I.
Analysis Based on Rules of Construction ( Multiple-Choice Test)
A.
Expert Theory About The Rules of Construction
1)
J. D. Brown ( 1996 )
Brown states
that there are four step that should be considered in designing multiple-choice
item test, those are:
a.
Design
each item to measure a specific objective.
b.
State
both stem and options as simply and directly as possible.
c.
Make
certain that the intended answer is clearly the only correct one.
d.
Use
item indices to accept, discard, or revise items.
2)
Internet Source
There are
eleven steps in designing the multiple-choice item test, those are:
a.
The
central problem of the item should be stated in the premise so as to make only
one choice justifiable.
b.
All
choices in the item should be grammatically consistent.
c.
The
choices should be as brief as possible, and the correct response should be
neither consistently longer nor shorter than the incorrect responses.
d.
A
pattern of answer should be avoided.
e.
Negatively
stated items should be avoided.
f.
Authority
should be quoted when the item contains controversial opinion.
g.
The
ambiguous item should be avoided.
h.
All
choices should be plausible.
i.
Specific
determiners should be avoided.
j.
Each
item should contain an independent problem which gives no clues to the answer
of other items.
B.
Analysis of Multiple-Choice Test
Multiple-choice
is a form of assessment in which respondent are asked to select the best
possible answers out of the choices from a list. Multiple-choice test is
considered by the most expert to be the best type of objective test for
measuring a variety of educational objectives.
The test
that writer choose is the test that made by the English teacher of junior high
school (SMP N 1 SUNGAI TARAP), Which is the
test for seventh grade in second semester. It is a mid-term test.
The
test has fifty questions and each question has four choices for the answer of
the question itself. Students should complete the answer in 120 minutes. There
are two type of the test; paket A and paketB. And the examination of the test
is using computerization system. And also there are several item which is included
in the test by the teacher, those are:
Ø First item: contains about 10 questions.
Ø Second item: contains about 4 questions.
Ø Third item: contains about 6 questions.
Ø Fourth item: contains about 13 questions.
Ø Fifth item: contains about 12 questions.
Ø Sixth item: contains about 4 questions.
Ø Seventh item: contains about 3 questions.
C.
Analysis of Validity, Reliability, And Practicality
Validity is divided into five types; content, criterion, construct,
consequential, and face validity.
The first is
content validity. According to shuttleworth (2009:1), content validity is the
estimate of how much a measure represents every single material. An educational
test with strong content validity will represent the subject actually taught to
the students, rather than asking unrelated questions.
Second,
“criterion validity usually falls into one of two categories; concurrent and
predictive validity” (Brown; 2004: 24). Concurrent validity is the degree to
which scores on one test correlate to score on another test when both tests are
administered in the same time frame. While predictive validity is the degree to
which a test can predict how well individuals will do in a future situation.
Third,
construct validity is one of evidence that can support validity. Brown (2004:
25) states that a testing should have construct validity if it can be
demonstrated that it measures just the ability which it is supposed to measure.
Fourth,
consequential validity usually encompasses all of consequences of the test,
include; the considerations as its accuracy in measuring intended criteria, it
is impact on the preparation of test-takers, its effect to the learners, and
intended also unintended social consequences of a test’s interpretation and
use.
The last is
face validity. “Face validity can be defined as the degree to which a test
looks right, and appears to measure the knowledge or abilities it claims to
measure, based on the subjective judgment of examinees who take it, the
administrative personnel who decide on its use, and other psychometrically unsophisticated
observe” ( Mowsavi in Brown; 2004:26)
Reliability is the consistencies and dependence of the test. And there are two
aspects in reliability; student-related reliability and rater reliability.
Student-related reliability is caused by the students, while rater reliability
is caused by the teacher.
There are
several factors that operate to increase or decrease the reliability of a
measuring instrument include: length of the instrument, variability of the
tested group, age range of the test group, testing condition, and objectivity
of scoring.
Practicality should be as economical as possible in terms of time and cost. Then
the practicality should be; easy to administered, easy to score, economical to
use, have meaningful norms, and easy to interpreted.
1.
Easy
to administered: the consideration of the test practicality involve the ease
with which the test can be administered.
2.
Easy
to score: scoring procedure can have a significant effect on the practicality
of a given instrument.
3.
Economical
to use: as most educational administrators are very well aware, testing can be
expensive.
4.
Have
meaningful norms: the teachers have kept records of the performance of their
previous classes on specific tests or test items have scale against which to
compare the performance on their current class.
5.
Easy
to interpretation
D.
Analysis of The Test Validity
Well, the
writer has analyzed the test which constructed by the English teacher of SMP N
1 SUNGAI TARAP. Thus, can be said the test is not valid at all. Because, still
there are several characteristic of a valid test that do not involved in the
test by the teacher. To make clear the writer’s statement, here the detail
explanation:
Content
validity is the first part of validity which
is not completed by the teacher. It can show on several items of the test that
has classified.
Ø First item: contains about 10 questions.
In this item, the
teacher gives greeting card as the topic or material for the test. Based on the
syllabus and lesson plan, the greeting card is should taught to the students
and evaluation of student’s understanding is need to do. Can be said
teacher-made test has content validity criterion here.
Ø Second item: contains about 4 questions.
The next item of
the test that designed by the teacher is about instruction. This material is
stated in the syllabus and lesson plan by the teacher. So, teacher had taught
the material about the instruction to the students. In this case, ones more the
teacher makes a good test in part of content validity.
Ø Third item: contains about 6 questions.
Next item, the
teacher includes the material or topic about shopping list into the test. The
material or topic had not taught to the students yet based on the lesson plan
that made by the teacher. But when writer check the syllabus, the material
about shopping list is stated by the teacher. So, can be concluded that the
teacher make the questions of the test which is not valid in content validity
for this item. Certainly, the teacher can not evaluate the material or topic
which is not taught to the students yet.
Ø Fourth item: contains about 13 questions.
In this item, the
teacher gives many questions to the students. The material or topic is about
announcement. As in the second item, the teacher do not stated the material or
topic about announcement in the lesson plan. But in the syllabus, writer found
that the teacher states the material about announcement. In conclusion, the teacher
gives the question in the test about the material which is not taught to the
students yet. The teacher test is not valid.
Ø Fifth item: contains about 10 questions.
The teacher uses
the material about short message in the test for the questions. And this item
make clear that the test that designed by teacher is not valid. Because the
teacher gives the question about this material, but the teacher do not teach
the students yet. And based on the syllabus, the teacher also does not write
about this material or topic. Now, it is clear that the test of the teacher is
not valid in the content.
Ø Sixth item: contains about 2 questions.
The teacher
involves two arrange sentence in the test. Actually this type of test can
measure the understanding of the students about words, phrase, and sentences.
Based on the syllabus and lesson plan, the teacher make a right test in this
item, because the students have learned about the material or topic. So the
test is valid in content validity here.
Ø Seventh item: contains about 5 questions.
In this last item,
the teacher use short message as the material or topic of the test given. But
the teacher asks the students to complete the short message text that there are
several words missed. So the teacher measure the students’ understands about
the words. Actually this item is not to differ from the sixth item, but this
item’s question measure the students understanding more specific in words.
After compare this test item with the syllabus and lesson plan, it is valid
test. Because in syllabus teacher states about the students ability in
understanding the words. And the teacher also has taught the students about the
appropriate words to the students.
From that detail,
it is clear that the test of the teacher is not valid in content validity.
In the criterion
validity, the test is not valid. Because the test that made by the teacher
can not assess or measure the students ability in the future, or the students specialization.
Writer thinks that the teacher has not objective to measure the future ability
of the students.
And then about construct
validity, in this case the teacher-made test is not valid. The question of
the test can not measure what should be measured to evaluate the students
understanding of an appropriate topic. When the writer analyze the first item,
the teacher questions is not measure the part of the topic that will be
measured by the teacher. The teacher choose the greeting card as the material
or topic, the teacher want to evaluate the students’ understanding about the
greeting card, but the teacher questions do not measure the part of the
greeting card.
In this part, face
validity is being a basic judgment. In doing the test that had been made by
herself, the teacher create a test that clear in instruction for complete the
questions. The questions are not make the students confuse. And also the answer
choices are clearly good. There are no any clues or condition of the answer
choices that help the students to answer the questions of the test easier.
From the detail
explanation above, it can be agreed that the test that made by the teacher of
junior high school in Sungai Tarap is not valid. The validity of test will
complete if all of the characteristic of validity have complete, without
exception.
E.
Analysis of The Test Reliability
Every teacher
must give an evaluation to the students whom he or she teaches. That process is
an important process of learning process. Without the evaluation, learning
process can not regard as a success or failed learning process. So, in order to
provide a good test for the students, a teacher has to that the test must be a
reliable test. Based on writer analysis, the test that made by an English
teacher of SMP N 1 Sungai Tarap is can be said reliable at all.
When we want to
know whether a test reliable or not, there are several things that should be
considered. Here are these several things:
The first is
every student has a cleanly photocopied of test sheet. In this case, the
teacher conducted a test that provides a very clean photocopied of test sheet
for each students. It is impossible if the students get difficulties in reading
the questions of the test.
And then the
condition of the class is also efficient for conducting the test process. There
is no too much noise around the class. And that condition is equal for all
students who take the test.
The last thing
is about the scoring the answer. In scoring the answer of the students, the
test will be reliable if the only one correct answer is provided by the
teacher. It will help the teacher to avoid doubt in score the answer of the
students.
F.
Analysis of The Test Practicality
When a teacher
gives the students a mid-term test, it is mean the students had taught about
several lesson. So, this is the mid-term test of a teacher in junior high
school Sungai Tarap. And writer will analyze the test whether the test is
practical or not. In order to know it, we have to answer these several
questions:
1.
Are
administrative details clearly established before the test?
2.
Can
students complete the test reasonably within the time frame?
3.
Can
the test be administered smoothly?
4.
Are
all material and equipment ready?
5.
Is
the cost of the test within budgeted limits?
6.
Is
the scoring system feasible in the teachers’ time frame?
7.
Are
methods for reporting results determined in advance?
Well, after
writer analyzed the test, writer concludes that the test procedures are
practical. To support that statement, here are several point explanations.
The first, the
testing process of the test that made by the teacher in SMP N 1 Sungai Tarap is
clearly established before the test given to the students. This type of objective,
multiple-choices test is not too needed a preparation or planning before give
to the students.
The second is
about the time frame that the teacher made. The time frame of this test can apply
to the students. However, the questions of this test are fifty, and the time is
120 minutes. In other word, the time frame for complete each question is 2, 4
minutes. For multiple-choices test, that time frame will not give the
difficulties to the students in completing the answer sheet.
The third is
about procedure administration of the test itself. Based on the test that made
by an English teacher in SMP N 1 Sungai Tarap, it is will run well. When we
consider, the procedure of doing the testing process is clearly simple.
The next is
about material and equipment. The material and equipment that may be needed for
the test process have prepared well by the students. And other material and
equipment that should be prepared by the teacher is nothing. The only one thing
that should be considered by the teacher is make sure the students already know
what should prepare for testing process long before the testing process begin.
Next thing is
budgeting limits for the test. This kind of test will not cause the problem in cost
of conducting. The teacher just need to distribute several pieces of copies of
questions to the students, its cost won’t expensive. It won’t made the teacher
family needs incomplete.
And then about
scoring the test, this is the easiest one and really objective in scoring the
answer sheet. The test scoring designed by the teacher is using computerization
system. All can guarantee that the answer of the students will score as it is.
And the teacher also can not to score the students in biased condition.
From that
explanation, we can conclude that the test is clearly practical to conduct.
But, the teacher must be administered the test as well as possible.
II.
Conclusion
Thus, there are
three core part that must be complete to get a good test. Those three are;
validity, reliability, and practicality. A test can be said as a valid test
should when that test is fulfill the content validity requirement. And the test
should has criterion validity; concurrent and
predictive validity also. Construct validity is also the part of validity that
important to has. Face validity and consequences validity are the part of
validity also, with its a test is not valid.
Then, the test
will be a good test if it reliable. It has a good consistencies and dependability
that had been a standard for reliability of a test. Actually, if a test has
valid, the test is also reliable.
Practicality is
also needed in a good test. However, a good test will be given to the student
with preparation and should be considered about anything that can help or
disturb the testing process itself.
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