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).

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.

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.

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