THEORETICAL ASPECTS OF USING TEST CONTROL FOR CONDUCTING SUMMATIVE CERTIFICATION OF UNIVERSITY STUDENTS

2021 ◽  
pp. 47-57
Author(s):  
Liudmyla Kukhar ◽  
Oleksandr Tarasenko
Keyword(s):  
Formative Assessment ◽  
Evaluation Instrument ◽  
Statistical Parameters ◽  
Test Items ◽  
Good Evaluation ◽  
University Curriculum ◽  
Test Specification ◽  
Common Items ◽  
Correct Design ◽  
Test Control

For the development of a good evaluation instrument, persons who are involved in the process should follow all the recommended stages (planning, test specification, piloting, removing redundant items). The using of formative assessment in education allows us to conduct such tire as piloting (approbation) that is intended to obtain the statistical parameters of test items, which can be used in a summative assessment. Correct design of test forms for a formative assessment can provide sufficient capabilities for their equating and linking. In this work we are focused only on evaluating just one construct, which is commonly related to only one subject in university curriculum. According to this reason we described a common items equating technique for test items preequating.

scholarly journals The Development of STEP, the CEFR-Based English Proficiency Test

2021 ◽  
Vol 14 (7) ◽  
pp. 95
Author(s):  
Kietnawin Sridhanyarat ◽  
Supakarn Pathong ◽  
Todsapon Suranakkharin ◽  
Amornrat Ammaralikit
Keyword(s):  
English Language ◽  
English Proficiency ◽  
Statistical Significance ◽  
Test Construction ◽  
Proficiency Tests ◽  
Validity And Reliability ◽  
Test Items ◽  
Test Specification ◽  
Content Specialists ◽  
Reference Document

This study aimed at developing the Silpakorn Test of English Proficiency (STEP), in alignment with the Common European Framework of Reference for Languages (CEFR), and in accordance with the theoretical framework established by Alderson et al. (2006). Four major steps were involved in the test construction. First, English language lecturers who served as content specialists were asked to design can-do statements presented in the CEFR. Then the specialists designed the test specification based on the can-do statements. Four skill areas: listening, semi-speaking, reading, and semi-writing were targeted as the test construct. At this juncture, the content specialists were required to write test items in accordance with the test specification. Next, the test items constructed were determined for their validity and reliability. Finally, a standard setting was carried out. The results demonstrated that the framework offered by Alderson et al. (2006) served as an effective reference document for developing the STEP. In terms of validity and reliability, the STEP was of statistical significance, that is, it could be aligned with the CEFR levels and measure test takers’ English proficiency at a specific CEFR level. The current findings provide useful insights for test developers or researchers who wish to design proficiency tests in alignment with the CEFR.

scholarly journals UTILIZING KAHOOT APPLICATION IN ASSESSING FORMATIVE ASSESSMENT IN EFL CLASSROOM

2021 ◽  
Author(s):  
Lucas Fernando
Keyword(s):  
Formative Assessment ◽  
Evaluation Instrument ◽  
Developmental Evaluation ◽  
Game Based Learning ◽  
Learning Stage ◽  
Male And Female ◽  
Principal Reason ◽  
E Learning ◽  
Interaction Game ◽  
Better Than

The principal reason for formative assessment is to improve understudies' learning and it ought to be viewed as a piece of the learning interaction. Game-based learning has gotten more normal in schooling and one of the arising game-based learning stages utilized in instruction establishments is Kahoot. This paper explored the impression of understudies towards Kahoot as a developmental evaluation instrument in school understudies in Indonesia. The examination utilized a review that comprises of 12 things through Kahoot study stage. An aggregate of 100 subjects partook in this examination. The understudies profoundly apparent Kahoot as fun, successful and better than e-learning stage for input as its middle score was 4. The remainder of things were acceptably seen by the understudies as demonstrated by the score of 3 aside from working on complex subjects that acquired an unsuitable level. There were critical middle score contrasts among male and female understudies for inspiration and saw information maintenance, whereby guys scored higher than females (p < 0.05). Kahoot is a promising developmental evaluation instrument that is achievable, down to earth and makes learning fun and pleasant. It very well may be utilized to spur understudies to learn. Be that as it may, Kahoot was not the best apparatus to work on complex subjects as seen by school understudies.

Developmental Changes in Reasoning Strategies

1999 ◽  
Vol 4 (3) ◽  
pp. 157-164
Author(s):  
Barbro M. Bergling
Keyword(s):  
Age Groups ◽  
Developmental Changes ◽  
Test Items ◽  
Reasoning Strategies ◽  
Common Scale ◽  
Common Items ◽  
A Minor ◽  
Swedish School ◽  
Theoretical Analyses ◽  
Two Age Groups

It is frequently necessary to make comparisons between scales or items using some common items and measuring the same trait. A methodology to solve this problem is the Rasch equating procedure for comparisons between two or more test instruments, given that they measure the same construct and have some test items in common. This equating procedure was applied on two test instruments (Problemsolving Heft 17 and Heft 27) constructed on the basis of theoretical analyses of 12 of Piaget's classical experiments. The problem of the present study was to explore the magnitude of developmental changes from 10 to 14 years of age in Swedish school children. A common Rasch scale was developed consisting of 14 items out of which 10 items were common to both instruments and 4 items were age specific. When this common scale was applied to separate scaling of each test instrument on the two age groups, developmental changes of more than twice the standard error were found for each item. The order of the test items within the scales was, as expected, unchanged from 10 to 14 years of age except a minor change in two items. The relative difficulties of items within each sample and between the samples were examined. Comparisons between items representing the same Piagetian construct were analyzed in regard to the constructs “all other things being equal,” equilibrium, proportionality, and reciprocal implication. Interpretations of possible explanations of the differences found are discussed.

The Research of Test System of Notebook Use Reliability

2013 ◽  
Vol 684 ◽  
pp. 630-633
Author(s):  
Yang Xu ◽  
Ming Li ◽  
Chao Li
Keyword(s):  
Intelligent Control ◽  
Field Experiments ◽  
Control Function ◽  
Test System ◽  
Reliability Testing ◽  
Reliability Engineering ◽  
Test Items ◽  
Test Platform ◽  
Test Specification ◽  
Test Requirements

Reliability activities are throughout the life cycle of products. Based on the ideas of reliability engineering and analysis of reliability testing of notebook，a new plan of reliability testing of notebook is put forward. In the plan, the testing is designed from the field experiments, and the factor of testing is recorded by certain sensors. The test platform is built from the test items and the test requirements. The test platform has the flexible structure and intelligent control function. The test work requires the management of reliability which is aimed to form the test specification.

scholarly journals PENGEMBANGAN INSTRUMEN DIAGNOSTIK KOGNITIF PADA MATA PELAJARAN IPA DI SMP

2016 ◽  
Vol 20 (1) ◽  
pp. 111-125 ◽  
Author(s):  
Yuli Prihatni ◽  
Kumaidi Kumaidi ◽  
Mundilarto Mundilarto
Keyword(s):  
Focus Group ◽  
Focus Group Discussion ◽  
Latent Class ◽  
Group Discussion ◽  
Choice Test ◽  
Test Items ◽  
Item Fit ◽  
Test Specification ◽  
Q Matrix ◽  
Selection Of

Penelitian ini bertujuan untuk: (1) menghasilkan instrumen diagnostik kognitif pada mata pelajaran IPA materi kalor berdasarkan learning continuum, (2) menemukan karakteristik instrumen diagnostik kognitif pada mata pelajaran IPA materi kalor, berdasarkan learning continuum. Metode yang digunakan dalam penelitian ini adalah metode pengembangan tes diagnostik. Penelitian didahului dengan penyusunan learning continum, kisi-kisi tes, hierarki materi prasyarat dan spesifikasi item pada materi IPA konsep kalor yang ditelaah melalui Focus Group Discussion (FGD). Uji coba dilaksanakan dengan subjek uji sebanyak 484 siswa kelas VII SMP di Kabupaten Sleman. Seleksi butir tes untuk mendapatkan fit tes menggunakan program Quest dan Program M Plus untuk uji kecocokan/kesesuaian model atribut dengan matriks Q. Hasil penelitian menunjukan: (1) instrumen yang berhasil dikembangkan berbentuk tes pilihan ganda dengan alasan, berjumlah 28 butir soal dan menghasilkan tujuh Q matrik; (2) analisis dengan program Quest diperoleh butir fit dengan model dan program M Plus menemukan besarnya probabilitas pada setiap latent class pada tujuh Q matriks yang tersusun.Kata kunci: instrumen, diagnostik kognitif, IPA DEVELOPING THE INSTRUMENTS OF COGNITIVE DIAGNOSTIC FOR SCIENCE SUBJECT IN JUNIOR HIGH SCHOOLAbstractThe study aimed at: (1) producing cognitive diagnostic instruments for science subjects of heat topic based on learning continuum (2) finding the characteristics of the instrument developed The method used in this research is the development of diagnostic tests. The research was preceded by the preparation of learning continuum, test blueprint , hierarchy of prerequisite materials and test specification on materials of science concept which were examined through Focus Group Discussion (FGD).The test trial was implemented with 484 students of class VII SMP in Sleman as subjects. Selection of test items to get fit tests used Quest program and M Plus program to test the suitability/fitness model with the attribute matrix Q. The results show: (1) the instruments developed in the form of a multiple choice test with reason, totaling 28 items and seven Q matrix; (2) analysis using Quest program finds item fit with the model ,and program M Plus find the probability in each latent class on seven Q matrix composed.Keywords: instruments, cognitive diagnostic, science

scholarly journals APPLYING KAHOOT IN FORMATIVE ASSESSMENT IN EFL CLASSROOM

2021 ◽  
Author(s):  
Lucas Fernando
Keyword(s):  
Formative Assessment ◽  
Evaluation Instrument ◽  
Developmental Evaluation ◽  
Game Based Learning ◽  
Learning Stage ◽  
Male And Female ◽  
Focus Score ◽  
E Learning ◽  
Better Than

The standard defense developmental evaluation is to improve understudies' learning and it ought to be viewed as a piece of the learning affiliation. Game-based learning has gotten more normal in the coaching and one of the arising game-based learning stage utilized in direction establishments is Kahoot. This paper examined the impression of understudies towards Kahoot as a developmental evaluation instrument in school understudies in Indonesia. The evaluation utilized a review that contains 12 things through Kahoot study stage. An aggregate of 170 subjects took an interest in this appraisal. The understudies essentially clear Kahoot as fun, viable and better than e-learning stage for commitment as its middle score was 4. The remainder of things were acceptably seen by the understudies as demonstrated by the score of 3 next to managing complex subjects that acquired inadmissible level. There were essential focus score contrasts among male and female understudies for inspiration and saw information upkeep, whereby people scored higher than females (p < 0.05). Kahoot is a promising developmental evaluation instrument that is possible, objective and makes learning fun and beguiling. It very well may be utilized to nudge understudies to learn. Regardless, Kahoot was not the best contraption to manage complex subjects as seen by school understudies.

scholarly journals High-Fidelity Microsurgical Simulation: The Thiel Cadaveric Nerve Model and Evaluation Instrument

2019 ◽  
Vol 27 (4) ◽  
pp. 289-296
Author(s):  
Andrei Odobescu ◽  
Deborah Dawson ◽  
Isak Goodwin ◽  
Patrick G. Harris ◽  
Joseph BouMerhi ◽  
...  
Keyword(s):  
Peripheral Nerve ◽  
Surgical Simulation ◽  
Intraclass Correlation ◽  
Simulation Models ◽  
Nerve Tissue ◽  
Bivariate Analysis ◽  
High Fidelity ◽  
Evaluation Instrument ◽  
Test Items ◽  
Consistency Of The Test

With surgical education moving from a time-based to a competency-based model, developing high-fidelity simulation models has become a priority. The Thiel cadaveric model has previously been used for a number of medical and surgical simulations, including microvascular simulation. We aim to investigate the use of the Thiel model in peripheral nerve simulation and validate a novel evaluation instrument. Sixteen residents ranging from postgraduate years 1 to 6 participated in the study. Their nerve coaptations using Thiel cadaveric nerves were video recorded and evaluated by 5 fellowship-trained microsurgeons using the Micro-Neurorrhaphy Evaluation Scale (MNES). The intraclass correlation among the 5 evaluators was 0.75, revealing excellent interrater reliability. The Cronbach α was .77, underlining the internal consistency of the test items. Bivariate analysis revealed a significant association between the MNES scores and the participants’ self-declared level of experience. This correlation was confirmed by mixed modeling. Our results validate the MNES and underscore the utility of the Thiel nerve tissue for peripheral nerve surgical simulation.

scholarly journals ANALYSIS OF THE PERFORMANCE OF MCQs AS A PART OF FORMATIVE ASSESSMENT FOR IST MBBS STUDENTS IN BIOCHEMISTRY

2019 ◽  
Vol 3 (9) ◽  
Author(s):  
Suryakar Vrushali Prabhunath ◽  
Surekha T. Nemade ◽  
Ganesh D. Ghuge
Keyword(s):  
Formative Assessment ◽  
Assessment Tool ◽  
Item Analysis ◽  
Multiple Choice ◽  
Discrimination Index ◽  
Multiple Choice Questions ◽  
Test Items ◽  
Valid Test ◽  
Difficulty Index

Introduction: Multiple Choice Questions (MCQs) is one of the most preferred tool of assessment in medical education as a part of formative as well as summative assessment. MCQ performance as an assessment tool can be statistically analysed by Item analysis. Thus, aim of this study is to assess the quality of MCQs by item analysis and identify the valid test items to be included in the question bank for further use. Materials and methods: Formative assessment of Ist MBBS students was carried out with 40 MCQs as a part of internal examination in Biochemistry. Item analysis was done by calculating Difficulty index (P), Discrimination index (d) and number of Non- functional distractors. Results: Difficulty index (P) of 65% (26) items was well within acceptable range, 7.5% (3) items were too difficult whereas 27.5% (11) items were in the category of too easy. Discrimination Index (d) of 70% (28) items fell in recommended category whereas 10% (4) items were with acceptable, and 20% (8) were with poor Discrimination index. Out of 120 distractors 88.33% (106) were functional distractors and 11.66% (14) were non-functional distractors. After considering difficulty index, discrimination index and distractor effectiveness, 42.5% (17) items were found ideal to be included in the question bank. Conclusion: Item analysis remains an essential tool to be practiced regularly to improve the quality of the assessment methods as well as a tool for obtaining feedback for the instructors. Key Words: Difficulty index, Discrimination index, Item analysis, Multiple choice questions, Non-functional distractors

scholarly journals Pengembangan Alat Evaluasi Fisika Untuk Mengidentifikasi Miskonsepsi Siswa Kelas VIII SMP Negeri Oenino

2020 ◽  
Vol 24 (3) ◽  
pp. 164
Author(s):  
Laurensia Missa ◽  
Ruth Novi Kornalia Mellu ◽  
Demeryati Langtang
Keyword(s):  
Cognitive Domain ◽  
Test Evaluation ◽  
Evaluation Instrument ◽  
Content Validation ◽  
Cognitive Domains ◽  
Information Product ◽  
Test Items ◽  
Product Trial ◽  
Test Instrument ◽  
Diagnostic Test Evaluation

The objective of study was developing diagnostic test evaluation instrument in multiple choice form with predetermined reason to identify Grade VIII student’s misconceptions on force topic in SMPN Oenino. Population of the study covered all students whereas the samples were Grade VIII students SMPN Oenino. The research method was Research and Development (R&D) with potential and problem, gathering information, product design, product validation, product revision, and product trial. Validation phase included experts and content validation. On expert’s validation, test instrument was validated by 3 validators with 87,7% worthiness average and was recommended applicable without revision. On content validation, 45 test items were tried out to students and 17 items were declared valid ranging from C1 to C4 cognitive domain which were used later to identify student’s misconceptions. Their misconceptions on force material were 23%, 38%, 13% and 26% from C1 to C4 cognitive domains. The result indicated that this instrument was applicable to identify student’s misconception on force materials.   

An Evaluation of Final Conversation Test of BA English Translation Students of Oral/Aural Course in Payam-e-Nour University

2017 ◽  
Vol 7 (6) ◽  
pp. 461
Author(s):  
Fereidoon Vahdany ◽  
Fatemeh Amin ◽  
Somaye Shirani
Keyword(s):  
Test Scores ◽  
Reliability Index ◽  
Item Analysis ◽  
Strong Positive Correlation ◽  
Validity And Reliability ◽  
Unequal Distribution ◽  
Test Items ◽  
Test Specification ◽  
Written Test ◽  
Acceptable Reliability

The purpose of the present study was to investigate the correlation between teacher- made test and Payam-e-Nour (PNU) final examination for the aural course of the translation students together with a detailed analysis of the PNU final written test items in terms of their item facility, choice distribution, item discrimination, and estimating validity and reliability of the total final written test. Sixty English majors from PNU university of Rasht took part in this study. The result of Pearson product-moment correlation showed that there was a strong positive correlation between oral teacher- made test scores and PNU written test scores (r = 0.709). Moreover, Cronbach alpha statistic estimated for the test showed an acceptable reliability index of 0.78. The results of item analysis of the PNU written test items revealed that the written test definitely needed revision. The findings also revealed that PNU written test lacks content validity specially in terms of the number of the items, unequal distribution of the items from two books and throughout the units, the example items, representative tasks, representative sample, the importance or weight given to certain elements, and learning level of the testees. The finding of the study implied close consideration of test content and test specification having the objectives of the course in mind in the process of test making by test developers.

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