Writing Test Items Scientifically

1982 ◽  
Vol 27 (12) ◽  
pp. 966-967
Author(s):  
Jason Millman
Keyword(s):  
Test Items ◽  
Writing Test

scholarly journals Study on Ability of Elementary School Teacher in Writing Test Items During The Pandemic Time of Covid-19

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Sri Wuryanti ◽  
NFN Muhardis
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Primary Schools ◽  
School Teacher ◽  
Research Subjects ◽  
Literature Study ◽  
Empirical Reality ◽  
Test Items ◽  
Writing Test ◽  
The Right

The purpose of this study was to obtain information about the ability of elementary school teachers in composing test questions in private universities. This research uses qualitative research, which describes empirical reality using a descriptive approach. This study also uses a literature study, with documents to find some field data that occurs in the form of questions on several subjects. Meanwhile, the descriptive method is finding facts with the right interpretation, namely understanding the concept of the material, the ability to use the rules of the question. Meanwhile, the data analysis used was (1) the subject matter expert's judgment in interpreting some of the item test document findings, (2) theoretically and empirically the item had met the standard question rules. This research was found, during the COVID 19 pandemic, all parents or guardians have a 100% chance of assisting with distance learning as unprecedented. The sample consisted of nine subject teachers and the population was all fourth-grade teachers in primary schools as research subjects. So the assessment also uses offline and online so that it is found, (1) biased test questions, because the linguistic structure of the main sentence and explanatory sentences, is wrong in choosing questions with answers, (2) does not understand the rules about the questions: such as homogeneity of questioners, long and short answers, the use of standard Indonesian. Meanwhile, some of the test questions that were found to have problems were Indonesian, Natural Science, Character, and Boy Scouts. From 12 items, 4 items had material concept errors and 8 items error in the rules.

Best Practices for Writing Test Items

2012 ◽  
Vol 3 (2) ◽  
pp. 35-39 ◽  
Author(s):  
Karen Sutherland ◽  
Jason Schwartz ◽  
Philip Dickison
Keyword(s):  
Best Practices ◽  
Test Items ◽  
Writing Test

A Meta-Analytic Investigation of the Effect of Various Test Item Characteristics on Test Scores and Test Completion Times

1992 ◽  
Vol 21 (2) ◽  
pp. 151-160 ◽  
Author(s):  
Michael G. Aamodt ◽  
Teige McShane
Keyword(s):  
Test Scores ◽  
Item Difficulty ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Analytic Investigation ◽  
Test Items ◽  
Writing Test ◽  
Item Characteristics ◽  
Completion Times ◽  
Test Completion

The current study reported the results of a meta-analytic investigation of the effects on test scores and test completion times of three aspects of writing test items: The number of answers in multiple-choice exams, the order of item difficulty, and the organization of items by content. The results of meta-analysis indicated that three-choice questions are slightly easier than four-choice questions (d = .90) and take significantly less time to complete (d = −.61). Exams beginning with easier items and then moving to more difficult items are slightly easier than exams with randomly ordered items (d = .11) or exams beginning with difficult items (d — .22). Exams in which the items are organized by content are slightly easier than exams containing randomly ordered items (d = .04). All of the above effect sizes are small.

Sign in / Sign up

Export Citation Format

Share Document