scholarly journals Development of material contents and online assessment based on the SEVIMA EdLink platform for online learning of program evaluation subject during Covid-19 pandemic in Indonesia

2021 ◽  
Vol 11 (2) ◽  
pp. 498
Author(s):  
Dewa Gede Hendra Divayana ◽  
Agus Adiarta ◽  
P. Wayan Arta Suyasa
Keyword(s):  
Program Evaluation ◽  
Content Validity ◽  
Multiple Choice ◽  
Choice Test ◽  
Online Assessment ◽  
Test Results ◽  
Multiple Choice Test ◽  
Validity Test ◽  
Analysis Technique ◽  
Essay Test

One of the free platforms made by IT companies in the education sector in Indonesia can be used to facilitate online learning at home during the Covid-19 pandemic. The platform is called the SEVIMA EdLink. This platform needs to be known by academics and the wider community of education in the world. This platform provides facilities to make it easier for users to input material content and online assessment forms. The purpose of this research was to demonstrate the development of material contents of the ‘Program Evaluation’ subject and its assessment form that was embedded into the SEVIMA EdLink platform. The approach used in this research was a development based on the 4D model (Define, Design, Develop, and Disseminate). Subjects who were involved in testing the material contents were 29 students. The measuring instruments used in testing the material contents were questionnaires. Subjects who were involved in the content validity test for multiple-choice test questions were six experts, and two experts were involved in the content validity test for essay test questions. The tools used in testing the content validity of multiple-choice test questions or essay test questions were checklist documents. The analysis technique of the test results of the material contents was descriptive quantitative. The analysis technique for multiple-choice test questions and essay test questions was the comparison of content validity test results with the standard scores of content validity based on Guilford. This research results showed the quality percentage of material contents in the subject of ‘Program Evaluation’ was a good category. The content validity results of the multiple-choice test questions and essay test questions were both in the excellent category.

scholarly journals THE EFFECT OF DIFFERENT TYPES OF TEST ON PRESERVICE CHEMISTRY TEACHERS’ ACHIEVEMENT RELATED TO “CHEMICAL BONDING”

2012 ◽  
Vol 41 (1) ◽  
pp. 123-129
Author(s):  
Senar Temel ◽  
Sinem Dinçol Özgür ◽  
Ayhan Yılmaz
Keyword(s):  
Chemical Bonding ◽  
Chemistry Education ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Chemistry Teachers ◽  
Significant Difference ◽  
Different Types ◽  
Faculty Of Education ◽  
Essay Test

The purpose of this study was to determine preservice chemistry teachers’ achievement on different types of test and investigate the effect of different types of test on their achievement related to “Chemical Bonding”. The participants of this study consisted of 26 preservice chemistry teachers in Hacettepe University, Faculty of Education, and Department of Chemistry Education in fall semester of 2010 – 2011 academic year. The mean age of preservice chemistry teachers was 20 years. In the study, Chemistry Achievement Tests that are designed to involve four different item types (Two-Tier Multiple-Choice, Multiple-Choice, Essay, Correct/Incorrect) towards the same behavioural objectives and are administered to the same group of students were used as data collection tools. The hypotheses were tested by using One Way ANOVA. A significant difference was found between preservice chemistry teachers’ means of achievement scores on “Two-Tier Multiple-Choice Test”, “Multiple-Choice Test”, “Essay Test” and “Correct/Incorrect Test”. The results showed that preservice chemistry teachers' are most successfully on “Multiple-Choice Test” and “Correct/Incorrect Test” and then “Two-Tier Multiple-Choice Test” and least successfully on “Essay Test”. Key words: achievement, chemical bonding, correct/incorrect test, essay test, multiple-choice test, two-tier multiple-choice test.

Effectiveness of Multi-Image Presentations

1975 ◽  
Vol 5 (1) ◽  
pp. 53-68
Author(s):  
Bernard M. Fradkin
Keyword(s):  
Program Evaluation ◽  
Motion Picture ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Test Instrument ◽  
Cognitive Information ◽  
Relationship Of ◽  
The Relationship ◽  
All Treatment

This is an investigation of the effectiveness of viewing three types of visual presentations over different intervals of time. The treatment presentations were specifically designed to test the ability of viewers to recall cognitive information from a linear, two, and four image program. Evaluation of recall was measured by a multiple-choice test instrument administered immediately, twenty-four hours, and seven days after the treatment. Three 16mm motion picture presentations were made of forty still cartoons used for all treatment presentations. The findings of the investigation point the direction between the relationship of recall and retention in viewing multi-image programs when cue summation and redundancy are not considered.

scholarly journals Tantangan Pendidikan di Era Disruptif: Ujian Online Berbasis Smartphone dengan Pengembangan Aplikasi xSIA

2018 ◽  
Vol 4 (1) ◽  
pp. 30
Author(s):  
Resekiani Mas Bakar ◽  
Benny Enrico Leonard Panggabean ◽  
Eva Meizarra Puspita Dewi
Keyword(s):  
Positive Emotion ◽  
Multiple Choice ◽  
Choice Test ◽  
Digital Archive ◽  
Online Assessment ◽  
Multiple Choice Test ◽  
Test Analysis ◽  
High Interest ◽  
Online Test ◽  
Test Result

Xsia21.xSIA.app was a digital archive system that simplified the lecturer in conducting, verifying and analysing the test result. The paperless method aimed to facilitate the participants to perform an examination without paper and pencil and for the lecturer to check the result as well. The participants in this study were 35 students. Participants filled four kinds of online assessment are questionare of paperless method, questionare of interview subject scale, true false test and multiple choice test. Test analysis used descriptive technique in xSIA web. The result of this study showed that positive responses enabled the participants show their positive emotion, share their opinion each other, receive the new experiences and represent their high interest. In addition, online test provided time efficiency and attractive design. The result of online test illustrated high score for most participants and proved that online test in Interview Subject offer a lot of advantages, either for students or lecturer. 

scholarly journals Perbedaan Pemahaman Konsep Siswa sebagai Hasil Penerapan Model Pembelajaran LC 5E-Analogi dan LC 5E

2019 ◽  
Vol 4 (4) ◽  
pp. 537
Author(s):  
Gusti Wahyuni ◽  
Suhadi Ibnu ◽  
Suharti Suharti
Keyword(s):  
Conceptual Understanding ◽  
Effect Size ◽  
Content Validity ◽  
Coding Theory ◽  
Reaction Rate ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Test Instrument ◽  
The Difference

<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> This research aims to see differences in students' conceptual understanding of the reaction rate material as the result of LC 5E-Analogy learning model. LC 5E-Analogy is related to double coding theory, information received by learner is obtained through one of two channels, where LC 5E is expected to facilitate students to obtain information from the enggament phase to the elaboration phase, while the analogy is expected to visualize the submicroscopic aspect, so as to improve understanding of concepts students. This study uses a reasoned multiple choice test instrument that has 91% content validity with a very good category and a reliability coefficient of 0.799 in the high category. The research was conducted in two classes of XI Science at SMAN 9 Malang. Analysis of the data using the Man Whitney U Test, and the Effect Size test to see the meaning of differences in understanding of students' concepts. The results showed that there were differences students understanding in both research classes, where the difference in the values of the two classes (Sig.2-tailed 0.002) and the Effect Size (d = 0.74).</p><p class="Abstract"><strong>Abstrak:</strong><em> </em>Penelitian ini bertujuan untuk melihat perbedaan pemahaman konsep siswa pada materi laju reaksi sebagai hasil penerapan model pembelajaran <em>LC 5E</em>-Analogi. Pemahaman konsep diperlukan siswa untuk memahami materi laju reaksi, sehingga siswa dapat menjelaskan fenomena serta penerapan laju reaksi dalam kehidupan sehari-hari. <em>LC </em>5E-Analogi berdasarkan <em>theory double coding</em> yaitu informasi yang diterima seseorang diperoleh melalui salah satu dari dua channel, dimana <em>LC </em>5E diharapkan dapat memudahkan siswa memperoleh informasi dari fase <em>enggament </em>hingga fase <em>elaboration</em>, sedangkan analogi diharapkan dapat memvisualisasikan aspek submikroskopik sehingga meningkatkan pemahaman konsep siswa. Penelitian ini menggunakan instrument tes pilihan ganda beralasan yang memiliki validitas isi 91% dengan kategori sangat baik dan koefisien reliabilitas 0,799 dengan kategori tinggi. Sampel penelitian terhadap dua kelas yang diambil dari keseluruhan kelas XI IPA di SMAN 9 Malang. Analisa data menggunakaan <em>Man Whitney U Test</em>, serta uji <em>Effect Size</em> untuk melihat kebermaknaan perbedaan pemahaman konsep siswa. Hasil penelitian menunjukkan ada perbedaan pemahaman konsep siswa pada kedua kelas penelitian, dimana nilai perbedaan kedua kelas (Sig.2-tailed 0,002) dan nilai <em>Effect Size</em> (d= 0,74) dengan kriteria sedang.</p></td></tr></tbody></table></div>

Effectiveness of Multi-Image Presentations

1974 ◽  
Vol 2 (3) ◽  
pp. 201-216 ◽  
Author(s):  
Bernard M. Fradkin
Keyword(s):  
Program Evaluation ◽  
Motion Picture ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Test Instrument ◽  
Cognitive Information ◽  
Relationship Of ◽  
The Relationship ◽  
All Treatment

This is an investigation of the effectiveness of viewing three types of visual presentations over different intervals of time. The treatment presentations were specifically designed to test the ability of viewers to recall cognitive information from a linear, two, and four image program. Evaluation of recall was measured by a multiple-choice test instrument administered immediately, twenty-four hours, and seven days after the treatment. Three 16mm motion picture presentations were made of forty still cartoons used for all treatment presentations. The findings of the investigation point the direction between the relationship of recall and retention in viewing multi-image programs when cue summation and redundancy are not considered.

Developing Professional Knowledge and Confidence in Higher Education

2010 ◽  
Vol 1 (4) ◽  
pp. 32-41 ◽  
Author(s):  
E. Serradell-Lopez ◽  
P. Lara ◽  
D. Castillo ◽  
I. González
Keyword(s):  
Business Management ◽  
Multiple Choice ◽  
Choice Test ◽  
Test Results ◽  
Multiple Choice Test ◽  
Multiple Choice Tests ◽  
Confidence Levels ◽  
Choice Tests ◽  
Level Of Knowledge ◽  
Different Levels

The purpose of this paper is to determine the effectiveness of using multiple choice tests in subjects related to the administration and business management. To this end the authors used a multiple-choice test with specific questions to verify the extent of knowledge gained and the confidence and trust in the answers. The analysis made, conducted by tests given out to a group of 200 students, has been implemented in one subject related with investment analysis and has measured the level of knowledge gained and the degree of trust and security in the responses at two different times of the business administration and management course. Measurements were taken into account at different levels of difficulty in the questions asked and the time spent by students to complete the test. Results confirm that students are generally able to obtain more knowledge along the way and get increases in the degree of trust and confidence. It is estimated that improvement in skills learned is viewed favourably by businesses and are important for job placement. Finally, the authors proceed to analyze a multi-choice test using a combination of knowledge and confidence levels.

Testing Clients' Knowledge about Chemical Dependency: A Method for Assessing Clients' Progress in Treatment and Program Evaluation

1994 ◽  
Vol 75 (3) ◽  
pp. 1276-1278
Author(s):  
D. Russell Bishop ◽  
Ronald J. Pancner
Keyword(s):  
Program Evaluation ◽  
Program Development ◽  
Chemical Dependency ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test

A multiple-choice test was developed to assess clients receiving treatment for chemical dependency. Responses of 27 men and 20 women in treatment were examined for their progress. Discussion of program development and evaluation made use of these data.

scholarly journals Analysis items of the four-tier immune system multiple choice test instrument using rasch model

Biosfer ◽  
2021 ◽  
Vol 14 (1) ◽  
pp. 99-119
Author(s):  
Feni Andriani ◽  
Meti Indrowati ◽  
Bowo Sugiharto
Keyword(s):  
Immune System ◽  
Item Difficulty ◽  
Multiple Choice ◽  
Simple Random Sampling ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Discrimination Test ◽  
Diverse Range ◽  
Student Misconceptions ◽  
Analysis Technique

The purpose of this study was to analyze the feasibility of the items of the four-tier multiple-choice test immune system instrument that had been developed. The development of the instrument using the Treagust (1988) model, namely defining content, collecting student misconceptions information, and developing a diagnostic test. A total of 25 items have been developed. The results of the instrument development were tested on 142 students of grade XI from several high schools in Surakarta who were selected by simple random sampling. The data analysis technique was performed using Rasch analysis in the Winstep application. The results of the construct validity test showed items number 5, 7, and 9 did not fit the validity standards. The reliability test shows that the value of Cronbach Alpha reliability is bad (n = 0.51), the value of the reliability item is special (no = 0.97), the value of person reliability is sufficient (n = 0.68), the value of person separation is weak (n = 1.44), and the item separation value is special (n = 5.38). The person discrimination test showed student 056P31 has the highest ability and student 098P51 has the lowest ability. The item discrimination test shows item number 1 is the best item and the bad item is number 14. The item difficulty analysis showed less proportionality because there were too many items in the easy and difficult categories. An expansion of the sample is needed to see a more comprehensive and diverse range of responses to instruments.

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