identify the test specification

TEST

Members of group :1. Muthia Maulida (10420013)2. Winarni (10420040)3. Fitria Fauzia Nur Chasanah (10420049)4. Siti Mukaromah (10420086)5. Devi Ayu Puspita Rini (10420303)

Achievement test attempt to measure what an individual has learned-his or her present

level of performance.

Achievement Test

1. Identify the puspose of the test2. Identify the best specification3. Select the contents of the test4. Consider the form of the test5. Write the test item6. Consider the layout of the test7. Consider the timing of the test8. Plan the scoring of the test

In planning a test, the researcher can proceed the following :

1.To diagnose a student’s strength, weakness and difficulties

2.To measure achievement3.To measure aptitude and potential4.To identify readiness for a program

1. Identify the Purpose of the Test

2. IDENTIFY THE TEST SPECIFICATIONThe test specification includes :1. which program objectives and student learning

outcomes will be addressed.2. which content areas will be addressed.3. the relative weightings, balance and coverage of

items.4. the total number of items in the test.5. the number of questions required to address a

particular element of a program or learning outcome

6. the exact item in the test.

3. SELECT THE CONTENTS OF THE TESTGronlund and Linn (1990), suggest that an item analysis will need to consider :

1. The suitability of the format of each item for the (learning) objective (appropriateness)

2. The ability of each item to enable students to demonstrate their performance of the (learning) objective (relevance)

3. Clarity of the task for each item4. The straight forwardness of the task5. The independence of each item (i.e. where the influence of

other items of the testis minimal and where successful completion of one another)

6. The adequacy of coverage of each (learning) objective by the items of the test.

4. CONSIDER THE FORM OF THE TEST

The researcher will need to consider whether the test will be undertaken individually, or in a group, and what form it will take.Oral test, for example, can be conducted if the researcher feels that reading and writing will obstruct the true purpose of the test.

5. Write the Test Items

KINDS OF TEST:1. MULTIPLE CHOICE2. TRUE-FALSE ITEMS3. MATCHING4. CLOZE TEST/ COMPLETION TEST5. SPOKEN TEST

A. Constructing Multiple Choice Items

1. Design each item to measure a specific objective• Example of Multiple choice item, revised:

Voice: Where did George go after the party last night?

S reads: a. Yes, he did

b. Because he was tired

c. To Elaine’s place for another party

d. Around eleven o’clock

• Example of Indirect question:

Excuse me, do you know…..?

a. where is the post office

b. where the post office is

c. where post office is

2. State both stem and options as simply and directly as possible.

We are sometimes tempted to make multiple choice items too wordy. A good rule is to get directly to the point. Here is an example of Multiple choice cloze item, flawed:

• My eyesight has really been deteriorating lately. I wonder if I need glasses. I think I’d better go to the…..to have my eyes checked.

a. pediatrician

b. dermatologist

c. Optometrist

• Multiple choice, flawed:

We went to visit the temples,…..fascinating.

a. which were beautiful

b. which were especially

c. which were holy

3. Make certain that intended answer is clearly the only correct one.

Multiple choice item, flawed:

Voice: Where did George go after the party last night?

S reads: a. Yes, he did

b. Because he was tired

c. To Elaine’s place for another party

d. He went home around eleven o’clock

4. Use item indices to accept, discard, or revise items

1.Item facility (level of difficulty)

2.Item discrimination (discriminating power)

3.Distractor efficiency

Item facility (IF)

• Is the extent to which an item is easy or difficult for the proposed group of test-takers.• IF shows how easy or difficult

the particular item that’s proved in the test.

FORMULA

• P = BJs

P: level of difficultyB: the number of the students answering the

item correctlyJs: the number of all of the students taking the

test

The classification of the level of difficulty:1.P: I.00 – 0.70 = EASY2.P: 0.70 – 0.30 = ENOUGH3.P: 0.30 – 0. 00= DIFFICULT

EXAMPLE

Item Discrimination

• Item discrimination is the extent to which an item differentiates between high- and low-ability test-takers.• It measures how well the test

items are arranged to identify the differences in the students competence.

Formula • D = BA BB

JA JBD : Discriminating powerBA : the number of good students who can

answer correctlyJA : the number of all of the good studentsBB : the number of low students who can

answer correctlyJB : the number of all of the low students

The classification of discriminating power

1. D : 0.00 – 0. 20 = POOR2. D : 0.20 – 0.40 =

SATISFIED/ENOUGH3. D : 0.40 – 0.70 = GOOD4. D : 0.70 – 1.00 = EXCELLENT

EXAMPLE

DISTRACTOR EFFICIENCY

• Distractor efficiency is one more important measure of multiple choice item’s value in a test

• The efficiency of distractors is the extent to which

a. The distractors “lure” a sufficient number of test-takers especially lower-ability ones

b. Those responses are somewhat evenly distributed across al distractors.

Example1. The breaks need…A. to be adjust d. adjustingB. To adjustment e. adjustedC. To adjust

A B C D EHigh-ability Ss (12) 0 0 0 9 3Low-ability Ss (12) 3 0 5 4 0

B. TRUE-FALSE ITEMSThe true-false item typically present a declarative statement that the students must mark as either true or false. Instructors generally use true-false items to measure the recall of factual knowledge such as name, events, dates, definitions, etc. But this format has the potential to measure higher levels of cognitive ability, such as comprehension of significant ideas and their application in solving problems.

EXAMPLE

• T F. Jupiter is the largest planet in the solar system.

• T F. If Triangle ABC is isosceles and angle A measures 100 degrees, then angle B is 100 degrees.

Strengths of True -False Items

1. They are relatively easy to write and can be answered quickly by students. Students can

answer 50 true- false items in the time. It takes to answer 30 multiple-choice items.2. They provide the widest sampling of content per

unit of time.

Limitations of True -False Items1. The problem of guessing is the major weakness.

Students have a fifty-percent chance of correctly answering an item without any knowledge of the content.

2. Items are often ambiguous because of the difficulty of writing statements that are unequivocally true or false.

Variations of the T-F Format1. Changing false statements to make them true:

The student indicates whether the statement is true or false; if false, he/she must change an underlined word to make the statement true.

T F electrons . Subatomic particles of negatively charged electricity are called protons.

T F _______ . The green coloring matter in plants is called chlorophyll.

Variations of the T-F Format

2. Items measuring ability to recognize cause-and-effect:

The item has two parts, both of which are true; the student must decide if the second part explains why the first part is true.

Yes No. Leaves are essential because they shade the tree trunk.

Yes No. Iron rusts because oxidation occurs.

A matching exercise typically consists of a list of questions or problems to be answered along with a list of responses. The examinee is required to make an association between each question and a response.

c. MATCHING

EXAMPLE I II1. a substance of low solubility A. distillation2. two liquids that do not dissolve in each other B. miscible3. a substance that does the dissolving C. immiscible4. a method of purifying a substance D. precipitate5. the substance being dissolved E. soluble F. solute G. solvent

D.COMPLETION ITEMS/ CLOZE TEST

The completion format requires the student to

answer a question or to finish an incomplete

statement by filling in a blank with the correct word

or phrase. The advantages of completion items are:

(1) they provide a wide sampling of content.

(2) they minimize guessing compared with multiple-

choice and true-false.

COMPLETION ITEMS/ CLOZE TESTThe limitations are :

1. rarely can be written to measure more than simple recall of information

2. more time-consuming to score than other objective types

3. are difficult to write so there is only one correct answer and no irrelevant clues.

E. Spoken Testo Spoken Test is a test which tests the way you speak. o Whether:

- Your pronunciation

- Your tone

- Hem and haw (hesitation)

- Fluency

- Vocabulary (wide range or narrow)

- Creative thinking

- Comprehensibility, etc.o Generally it tests anything related to speaking

6. Consider The Layout

• The Clarity of the Instruction:

what to do how long to take how many items to attempt what kind of response is required how and where to enter the response

Example:

The test consists of 25 questions. Read the questions carefully and choose the correct answer by crossing (x) a, b, c, or d! 50 minutes are given to complete this

test.

• The Location and Sequence of ItemsThe progression from the easy to the more

difficult items of the test• The Visual Layout of the Page

Minimize the unnecessary visual material or words

7. Consider the Timing of the Test

• The timing refers to two areas:1. When the test will take place2. The time allowances to be given to the test and

its component items

8. Plan the Scoring of the Test

• Figure out the objectives and determining the weight of each item.It is important to ensure that easier parts of the

test attract few marks than more difficult parts of it.