A Study of General Education Astronomy Students’ Understandings of Cosmology. Part II. Evaluating Four Conceptual Cosmology Surveys: A Classical Test Theory Approach

2011 ◽  
Vol 10 (1) ◽  
pp. 010107-010107-9 ◽  
Author(s):  
Colin S. Wallace ◽  
Edward E. Prather ◽  
Douglas K. Duncan
Keyword(s):  
General Education ◽  
Classical Test Theory ◽  
Test Theory ◽  
Theory Approach ◽  
Classical Test

scholarly journals Karakteristik Butir Soal Penilaian Akhir Semester Mata Pelajaran Sejarah Kelas XI SMA Negeri 1 Pangkalpinang

2021 ◽  
Vol 5 (2) ◽  
pp. 210-221
Author(s):  
Anis Faridah
Keyword(s):  
Social Sciences ◽  
Classical Test Theory ◽  
Reliability Coefficient ◽  
Test Theory ◽  
Difficulty Level ◽  
Theory Approach ◽  
Final Exam ◽  
Classical Test ◽  
The Subject ◽  
Quantitative Descriptive

This research is a study of quantitative descriptive. The purpose of this research is to describe the characteristics of final semester exam items for grade XI in the History subject at SMA Negeri 1 Pangkalpinang using the classical test theory approach. The research of the subject was 138 students of class XI in Social Sciences Major. The result of the research shows that final exam questions in the history subject class XI of SMA Negeri 1 Pangkalpinang are proper to use. This shows that from the validity of the items which there are 39 items of questions (97.5%) which are proven empirically valid with a 0.818 reliability coefficient. Other than that, there are 27 items of questions (67,5%) that can fulfill the criteria for the difficulty level, distinguishing power, and distractor function so it can be used directly to measure the student's ability without correction. While 12 items of questions (30%) need to be fixed and 1 item of question (2,5%) is declared to be invalid so it can't be used to measure the student's ability in History Subject. Permasalahan yang melatarbelakangi penelitian ini adalah pengembangan soal penilaian akhir semester mata pelajaran sejarah yang tidak melalui tahapan analisis butir soal sehingga kualitas butir soal tidak diketahui. Penelitian ini merupakan penelitian deskriptif kuantitatif. Tujuan penelitian ini adalah untuk mendeskripsikan karakteristik butir soal penilaian akhir semester mata pelajaran sejarah kelas XI SMA Negeri 1 Pangkalpinang menggunakan pendekatan teori tes klasik. Subjek penelitian berjumlah 138 peserta didik kelas XI jurusan IPS. Hasil penelitian menunjukkan bahwa soal PAS mata pelajaran sejarah kelas XI SMA Negeri 1 Pangkalpinang telah layak digunakan. Hal ini dibuktikan dari validitas butir soal yang mana terdapat 39 butir soal (97,5%) terbukti valid secara empirik dengan koefisien reliabilitas sebesar 0,818. Selain itu terdapat 27 butir soal (67,5%) yang memenuhi kriteria tingkat kesukaran, daya beda, dan keberfungsian distraktor sehingga dapat digunakan langsung untuk mengukur kemampuan peserta didik tanpa perbaikan. Sedangkan sebanyak 12 butir soal (30%) perlu dilakukan perbaikan dan 1 butir soal (2,5%) dinyatakan gugur sehingga tidak dapat digunakan untuk mengukur kemampuan peserta didik pada mata pelajaran sejarah.

The Validation Study of Both the Modified Barthel and Barthel Index, and Their Comparison Based on Rasch Analysis in the Hospitalized Acute Stroke Elderly

2020 ◽  
pp. 009141502098177
Author(s):  
Reyhaneh Aminalroaya ◽  
Fatemeh Sadat Mirzadeh ◽  
Kazem Heidari ◽  
Mahtab Alizadeh-Khoei ◽  
Farshad Sharifi ◽  
...  
Keyword(s):  
Acute Stroke ◽  
Validation Study ◽  
Barthel Index ◽  
Rasch Analysis ◽  
Item Difficulty ◽  
Classical Test Theory ◽  
Test Theory ◽  
Stair Climbing ◽  
Theory Approach ◽  
Classical Test

A validation study the Iranian Modified Barthel Index (MBI) in hospitalized acute stroke elderly by classical test theory approach and investigate Rasch analysis for both Iranian version MBI and BI and compare the hierarchical item difficulty of them. Face-to-face interview with 100 geriatric stroke inpatients 60+ or their caregivers was done in a cross-sectional study. First, construct validity of MBI analyzed by the classical test theory, then Rasch analysis were done for BI and MBI. The reliability of the Iranian MBI was significant at 0.955. One factor achieved by the variance of 83.2%. In Rasch analysis for MBI, the most difficult item was stair climbing, whereas the simplest items were bowel and bladder control. In BI, the most difficult items were toilet use and ambulation. The Iranian MBI is very accurate and reliable; therefore the use of MBI to measure better outcomes in stroke elderly inpatients is recommended comparing with BI.

scholarly journals ANALISIS METODE CHEATING PADA TES BERSKALA BESAR

2019 ◽  
Vol 9 (2) ◽  
pp. 133-146
Author(s):  
Yance Manoppo ◽  
Djemari Mardapi
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Item Difficulty ◽  
Classical Test Theory ◽  
Test Theory ◽  
Theory Approach ◽  
Response Theory ◽  
Index Method ◽  
National Examination ◽  
Classical Test

This study aimed to reveal: (1) the characteristics of items of Chemistry Test in National Examination by using the classical test theory and item response theory; (2) the amount of cheating which occured by using Angoff's B-index Method, Pair 1 Method, Pair 2 Method, Modified Error Similarity Analysis (MESA) Method, and G2 Method; (3) the methods that detect more cheating in the implementation of the Chemistry Test in National Examination for high schools in the year 2011/2012 in Maluku Province. The results of the analysis with the classical test theory approach show that 77.5% items have item difficulty functioning well, 55% items have discrimination yet qualified and 70% items have distractor that works well with the index reliability test of 0,772. The analysis using the item response theory approach shows that 14 (35%) items fit with the model, the maximum function information is 11,4069 at θ = -1,6, and the magnitude of the error of measurement is 2,296. The number of pairs who are suspected of cheating is as follows: 13 pairs according to Angoff's B-index Method, 212 pairs according to Pair 1 Method, 444 pairs according to Pair 2 Method, 7 pairs according to MESA Method, and 102 pairs according to G2 Method. The most widely detecting cheating in a row is a   Pair 2, Pair 1, G2, Angoff's B-index, and MESA.

scholarly journals ANALISIS METODE CHEATING PADA TES BERSKALA BESAR

2014 ◽  
Vol 18 (1) ◽  
pp. 115-128
Author(s):  
Yance Manoppo ◽  
Djemari Mardapi
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Classical Test Theory ◽  
Test Theory ◽  
Similarity Analysis ◽  
Theory Approach ◽  
Response Theory ◽  
Index Method ◽  
National Examination ◽  
Classical Test

Penelitian ini bertujuan untuk mengetahui: (1) karakteristik butir soal Kimia Ujian Nasional berdasarkan teori tes klasik dan teori respon butir; (2) besarnya  kecurangan yang terjadi dengan menggunakan Metode Angoff's B-index, Metode Pair1, Metode Pair2, Metode Modified Error Similarity Analysis (MESA) dan Metode G2; (3) metode yang lebih banyak mendeteksi adanya kecurangan dalam pelaksanaan UN Kimia tingkat SMA/MA Negeri tahun pelajaran 2011/2012 di Provinsi Maluku. Hasil analisis dengan pendekatan teori tes klasik menunjukkan 77,5% butir memiliki tingkat kesulitan butir berfungsi baik, 55% butir daya bedanya belum memenuhi syarat, dan 70% butir memiliki pengecoh berfungsi baik dengan indeks reliabilitas tes 0,772. Analisis dengan pendekatan teori respons butir menunjukkan 14 (35%) butir cocok dengan model, fungsi informasi maksimum 11,4069 pada θ = -1,6, dan besarnya kesalahan pengukuran 2,296. Jumlah pasangan yang diduga curang adalah: menurut Metode Angoff's B-index ada 13 pasangan, menurut Metode Pair1 ada 212 pasangan, menurut Metode Pair2 ada 444 pasangan, menurut Metode MESA ada 7 pasangan, dan menurut Metode G2 ada 102 pasangan. Metode yang paling banyak mendeteksi kecurangan secara berturut-turut adalah: Metode Pair2, Metode Pair1, Metode G2, Metode Angoff's B-index, dan Metode MESA. Kata kunci: ujian nasional, karakteristik butir, metode kecurangan ______________________________________________________________ AN ANALYSIS OF METHOD OF CHEATING ON  LARGE TEST SCALEAbstract This study aimed to reveal: (1) the characteristics of items of Chemistry Test in National Examination by using the classical test theory and item response theory; (2) the amount of cheating which occured by using Angoff's B-index Method, Pair 1 Method, Pair 2 Method, Modified Error Similarity Analysis (MESA) Method, and G2 Method; (3) the methods that detected more cheating in the implementation of the Chemistry Test in National Examination for high schools in the academic  year 2011/2012 in Maluku Province. The results of the analysis with the classical test theory approach show that 77.5% items have item difficulty functioning well, 55% items have discrimination  that has not  met the requirement yet, and 70% items have distractor that works well with the index reliability test of 0,772. The analysis using the item response theory approach shows that 14 (35%) items fit with the model, the maximum function information is 11,4069 at θ = -1,6, and the magnitude of the error of measurement is 2,296. The number of pairs who are suspected of cheating is as follows: 13 pairs according to Angoff's B-index Method, 212 pairs according to Pair 1 Method,  444 pairs according to Pair 2 Method, 7 pairs according to MESA Method, and 102 pairs according to G2 Method. The most widely detecting cheating in a row is a Pair 2 Method, Pair 1 Method, G2 Method, Angoff's B-index Method, and MESA Method. Keywords: national examination, items characteristics, methods of cheating

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