scholarly journals ESTIMASI PARAMETER TES DENGAN PENSKORAN POLITOMUS MENGGUNAKAN GRADED RESPONSE MODEL PADA SAMPEL KECIL

2018 ◽  
Vol 8 (1) ◽  
pp. 22
Author(s):  
Friyatmi Friyatmi
Keyword(s):  
Multiple Choice ◽  
Economic Education ◽  
Ordinal Scale ◽  
Accurate Estimation ◽  
First Year ◽  
First Year Students ◽  
Test Form ◽  
Multiple Choice Tests ◽  
Graded Responses ◽  
Graded Response

Multiple choice tests with dichotomous scores are very often used by educators because it is easy to apply. Unfortunately, this scoring lacks an opportunity for educators to diagnose students' mistakes. This study aimed to analyze the items test using graded responses model (GRM). The data in this study was the response of the economics test that have been tested to 96 first-year students of economic education. The test form was multiple choice item using politomous scoring with ordinal scale 1-2-3-4-5. Test scoring use polytomous scores. Data was analyzed with descriptive quantitative techniques using PARSCALE application. The results showed that there are 50% items test that fit with the GRM model. Furthremore, the application of GRM model in this study seems less suitable because only 20% that have good quality. Big sample size is recommended when using the GRM model to obtain accurate estimation.

Taking Psych 101: A View from the Back of the Room

1988 ◽  
Vol 15 (2) ◽  
pp. 101-103 ◽  
Author(s):  
Linda L. Johnson
Keyword(s):  
Study Skills ◽  
Multiple Choice ◽  
Introductory Psychology ◽  
First Year ◽  
Single Source ◽  
Multiple Choice Tests ◽  
First Year College ◽  
College Course ◽  
Choice Tests ◽  
Main Ideas

Hoping to refresh my memory on how students might study for a first-year college course, I took introductory psychology. I found that certain study skills, such as identifying main ideas and using the SQ3R system, were of little benefit. Information from a single source, either the textbook or the lectures, was often insufficient for adequate comprehension. With only the vaguest understanding of important concepts, it was possible to perform well on multiple-choice tests. Based on my experience in this course, I offer some suggestions for helping students to learn introductory psychology.

scholarly journals TESTING STUDENTS' KNOWLEDGE IN LABORATORY CLASSES ON THE COURSE "ZOOLOGY", SECTION "INVERTEBRATE"

2020 ◽  
Author(s):  
A.V. Ryzhaya ◽  
◽  
E.I. Glyakovskaya ◽  
Keyword(s):  
Correct Answer ◽  
Current Control ◽  
Educational Material ◽  
First Year ◽  
State University ◽  
First Year Students ◽  
Test Form ◽  
Test Control ◽  
Invertebrate Zoology

In laboratory classes on invertebrate zoology for first-year students of the Biology and Ecology Faculty of the Y. Kupala Grodno State University current control of knowledge in a test form is carried out. The number of questions in the task is 11–20, 5– 10 minutes for execution are allotted, one, two or more correct answers are selected from the proposed options. For each correct answer, a point is set; for erroneous answers, penalty points are entered. The regular use of test control increased the level of students' assimilation of educational material and optimized the current control of knowledge.

Experience Versus Potential of Multiple-Choice Tests in Marketing Courses

1979 ◽  
Vol 1 (2) ◽  
pp. 24-33 ◽  
Author(s):  
James R. McMillan
Keyword(s):  
Multiple Choice ◽  
Multiple Choice Questions ◽  
High Quality ◽  
Test Form ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Classroom Evaluation ◽  
Quality Objective ◽  
Multiple Choice Items

Most educators agree that classroom evaluation practices need improvement. One way to improve testing is to use high-quality objective multiple-choice exams. Almost any understanding or ability which can be tested by another test form can also be tested by means of multiple-choice items. Based on a survey of 173 respondents, it appears that marketing teachers are disenchanted with multiple-choice questions and use them sparingly. Further, their limited use is largely in the introductory marketing course even though there are emerging pressures for universities to take a closer look at the quality of classroom evaluation at all levels.

De validiteit van luistertoetsen Moderne Vreemde Talen

1978 ◽  
Vol 5 ◽  
pp. 59-74
Author(s):  
H.W.M. van den Nieuwenhof
Keyword(s):  
Content Validity ◽  
Listening Comprehension ◽  
Multiple Choice ◽  
Test Results ◽  
Multiple Choice Questions ◽  
Relative Difficulty ◽  
Test Form ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Testing Techniques

For ten years now multiple choice tests have been used in the Dutch school system to measure listening comprehension of English, French and German. The tests were developed in a research program, conducted at the Insitute of Applied Linguistics by Dr. ? Groot. Now that the tests have been in use for 10 years we are confronted with the following questions. Are the tests still reliable, as they were 10 years ago? In how far does the multiple choice technique give a true picture of the listening comprehension of students? Does the multiple choice technique help studens to cope with language material that they could not have coped with otherwise, in other words, to what extent does the language material used in tests suggest a higher level of listening comprehension than the students actually have? An experiment has been carried out at C.I.T.O. (Central Institute for Test Development). Students had to answer both multiple choice questions and open ended questions concerning the same language material. The results suggested that the language material used in tests was verydifficult for students to handle in an open ended question test form. The results also suggested that various levels of difficulty of the langua material used within a single test was reflected in the open ended test results, but not in the results of the multiple choice tests. The multiple choice technique seems to obscure the relative difficulty of the various test components. It has been found that an appropriate use of the multiple choice technique can cover only a restricted range of language material. The measuring technique must not restrict the choice of language material, and thereby influence content validity. A possible solution to the problem would be the development of a new kind of test. In this test a great variety of language material should be tested with a great variety of testing techniques: a great variety of language material in order to improve the content validity of the test, a great variety of testing techniques in order to reduce, as much as possi ble, the disadvantages of every single testing technique by itself.

scholarly journals T ransitioning a L arge Biology Class from a n i n Person t o a n Online Exam During the COVID 19 Pandemic

2021 ◽  
Vol 3 (5) ◽  
pp. 1-4
Author(s):  
Dr. Niki Sharan ◽  
◽  
Dr. Meaghan Cuerden ◽  
Dr. Denis Maxwell ◽  
Dr. Anne Simon ◽  
...  
Keyword(s):  
Multiple Choice ◽  
Student Understanding ◽  
First Year ◽  
First Year Students ◽  
Biology Class ◽  
Course Material ◽  
On Line ◽  
Highly Correlated ◽  
Multiple Choice Exam ◽  
Online Format

As occurred in many Universities worldwide, the response to the COVID-19 pandemic required us, professors at Western University (London, Canada), to quickly convert a first-year biology course with over 1200 enrolled students from an in-classroom format to an on-line format. This transition included the course exams. While the first multiple-choice exam in February 2020 was in-person and proctored, we changed the second multiple-choice exam in March 2020 so that it was completed by students online at home without a proctor. We had concerns about this online conversion, including whether the grades would represent student understanding of the course material when access to peers and other resources during the exam was not monitored. In this report we show student scores on the online exam were highly correlated with their prior in-person exam. A similar correlation was observed with prior first-year students who took similar exams in February and March 2019 which were both in-person and proctored. These results provide some reassurance that it is possible to rapidly transition the delivery of an exam from an in-person format to an online format without compromising the exam process.

scholarly journals Pengaruh Bentuk Tes Terhadap Kemampuan Kognitif Siswa Kelas XI IPA SMAN 4 Banjarmasin Pada Pokok Bahasan Usaha dan Energi

2015 ◽  
Vol 3 (1) ◽  
pp. 32
Author(s):  
Yunita Arianie ◽  
Mustika Wati ◽  
Sri Hartini
Keyword(s):  
Cognitive Abilities ◽  
Multiple Choice ◽  
Class Ii ◽  
Class I ◽  
Difficulty Level ◽  
Test Form ◽  
Validity Testing ◽  
Multiple Choice Tests ◽  
Quasi Experimental ◽  
Power Testing

Test form that is given to students allegedly related to cognitive ability. Therefore, conducted aimed research at investigating the effect on cognitive abilities test form students of class XI science SMAN 4 Banjarmasin in subject work and energy. The specific objective of this study are to describe (1) the cognitive abilities of students in the experimental class I drilled essays, (2) cognitive abilities of students in the experimental class II drilled multiple choice, (3) find out whether or not the influence of the use of the test form essay and multiple choice on students cognitive abilities. The study population was all students totaling 104 students with a sample of 57 students. Techniques of data collection through interviews and achievement test. This type of research using quasi-experimental study with the method of analysis used includes validity testing, reliability testing, difficulty level testing, different power testing, requirements analysis testing and ANOVA test (F-test). The results of research that: (1) the cognitive abilities of students in the experimental class I drilled essay mean 60.5912, (2) the cognitive abilities of students in the experimental class II drilled multiple choice means 62.6696, (3) there is the effect of using the form of essays and multiple choice tests to students cognitive abilities. Fratio = 4.6999 > F1:112 = 3.93. Be concluded that there is the effect of the test form to cognitive abilities students.  

Adults' Knowledge of General Psychology

2003 ◽  
Vol 8 (2) ◽  
pp. 101-116 ◽  
Author(s):  
Adrian Furnham ◽  
Inés Callahan ◽  
Richard Rawles
Keyword(s):  
Sex Education ◽  
Personal Characteristics ◽  
First Year ◽  
General Psychology ◽  
Specific Knowledge ◽  
First Year Students ◽  
Multiple Choice Tests ◽  
Item Questionnaire ◽  
Standard Textbook ◽  
Choice Tests

This paper reports on two studies in which different adult populations who had not formally studied psychology completed multiple-choice tests derived from general psychology textbooks to evaluate specific knowledge of the discipline. The aim was to determine to what extent psychology was “common sense” and which personal characteristics, such as sex, education, and age, best predicted correct answers. In the first study, 114 students about to start a psychology degree, and 222 nonstudent adults, completed a 106-item questionnaire taken from a standard textbook. There was considerable variability in the extent to which participants checked the correct answer, with an overall average of only 56% (just above chance). There was no statistical difference between the two groups in knowledge overall or in any particular areas. A regression showed books read and belief in the scientific nature of psychology to be the best predictors of overall knowledge. In the second study, 94 first-year students at the beginning of their course and 136 student applicants completed a 114-item questionnaire derived from a different textbook, this time focusing on child development. There was no difference in the correct responses between a psychology-student and nonstudent group, with both groups getting around 53% of the answers correct. Interest in, and experience of, psychology did not predict total correct scores. Like previous studies in the area, the results failed to indicate any major variables that predict knowledge of psychological processes.

scholarly journals Adaptation of First-Year Students to the Conditions of Study in Higher Educational Institutions

2021 ◽  
Vol 2 (2 (340)) ◽  
pp. 16-27
Author(s):  
Tetiana Yopa ◽  
◽  
Andrian Ostapov ◽  
◽  
Keyword(s):  
Higher Education ◽  
High School Students ◽  
Physical Education ◽  
Learning Process ◽  
Economic Education ◽  
Social Adaptation ◽  
First Year ◽  
School Students ◽  
Educational Work ◽  
First Year Students

The problem of adaptation of first-year students is a topical issue of higher education institutions. Adaptation of students is a rather complex and long process that lasts during all years of study in a higher education institution, but the most important and problematic period is the period of study in the first year. One of the important criteria for the adaptation of freshmen to the conditions of stay and the learning process in higher education is their health. The stronger the health of students, the more successful their adaptation. The article presents the deteriorating health of first-year students; interpretation of the concept of «adaptation»; various forms (types) of adaptation of student's youth are considered; factors influencing the adaptation process; difficulties in adapting freshmen. Independent physical education and sports in extracurricular time contribute to the more successful adaptation of freshmen to the learning process. The article considers the most common forms of independent physical education classes among students. Adaptation takes place during all years of study, but the most important and problematic period is the period of study in the first year. Admission to free economic education is determined by changes in the living conditions of students, leads to the destruction of previously developed habits, skills, values ​​of former high school students, partial or complete loss of relationships with former classmates and more. There are several (types) of forms of adaptation: formal adaptation, refers to the cognitive and informational adaptation of students to the new environment, to the structure of higher education, to the requirements and their obligations; social adaptation – the process of internal integration of groups of first-year students and the integration of these groups with the student environment as a whole; didactic adaptation, concerns the preparation of students for new forms and methods of educational work in higher education.

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