scholarly journals TEST ITEM ANALYSIS OF READING COMPREHENSION EXAMINATION FACULTY OF TEACHERS AND TRAINING EDUCATION

2020 ◽  
pp. 52-65
Author(s):  
Viator Lumban Raja
Keyword(s):  
Reading Comprehension ◽  
Correct Answer ◽  
Test Item ◽  
Item Analysis ◽  
Test Items ◽  
Level Of Difficulty ◽  
The Difference ◽  
The One ◽  
And Training ◽  
Total Test

It is not uncommon to put a blame on the students when they fail in the semester examination. The examiner or the one who constructs the test is rarely blamed or questioned why such a thing can happen. There is never a question whether the test is valid or reliable. In other words, the test itself is never evaluated in order to know if it meets the level of difficulty and power of discrimination. Madsen (1983: 180) says that item analysis tells us three things: (1) how difficult each item is, (2)whether or not the question discriminated or tells the difference between high and low students, (3) which distracters are working as they should.  This reading comprehension examination consists of 44 items, 35 items of reading comprehension and 9 items of vocabulary. The number of test takers are 18 students. The result of the analysis shows that only 5 students (27.7%) can do the test within average, meaning they can answer the test 50% correct of the total test items. This belongs to moderate category, not high nor excellent. Of the 44 test items, 33(75%) are bad items in that they do not fulfill one or both of the requirements concerning the level of difficulty and power of discrimination. And only 11 items (25%) meet the requirements of level of difficulty and power of discrimination. Regarding the distracters, there are 20 items (45.45%) whose distracters are not chosen either one or two. There are two items (4.54%), 25 and 34, the correct answer of which is not chosen by the test takers, including the high and low group. In short, these 20 items needs revising in term of distracters. Revision is made to those items whose distracters are not chosen and those which do not fulfill the requirements of level of difficulty and power of discrimination. Distracters which look too easy are changed, and those which are not totally chosen are revised. 

scholarly journals Utilizing test items analysis to examine the level of difficulty and discriminating power in a teacher-made test

2021 ◽  
Vol 6 (2) ◽  
pp. 256
Author(s):  
Sayit Abdul Karim ◽  
Suryo Sudiro ◽  
Syarifah Sakinah
Keyword(s):  
Reading Comprehension ◽  
Junior High School ◽  
Test Item ◽  
English Language ◽  
Item Analysis ◽  
Quality Level ◽  
Test Items ◽  
Discriminating Power ◽  
Level Of Difficulty

Apart from teaching, English language teachers need to assess their students by giving a test to know the students� achievements. In general, teachers are barely conducting item analysis on their tests. As a result, they have no idea about the quality of their test distributed to the students. The present study attempts to figure out the levels of difficulty (LD) and the discriminating power (DP) of the multiple-choice (MC) test item constructed by an English teacher in the reading comprehension test utilizing test item analysis. This study employs a qualitative approach. For this purpose, a test of 50-MC test items of reading comprehension was obtained from the students� test results. Thirty-five students of grade eight took part in the MC test try-out. They are both male (15) and female (20) students of junior high school 2 Kempo, in West Nusa Tenggara Province. The findings revealed that16 items out of 50 test items were rejected due to the poor and worst quality level of difficulty and discriminating index. Meanwhile, 12 items need to be reviewed due to their mediocre quality, and 11 items are claimed to have good quality items. Besides, 11 items out of 50 test items were considered as the excellent quality as their DP scores reached around 0.44 through 0.78. The implications of the present study will shed light on the quality of teacher-made test items, especially for the MC test.

scholarly journals Reflection of the Test-Item Quality in State SMP and SMA in Bandar Lampung

2019 ◽  
Vol 20 (2) ◽  
pp. 72-87
Author(s):  
Ujang Suparman ◽  
Keyword(s):  
Test Item ◽  
Item Analysis ◽  
Descriptive Statistics ◽  
Test Items ◽  
National Examination ◽  
Discriminating Power ◽  
Item Quality ◽  
Level Of Difficulty

The objectives of this research are to analyze critically the quality of test items used in SMP and SMA (mid semester, final semester, and National Examination Practice) in terms of reliability as a whole, level of difficulty, discriminating power, the quality of answer keys and distractors. The methods used to analyze the test items are item analysis (ITEMAN), two types of descriptive statistics for analyzing test items and another for analyzing the options. The findings of the research are very far from what is believed, that is, the quality of majority of test items as well as key answers and distractors are unsatisfactory. Based the results of the analysis, conclusions are drawn and recommendations are put forward.

A study of pupils' understanding of arithmetic in the primary grades

1967 ◽  
Vol 14 (6) ◽  
pp. 481-485
Author(s):  
Frances Flournoy
Keyword(s):  
Correct Answer ◽  
Test Item ◽  
Multiple Choice ◽  
Primary Grades ◽  
Test Items ◽  
Underlying Principle ◽  
Addition And Subtraction ◽  
Multiple Choice Items ◽  
Fractional Numbers

The Primary Arithmetic Understanding Test was used in this study.1 The test contains 114 multiple-choice items based on 59 arithmetic principles taught in the prima ry grades. The test consists of four parts: (1) number and numeration, (2) addition and subtraction, (3) multiplication and division, and (4) meaning of fractional numbers. The test items were designed so that written computation would not be necessary in selecting an answer. It was judged that without the aid of written computation, the pupil would need to make use of the underlying principle on which each test item was based in order to select a correct answer.

scholarly journals The Effect of GIR on Motivation, Vocabulary Mastery, and Reading Comprehension Ability

2020 ◽  
Vol 2 (1) ◽  
pp. 30-46
Author(s):  
Rochana Purba Nurfauzi ◽  
Joko Priyana
Keyword(s):  
Reading Comprehension ◽  
Conventional Technique ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Extensive Reading ◽  
Dependent Variables ◽  
Comprehension Ability ◽  
The Difference ◽  
The One ◽  
Reading Comprehension Ability

This research aims to: (1) describe the effect of GIR as a part of extensive reading; (2) compare the effectiveness between GIR and conventional learning; and (3) compare the effectiveness between GIR variation 1 and 2 on motivation, vocabulary knowledge and reading comprehension ability. The data were analyzed using: (1) the one sample t-test to investigate the effect of GIR; (2) the Helmert Contrast to investigate the difference in the effectiveness of GIR as well as the conventional technique; (3) the post-hoc test involving the Tukey to analyze which was more effective between GIR and conventional technique in students’ motivation, vocabulary knowledge and reading comprehension ability. The results of the study show that: (1) GIR has a significant effect on all dependent variables; (2) GIR is more effective than the control group in improving all dependent variables, except GIR variation 1 in reading comprehension ability has equal effect with conventional technique; (3) there is no difference in the effectiveness of GIR variation 1 and 2 in terms of improving students’ motivation, vocabulary knowledge, and reading comprehension skills.  Key words: GIR, extensive reading, motivation, vocabulary knowledge, reading comprehension ability

Northwestern Syntax Screening Test

1980 ◽  
Vol 45 (2) ◽  
pp. 200-208 ◽  
Author(s):  
David L. Ratusnik ◽  
Thomas M. Klee ◽  
Carol Melnick Ratusnik
Keyword(s):  
Regression Model ◽  
Screening Test ◽  
Test Score ◽  
Cross Validation ◽  
Multiple Regression Model ◽  
Validation Sample ◽  
Test Items ◽  
One Year ◽  
The One ◽  
Total Test

The NSST was administered to 900 children aged three years to seven years, 11 months. Using a step-wise multiple regression model, the test was shortened from 20 to 11 test items receptively and expressively, while accounting for 95% of total test score variance. This shortened form, taking approximately 10 minutes to administer, was normed in six-month intervals as opposed to the one-year intervals of the original NSST. A cross validation sample of 301 children was used to demonstrate that comparable clinical decisions are made employing either form.

The Effects of Test Language and Mathematical Skills Assessed on the Scores of Bilingual Hispanic Students

1983 ◽  
Vol 14 (5) ◽  
pp. 318-324
Author(s):  
Maria M. Llabre ◽  
Gilberto Cuevas
Keyword(s):  
Reading Comprehension ◽  
Mathematics Achievement ◽  
Test Performance ◽  
Hispanic Students ◽  
Achievement Test ◽  
Mathematical Skills ◽  
English Reading ◽  
English Reading Comprehension ◽  
The Difference ◽  
Total Test

A sample of 408 bilingual Hispanic students in Grades 4 and 5 took the same mathematics achievement test in Spanish and in English, with the order counterbalanced within the sample. The students performed better when tested in English than in Spanish and when tested on concepts than on applications. The higher the level of English reading comprehension, the better the total test performance and the smaller the difference between concepts and applications scores.

scholarly journals Analisis Butir Soal Penilaian Ujian Semester Gasal Mata Pelajaran IPS di MTs Darul Muna Ponorogo

2020 ◽  
Vol 1 (2) ◽  
pp. 102-114
Author(s):  
Muhammad Miftah Muharromah ◽  
Syafiq Humaisi
Keyword(s):  
Social Sciences ◽  
Quantitative Research ◽  
Item Analysis ◽  
Microsoft Excel ◽  
School Year ◽  
The Social ◽  
Level Of Difficulty ◽  
The Difference ◽  
Data Collection Technique

                                                           ABSTRACTFinal Semester Assessment requires a quality question item instrument so that it can guarantee the quality of the tests presented to students. To get quality questions, before the questions are used each item needs to be analyzed first. Therefore, it is necessary to analyze the items. The objective to be achieved in the discussion of this thesis is to determine the quality of the items from the Odd Semester Final Assessment in the Social Sciences Subject of MTs Darul Muna Ponorogo. This research is a descriptive quantitative research. In this study, researchers used to measure the quality of the questions by using the validity of the questions, the reliability of the questions, the level of difficulty, the difference power and the distracting function manually by using the Microsoft Excel application. The data collection technique in this study used documentation techniques in the form of questions, question grids, answer keys to questions, and students' answers. Based on the results of the item analysis in terms of validity, reliability, level of difficulty, distinguishing power, and deception function, it can be concluded that the quality of the Odd End Semester Assessment (PAS) items in the Social Sciences subject MTs Darul Muna Ponorogo in the 2019/2020 school year is a problem good enough quality. because those who meet the criteria for good (very good, good, moderate) questions in class VII are 38 out of 50 items (76%), in class VIII there are 44 out of 50 items (88%), class IX totals 35 of 50 items questions (70%) ABSTRAKPenilaian Ujian Akhir membutuhkan instrumen soal yang berkualitas sehingga dapat menjamin kualitas tes yang disajikan kepada siswa. Untuk mendapatkan soal yang berkualitas, sebelum soal digunakan tiap soal perlu dianalisis terlebih dahulu. Oleh karena itu perlu dilakukan analisis terhadap item-item tersebut. Tujuan yang ingin dicapai dalam pembahasan skripsi ini adalah untuk mengetahui kualitas materi dari Penilaian Akhir Semester Ganjil Mata Pelajaran Ilmu Sosial MTs Darul Muna Ponorogo. Penelitian ini merupakan penelitian kuantitatif deskriptif. Dalam penelitian ini peneliti mengukur kualitas soal dengan menggunakan validitas soal, reliabilitas soal, tingkat kesulitan, perbedaan daya dan fungsi distraksi secara manual dengan menggunakan aplikasi Microsoft Excel. Teknik pengumpulan data dalam penelitian ini menggunakan teknik dokumentasi berupa soal, kisi soal, kunci jawaban soal, dan jawaban siswa. Berdasarkan hasil analisis butir soal validitas, reliabilitas, tingkat kesukaran, daya pembeda, dan fungsi penipuan, dapat disimpulkan bahwa kualitas butir soal Penilaian Akhir Semester Ganjil (PAS) mata pelajaran IPS MTs Darul. Muna Ponorogo pada tahun ajaran 2019/2020 merupakan masalah kualitas yang cukup baik. karena yang memenuhi kriteria baik (sangat baik, baik, sedang) soal di kelas VII sebanyak 38 dari 50 item (76%), di kelas VIII ada 44 dari 50 item (88%), kelas IX berjumlah 35 dari 50 item pertanyaan (70%).

Test Item Selection for the Project UNIQUE Physical Fitness Test

1984 ◽  
Vol 1 (4) ◽  
pp. 296-314 ◽  
Author(s):  
Joseph P. Winnick ◽  
Francis X. Short
Keyword(s):  
Physical Fitness ◽  
Test Item ◽  
Technical Information ◽  
Item Selection ◽  
Physical Fitness Test ◽  
Fitness Test ◽  
Test Items ◽  
Selection For ◽  
And Training ◽  
Selection Of

In order to enhance the physical fitness development of individuals with selected handicapping conditions. Winnick and Short (1984b) published a manual which presented the Project UNIQUE Physical Fitness Test and training program. This article presents criteria and supporting technical information pertaining to the selection of test items.

scholarly journals THE QUALITY OF TEACHER-MADE TEST IN EFL CLASSROOM AT THE ELEMENTARY SCHOOL AND ITS WASHBACK IN THE LEARNING

2017 ◽  
Vol 2 (2) ◽  
pp. 97-104
Author(s):  
Desrin Lebagi ◽  
S. Sumardi ◽  
S. Sudjoko
Keyword(s):  
Elementary School ◽  
Language Learning ◽  
Test Item ◽  
Teaching And Learning ◽  
Item Analysis ◽  
Good Test ◽  
Test Analysis ◽  
Test Items ◽  
Difficulty Index

One of essential phases in language learning is measurement. Test as a tool of measurement process must then be well constructed. The quality of test itself can be determined through test item analysis. However, in some occasions, teachers tend to ignore test item analysis because of time limitation and other responsibilities.  Referring to this problem, this research aimed to describe the quality of test items including the difficulty index, the discrimination index, the distractor index, and the reliability of the test and the Washback of teacher-made test on students’ motivation in learning English. It was conducted at Gamaliel Elementary School in academic year of 2016-2017. This case study utilized purposive sampling. In collecting the data, the researcher used interview, observation, and document analysis as the techniques of collecting data. The informants were an English teacher and students of Gamaliel Elementary School. The documents were students’ answer sheets. In analyzing test items, the researchers used ITEMAN program. The result of this study shows that the teacher-made test can be classified in good test. The test brings both positive and negative Washback in students’ motivation in learning. Therefore, it is recommended for the teacher to conduct test analysis as a way of evaluating and improving his teaching and learning and test itself as well as to encourage the students to study even though they are not confronted with a test.

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