2. WHAT IS A TEST?
๏ง Test is a measuring device for assessing the
achievement of the objectives in a training
system.
๏ง It is a set of questions for which there is an
accepted set of correct answers.
๏ง The characteristics of test may be knowledge,
ability, attitude, intelligence, etc.,.
3. PURPOSES OF TEST
โข To assess the progress towards the goal or objectives
or the training.
โข To compare the performance of a trainee with the
standard group.
โข To improve traineeโs self understanding and
motivation.
โข To diagnose the weakness of the trainees in certain
area.
โข To promote grade or rate of the trainees.
โข To assess the standard of instruction or curriculum.
4. CHARACTERISTICS OF A GOOD TEST
โขVALIDITY (SAHIH)
โขRELIABILITY (HANDAL, KONSISTEN)
โขFAIRNESS (ADIL)
5. STEPS IN TEST CONSTRUCTION
โข DETERMINE THE AIM OF TEST
โข DETERMINE INDICATORS OF ACHIEVEMENT
โข DISTRIBUTE THE TEST ITEMS BASED ON COMPETENCE, MATERIAL AND
TYPES OF TESTS.
โข DEVELOP THE GRILLWORK OF TEST
โข WRITE THE TEST ITEMS BASED ON THE GRILLWORK AND RULES
โข VALIDATE THE TEST ITEMS THROUGH QUANTITATIVE WAY
โข DEVELOP TEST SCORING
โข DO TRY-OUT
โข ANALYZE THROUGH QUANTITATIVE WAY
โข IMPROVE THE TEST ITEMS
6. THE GRILLWORK OF TEST
NO STANDARD
COMPETENCE
BASIC
COMPETENCE
SMTR MATERIAL INDICATORS TYPE OF TEST NUMBR.
ITEMS
(1) (2) (3) (4) (5) (6) (7) (8)
7. GOOD INDICATORS
โขUSING APPROPRIATE OPERATIONAL VERBS
โขUSING ONE OPERATIONAL VERB FOR OBJECTIVE
TEST, AND MORE THAN ONE FOR DESCRIPTIVE
AND PERFORMANCE TESTS
โขPREPARING DISTRUCTORS FOR OBJECTIVE
TESTS
9. ADVANTAGES OF TEST ITEM ANALYSIS
โข HELPING THE TEST USERS EVALUATE THE TEST TO BE
USED
โข HELPING THE TEST USERS CONSTRUCT INFORMAL OR
LOCAL TESTS
โข ENCOURANGING TO WRITE EFFECTIVE TEST ITEMS
โข HELPING TEACHERS IMPROVE TESTS IN CLASS
โข IMPROVING TEST VALIDITY AND RELIABILITY
10. TWO WAYS OF QUALITATIVE ANALYSIS
โขMODERATOR TECHNIQUE (DISCUSSION)
โขPANEL TECHNIQUE (INDIVIDUAL WORK)
11. TWO WAYS OF QUANTITATIVE ANALYSIS OF
TEST ITEMS
โขCLASSICAL WAY
โขMODERN WAY
12. ASPECTS IN QUANTITATIVE ANALYSIS
โขDIFFICULTY LEVEL
โขDISCRIMINATING POWER
โขOPTION DISTRIBUTION
13. 1. MEASURING THE DIFFICULTY LEVEL OF TEST
ITEMS
DIFFICULTY LEVEL (DL) =
NUMBER OF STUDT WITH CORRECT RESPONSES
TOTAL NUMBER OF STUDENTS
14. MEASURING DIFFICULTY LEVEL OF DESCRIPTIVE
TEST ITEMS
โข MEAN = STUDENTSโ TOTAL SCORE ON ONE TEST ITEM
NUMBER OF STUDENTS
DIFFICULTY LEVEL = MEAN
MAXIMUM SCORE DITERMINED
16. TEST CASE FOR OBJECTIVE TEST
Find out the difficulty level of the test based on the following data
and interpret the result.
STUDENT SCORE STUDENT SCORE STUDENT SCORE
A 1 L 1 W 1
B 1 M 1 Z 1
C 0 N 1 A1 1
D 0 O 0 B1 0
E 1 P 0 C1 0
F 0 Q 0 D1 0
G 1 R 1 E1 0
H 1 S 1 F1 1
I 0 T 1 G1 1
Y 1 U 0 H1 0
17. TEST CASE FOR DESCRIPTIVE TEST
(Find out mean score and difficulty level and interpret the result)
STUDENT SCORE STUDENT SCORE STUDENT SCORE
A 1 O 3 C1 0
B 1 P 3 D1 0
C 2 Q 4 E1 1
D 3 R 4 F1 1
E 3 S 2 G1 2
F 2 T 2 H1 2
G 2 U 2 I1 3
H 4 V 1 J1 3
I 4 W 0 K1 4
J 3 X 0 L1 4
K 3 Y 1 M1 1
18. 2. DISCRIMINATING POWER OF TEST ITEMS
โข THE ABILITY OF A TEST ITEM TO DISCRIMINATE
BETWEEN ONE WHO ACHIEVES A CERTAIN
LANGUAGE COMPETENCE AND ONE WHO FAILS.
โข INDEX OF DISCRIMINATING POWER RANGING FROM
-1.00 TO +1.00
โข THE HIGHER THE INDEX THE BETTER OR STRONGER
THE ITEM.
19. MEASURING DISCRIMINATING POWER OF
MULTIPLE CHOICE TEST ITEM
DP = CU โ CL
โ 2 N
OR DP = 2 (CU โ CL)
N
DP = DISCRIMINATING POWER
CU = TOTAL CORRECT SCORES OF UPPER GROUP
CL = TOTAL CORRECT SCORES OF LOWER GROUP
N = NUMBER OF SAMPLES
20. MEASURING DISCRIMINATING POWER OF A
DESCRIPTIVE TEST ITEM
โข DP = MEAN OF UPPER GROUP โ MEAN OF LOWER GROUP
MAXIMUM SCORE
21. THE CLASSIFICATION INDEX OF
DISCRIMINATING POWER
INDEX CLASSIFICATION
0.40 โ 1.00
0.30 - 0.39
0.20 - 0.29
0.00 โ 0.19
ACCEPTED
NEEDS MINOR CHANGES
REPAIRED
OMMITTED
22. TEST CASE : FIND OUT THE VALUE OF
DISCRIMINATING POWER OF A DESCRIPTIVE TEST
โข 1. 90
โข 2. 85
โข 3. 84
โข 4. 84
โข 5. 60
โข 6. 50
โข 7. 50
โข 8. 40
โข 9. 30
โข 10. 25
23. LIST OF STUDENTSโ SCORES OF TEST ITEM 5
STUDENTS WITH
CORRECT ANSWERS
TOTAL SCORES STUDENTS WITH
WRONG ANSWERS
TOTAL SCORES
1
2
3
4
5
6
7
8
9
10
11
12
19
18
18
16
16
16
15
13
13
13
12
12
14
15
16
17
18
19
20
21
22
23
24
25
17
16
15
14
14
12
12
12
12
12
11
11
24. โข NUMBER OF CORRECT STUDENTS = 13
โข NUMBER OF WRONG STUDENTS = 17
โข TOTAL NUMBER OF STUDENTS = 30
โข AVERAGE OF CORRECT ANSWERS = 192 : 13 = 14.7692
โข AVERAGE OF WRONG ANSWERS = 200 : 17 = 11.7647
โข AVERAGE OF TOTAL SCORES = (192+200) : 30 = 13.0667
โข SD OF TOTAL SCORES = 3.0954
โข TOTAL SCORES = 392
โข ๐ซ๐ฉ๐๐ข๐ฌ =
๐ฟ๐โ ๐ฟ๐
๐บ๐ซ
๐๐
26. TEST CASE: FIND DISCRIMINATING POWER USING
CORRELATION POINT BISERIAL (rpbis)
STUDENT WITH CORRECT
ANSWER
TOTAL SCORE STUDENTS WITH
INCORRECT ANSWER
TOTAL SCORES
1
2
3
4
5
6
7
8
9
10
11
12
13
14
19
19
19
17
17
16
16
15
14
13
12
12
12
12
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
17
16
15
14
13
13
12
12
12
11
11
11
9
9
8
7
27. TEST RELIABILITY
โขTHIS IS TO KNOW THE LEVEL OF PRECISION OF
TEST SCORES
โขCONCISTENCY OF TEST SCORES
โขRELIABILITY INDEX RANGING FROM 0 TO 1
โขTHE HIGHER THE COEFFICIENCE THE HIGHER
THE RELIABILITY
32. THROUGH SPEARMAN-BROWN
NAME OF
STUDENTS
TEST ITEMS
๐บ๐ช๐ถ๐น๐ฌ
1 2 3 4
BACO
BECCE
SITTI
BORA
SAMPE
DULLA
1
1
0
0
1
1
0
1
0
0
1
1
0
0
1
0
0
1
0
0
1
0
1
1
1
2
2
0
3
4
p 0.67 0.50 0.33 0.50 12
33. NAME OF
STUDENTS
ODD
ITEMS
(1+3)
EVEN
ITEMS
(2+4)
Z SCORES FOR Z odd X Z even
ODD
ITEMS
EVEN
ITEMS
BACO
BECCE
SITTI
BORA
SAMPE
DULLA
1
1
1
0
1
2
0
1
1
0
2
2
0
0
0
-1.72
0
+1.72
-1.22
0
0
-1.22
+1.22
+1.22
0
0
0
2.10
0
2.10
P 0.67 0.50 0.33 0.50 12
36. 3. ANSWER DISTRIBUTION
โขTHIS IS TO KNOW WHETHER THE OPTIONS
WORK, IT MIGHT BE SEEN THROUGH:
โขSELECTED AT LEAST BY 5% OF TEST TAKERS
โขSELECTED BY MANY OF STUDENTS WHO HAVE
NOT UNDERSTOOD THE TOPIC.