scholarly journals SWU-SET as a CEFR Standardized English Test

2018 ◽  
Vol 9 (2) ◽  
pp. 261
Author(s):  
Chuenjit Athiworakun ◽  
Kriangkrai Vathanalaoha ◽  
Thanakorn Thongprayoon ◽  
Krich Rajprasit ◽  
Wachirapong Yaemtui
Keyword(s):  
Standardized Test ◽  
English Proficiency ◽  
Test Validity ◽  
Test Quality ◽  
Item Discrimination ◽  
Test Items ◽  
Standard Mapping ◽  
International College ◽  
Academic Services

Language and Academic Services Centre, International College for Sustainability Studies, Srinakharinwirot University (SWU) understands and foresees the significance of using English in general and academic contexts. As parallel with international stanardized tests that are used to measure test takers‘ English proficiency, Language and Academic Services Centre attempted to construct Srinakharinwirot University Standardized English Test (SWU-SET) that can measure levels of English proficiency aligned with the concept of Common European Framework of Reference for Languages (CEFR). The aims of this paper were to test quality of SWU-SET based on validity, reliability, and item discrimination and to develop items of SWU-SET aligned with the CEFR. The methodology implemented in this study included a construction of test specification and a 100-MCQ test design under the investigation of test validity, test reliabity, and test item discrimination. As a consequence, two sets of the SWU-SET were launched for a pilot study. Consequently, all test items were revised and re-launched to confirm the test quality. Then, SWU-SETs were under the process of standard mapping which conformed to the CEFR. The results and discussion were presented in this paper to show how the test was designed and spelled out how the test yielded satisfactory results as a standardized test aligned with CEFR.

scholarly journals The quality of an English summative test of a public junior high school, Kupang-NTT

2020 ◽  
Vol 3 (2) ◽  
pp. 133
Author(s):  
Thresia Trivict Semiun ◽  
Fransiska Densiana Luruk
Keyword(s):  
High School ◽  
Public School ◽  
Junior High School ◽  
Content Validity ◽  
Item Difficulty ◽  
Item Analysis ◽  
Item Discrimination ◽  
Test Items ◽  
Evaluative Research

This study aimed at examining the quality of an English summative test of grade VII in a public school located in Kupang. Particularly, this study examined content validity, reliability, and conducted item analysis including item validity, item difficulty, item discrimination, and distracter effectiveness. This study was descriptive evaluative research with documentation to collect data. The data was analyzed quantitatively except for content validity, which was done qualitatively. Content validity was analyzed by matching the test items with materials stated in the curriculum. The findings revealed that the English summative test had a high content validity. The reliability was estimated by applying the Kuder-Richardson’s formula (K-R20). The result showed that the test was reliable and very good for a classroom test. The item analysis was conducted by using ITEMAN 3.0. and it revealed that the the test was mostly constructed by easy items, most of the items could discriminate the students, most distracters were able to perform well, and the most of items were valid.

scholarly journals Analysis on Achievement Test in Intensive English Program of IAIN Samarinda

FENOMENA ◽  
2018 ◽  
Vol 10 (2) ◽  
pp. 117-134
Author(s):  
Sari Agung Sucahyo ◽  
Widya Noviana Noor
Keyword(s):  
Item Difficulty ◽  
Achievement Test ◽  
Intensive English ◽  
Test Quality ◽  
Intensive English Program ◽  
Good Test ◽  
Test Items ◽  
Item Quality ◽  
English Program

As one of the tests, achievement test has to be qualified. A qualified test will be able to give the information about teaching correctly. If the achievement test is less qualified, the information related to students’ sucesss to achieve the instructional objective will also be less qualified. It means the test has to meet the characteristics of a good test. In fact, there has not been any effort yet to identify the quality of the achievement test which is used in Intensive English program. It means the information of the test quality cannot be found yet. Therefore, researchers are interested in analyzing the quality of achievement test for students in Intensive English program of IAIN Samarinda. Design of this research belongs to Content Analysis. Subject of this research is English achievement tests and 28 to 30 students were involved in the process of try out. Data were collected through three steps. Data were analyzed based on validity, reliability, and item quality. Finding of the research reveals 60 % of the tests have a good construct validity justified by related theories. It was found 55% of the tests have a good content validity. Reliability coefficient of the first tests format is 0, 65 and the second tests format shows 0, 52. Calculation of item difficulty shows 68% of the test items were between 0,20 – 0,80. The estimation of item discrimination shows 73% of the test items were between 0,20 – 0,50. While calculation of distracter efficiency shows 65% of the distracters were effective to distract the test takers.

scholarly journals Autorreportes verbales en voz alta para la identificación de procesos de razonamiento en pruebas estandarizadas / Verbal Self-reporting to Identify Reasoning Processes in Standardized Tests

2016 ◽  
Vol 35 (1) ◽  
pp. 17
Author(s):  
Armel Brizuela ◽  
Karol Jiménez-Alfaro ◽  
Nelson Pérez-Rojas ◽  
Guaner Rojas-Rojas
Keyword(s):  
Costa Rica ◽  
Standardized Tests ◽  
Test Validity ◽  
Future Research ◽  
Structured Interviews ◽  
Test Items ◽  
Academic Aptitude ◽  
Psychometric Quality ◽  
Educational Tests

<p>Los estándares actuales, para la evaluación de la calidad psicométrica de las pruebas psicológicas y educativas, estipulan que una de las evidencias requeridas que justifican las inferencias derivadas de la aplicación de un test se refiere a las estrategias para contestar a los ítems que lo componen. Por lo tanto, el objetivo del presente artículo se propone presentar los resultados de una investigación, que  consistió en la ejecución de entrevistas semiestructuradas a un conjunto de 15 estudiantes universitarios de primer ingreso, cuyos reportes orales fueron analizados con el objetivo de fundamentar un conjunto de estrategias para contestar los ítems verbales de la Prueba de Aptitud Académica de la Universidad de Costa Rica, que habían sido identificadas previamente. Los resultados indican que efectivamente los participantes emplearon las estrategias propuestas, lo cual constituye una evidencia  de gran importancia sobre las habilidades de razonamiento que se miden con los ítems verbales de la Prueba de Aptitud Académica. Finalmente, se concluye con una discusión sobre los resultados acerca de la utilidad de los autorreportes verbales que recaban evidencias de validez para un test y sobre futuras investigaciones en esta línea.</p><p> </p><p>Abstract:</p><p>Abstract Current standards for assessing the psychometric quality of psychological and educational tests stipulate that one indication required to justify the inferences derived from the application of a test are those related to answering strategies for the test items. Thus, this article presents the results of a study that involved the execution of semi-structured interviews with a group of 15 college freshmen, whose oral reports were analyzed to provide support for a set of strategies to answer previously identified verbal items from the “Academic Aptitude Test” (Prueba de Aptitud Académica) at the Universidad de Costa Rica. The results indicate that participants actually used the proposed strategies, which is important evidence about the reasoning skills measured by the Prueba de Aptitud Académica verbal items. Finally, we conclude with a discussion of the results, the usefulness of verbal self-reports to gather evidence for test validity and future research along these lines.</p>

scholarly journals Problems Facing Undergraduate Students At Al Ghad International College For Health Sciences: Basis To Improve Academic Performance

2016 ◽  
Vol 12 (22) ◽  
pp. 281
Author(s):  
Paul Reinald Base Garcia ◽  
Yasser Adnan Abu Jaish
Keyword(s):  
Academic Performance ◽  
Psychological Distress ◽  
Undergraduate Students ◽  
Standardized Test ◽  
English Proficiency ◽  
Main Tool ◽  
Mixed Method Research ◽  
Curriculum Review ◽  
International College ◽  
Distress Scale

This action research has sought answers to the following research questions: What are the problems encountered by the low performing students of different departments in terms of psychosocial, psychological and educational? What are the proposed specific measures geared towards the enhancement of learners’ academic performance? Researchers have utilized a mixed method research design, both quantitative and qualitative methods which gave them greater confidence in establishing conclusion of the study. They have figured out specific measures to address problems in terms of psychosocial, psychological and education domains confronting the subjects of the study. These proposed measures are adaptation of academic performance flow chart and the revised attendance grading scheme. The authors also suggest the preparatory department to create an English proficiency committee which will design English proficiency programs for this low performing group zeroing in listening, reading, writing and speaking proficiencies. They also propose for the College to use better software management system and to conduct an annual departmental curriculum review and enhancement. They have included all of the students with GPA 2.75 and less from different departments of Al-Ghad International College Dammam Male Campus, a large and young private academic institution which offers various health care programs as participants of the study. A self-made questionnaire has been constructed and has become the main tool to gather the necessary data and interview has done to dissect the variables under scrutiny. Researchers have also used a standardized test (Kessler Psychological Distress Scale) which determined the psychological distress status of the subject learners. The gathered numeric data have been tabulated, evaluated, analyzed and interpreted using Statistical Package for Social Science (SPSS) version 22.

scholarly journals Pengembangan Instrumen Asesmen Higher Order Thinking Skills (HOTS) pada Mata Pelajaran Bahasa Indonesia SMA dan SMK

2020 ◽  
Vol 3 (1) ◽  
pp. 102-113
Author(s):  
Sutami
Keyword(s):  
Item Difficulty ◽  
Multiple Choice ◽  
Thinking Skills ◽  
Assessment Instrument ◽  
Item Discrimination ◽  
Test Items ◽  
Tenth Grade ◽  
Multiple Choice Items ◽  
Essay Test

This research aims to produce a valid and reliable Indonesian language assessment instrument in form of HOTS test items and it describes the quality of HOTS test items to measure HOTS skill for the tenth grade of SMA and SMK students. This study was a research and development study adapted from Borg & Gall’s development model, including the following steps: research and information collection, planning, early product development, limited try out, revising the early product, field try out, and revising the final product. The research’s result shows that the HOTS assessment instrument in the form of HOTS test consists of 40 multiple choice items and 5 essay test items. Based on the judgment of the materials, construction, and language was valid and appropriate to be used. The reliability coefficients were 0.88 for the multiple-choice items, and 0.79 for essays. The multiple-choice items have the average difficulty 0.57 (average), the average of item discrimination 0.44 (good), and the distractors function well. The essay items have the average of item difficulty 0.60 (average) and the average of item discrimination 0.45 (good)

scholarly journals THE EVALUATION OF NATIONAL EXAMINATION OF ENGLISH SUBJECT AT SECONDARY SCHOOL

2019 ◽  
Vol 2 (2) ◽  
pp. 199-209
Author(s):  
Indra Yoga Prawiro
Keyword(s):  
Social Life ◽  
Standardized Test ◽  
Language Assessment ◽  
Primary Data ◽  
Specific Information ◽  
General Description ◽  
Test Items ◽  
National Examination ◽  
Interesting Discussion

The implementation of National Examination in Indonesia always becomes an interesting discussion both in education field and social life. One of the debates in the implementation of National Examination is about the fairness, many experts stated that the implementation of National Examination is unfair because the threeday exam is used to determine the success or failure of a student’s three years of high school. The second issue is about the quality of education in Indonesia’s school is gravely uneven. Some schools have luxury facilities and infrastructure, while others barely have a school building. So, to apply and expect the same standard from all of them is harsh and unrealistic. This study would like to analyze the questions in National Examination. The writer takes English test for science students as the primary data to answer the questions. The writer focuses on the principle of language assessment implemented in construction of English test in National Examination and the appropriateness of English test questions in National Examination based on the standardize of language assessment. The result shows that National examination in this case English test has been designed accordance to the principle of assessment. For standardized test of national examination, there are some types of test items are hardly to be found in the test. In terms of reading test items, multiple choices which are indicating to find reference words, phrase or sentence are not given in English test. It is dominated by finding out the detail or specific information about the text, implicit and general description about the text. Overall the English test in national examination has been design according to the standardized test. Only for several things need to be improved in term of test items variety in reading skill.

scholarly journals Item parameters of Yureka Education Center (YEC) English Proficiency Online Test (EPOT) instrument

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Endrati Jati Siwi ◽  
Rosyita Anindyarini ◽  
Sabiqun Nahar
Keyword(s):  
Proficiency Test ◽  
English Proficiency ◽  
Item Difficulty ◽  
Discrimination Index ◽  
Index Test ◽  
Test Items ◽  
Online Test ◽  
Item Parameters ◽  
Difficulty Index

Yureka Education Center (YEC) is one of the institutions which has developed an online-based English proficiency test. The test is called  English Proficiency Online Test (EPOT) which follows the TOEFL ITP (Institutional Testing Program) framework. So, this study aimed to analyze the characteristics of EPOT instruments consisting of Listening, Structure, and Reading subtests, which later the quality of each EPOT test item is identified. This study used a descriptive quantitative approach by describing the characteristics of EPOT test items in terms of item difficulty index, item discrimination index, test information’s function and test measurement’s errors. The data were collected through EPOT trials conducted by 2652 online test takers as partisipant from 20 provinces in Indonesia. The collected data were then analyzed using the Item Response Theory (IRT) approach using BILOG program on all logistic parameter models which began with the item compatibility test against the model. Based on the results of the analysis, it can be concluded that all subtests matched the 3-PL model. Most of EPOT’s test items had a good range of difficulty index and discrimination index. The EPOT information’s function showed that accurate items were used on the 3-PL model for certain capability range. This study was expected to point out that EPOT test could be used as an alternative English proficiency test that is easy to use and useful.

scholarly journals МОДЕЛЬ РОЗВИТКУ КОМПЕТЕНТНОСТІ ВИКЛАДАЧІВ ЩОДО ОЦІНЮВАННЯ ЯКОСТІ ТЕСТІВ З ВИЩОЇ МАТЕМАТИКИ

2018 ◽  
Vol 68 (6) ◽  
pp. 77
Author(s):  
Oleksandr O. Dykhovychnyi ◽  
Anna F. Dudko
Keyword(s):  
Test Validity ◽  
Reliability And Validity ◽  
Educational Process ◽  
Reliability Estimation ◽  
Test Reliability ◽  
Test Analysis ◽  
Test Items ◽  
Component Development ◽  
Mathematics Examination

The paper studies a task of developing the teachers’ competency concerning the quality of tests in higher mathematics. This issue becomes especially critical in the context of finding ways to improve knowledge control and the introduction of computer testing to determine students' learning curve in higher mathematics. The concept of the teachers’ competency concerning the quality of tests in higher mathematics is substantiated. It is defined as the teacher’s ability to calculate the characteristics of the test, test items with the use of ICT and on the basis of these characteristics to evaluate the quality of individual items and objectively draw conclusions about the quality of the test in general, its improvement and the expediency of using in the learning process for knowledge control. The test analysis consists in analysis of distribution of the results’ sample, estimation of the test reliability, estimation of the test validity and estimation of the test's effectiveness. The analysis of test items consists in analysis of the correlation matrix of items, estimation of the items reliability and validity, and estimation of test efficiency; analysis of the ensemble of characteristic curves of items, the analysis of polytomic items, the analysis of the distractors of the multiple choice items. The development model of this competency is proposed. It consists of five components: motivational (includes goals and objectives of the educational process), content (defines the content of educational activities by the levels of teachers’ competency in evaluating the quality of tests in higher mathematics), technological (defines concretely the organizational forms and methods of competency development), diagnostic and resultative (determines the competency levels of teachers concerning the quality of tests in higher mathematics, examination and effectiveness analysis of this process). Prospects of research have been determined. They consist in both determining the criteria of grading the level of teachers’ competency against the quality of tests in higher mathematics as well as definition of competency levels for more precise characterization of the model content component. Development of the teachers’ competency as related to the quality of tests in higher mathematics will help improving controls of students' knowledge in higher mathematics and increase the professional aptitude of educators.

THE EVALUATION OF NATIONAL EXAMINATION OF ENGLISH SUBJECT AT SECONDARY SCHOOL

2018 ◽  
Vol 2 (2) ◽  
pp. 199-209
Author(s):  
Indra Yoga Prawiro
Keyword(s):  
Social Life ◽  
Standardized Test ◽  
Language Assessment ◽  
Primary Data ◽  
Specific Information ◽  
General Description ◽  
Test Items ◽  
National Examination ◽  
Interesting Discussion

The implementation of National Examination in Indonesia always becomes an interesting discussion both in education field and social life.  One of the debates in the implementation of National Examination is about the fairness, many experts stated that the implementation of National Examination is unfair because the three-day exam is used to determine the success or failure of a student’s three years of high school. The second issue is about the quality of education in Indonesia’s school is gravely uneven. Some schools have luxury facilities and infrastructure, while others barely have a school building. So, to apply and expect the same standard from all of them is harsh and unrealistic. This study would like to analyze the questions in National Examination. The writer takes English test for science students as the primary data to answer the questions. The writer focuses on the principle of language assessment implemented in construction of English test in National Examination and the appropriateness of English test questions in National Examination based on the standardize of language assessment. The result shows that National examination in this case English test has been designed accordance to the principle of assessment. For standardized test of national examination, there are some types of test items are hardly to be found in the test. In terms of reading test items, multiple choices which are indicating to find reference words, phrase or sentence are not given in English test. It is dominated by finding out the detail or specific information about the text, implicit and general description about the text. Overall the English test in national examination has been design according to the standardized test. Only for several things need to be improved in term of test items variety in reading skill

scholarly journals The Role of Classical Test Theory to Determine the Quality of Classroom Teaching Test Items

2020 ◽  
Vol 9 (1) ◽  
pp. 5-34
Author(s):  
Wong Vincent ◽  
S.Kanageswari Suppiah Shanmugam
Keyword(s):  
Item Difficulty ◽  
Classical Test Theory ◽  
Test Theory ◽  
Difficulty Level ◽  
Item Discrimination ◽  
Test Items ◽  
Classical Test ◽  
English Competence

The purpose of this study is to describe the use of Classical Test Theory (CTT) to investigate the quality of test items in measuring students' English competence. This study adopts a research method with a mixed methods approach. The results show that most items are within acceptable range of both indexes, with the exception of items in synonyms. Items that focus on vocabulary are more challenging. What is surprising is that the short answer items have an excellent item difficulty level and item discrimination index. General results from data analysis of items also support the hypothesis that items that have an ideal item difficulty value between 0.4 and 0.6 will have the same ideal item discrimination value. This paper reports part of a larger study on the quality of individual test items and overall tests.

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