Ronald D. Wynne ◽  
Herbert Gerjuoy ◽  
Harold Schiffman ◽  
Norman Wexler
Keyword(s):  
Word Association ◽  
Multiple Choice ◽  
Free Association ◽  
Association Test ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Repeated Testing ◽  
Test Items ◽  
Word Association Test ◽  
Test Conditions

Normal Ss were given 54 Kent-Rosanoff word-association-test items in one of two different orders; antonym-eliciting items were concentrated either (a) near the beginning or (b) near the end of the list. For each order, testing was administered under three different test conditions: (a) standard free-association instructions, (b) instructions to give the response “most people” would give, and (c) “most people” instructions with a multiple-choice test format. The order starting with antonym-eliciting items elicited more popular antonym responses than did the other order. Popularity-set instructions, particularly with the multiple-choice format, elicited more non-antonym popular responses than did free-association test conditions. With repeated testing, popular antonyms became more frequent. For some sequences of test conditions, there was also an increase in non-antonym popular responses with repeated testing.

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