The document provides guidance on developing test items and constructing grids (blueprints) for exams. It discusses the definition and purpose of grids, as well as requirements for good grids such as representing curriculum content appropriately. Guidelines are provided for writing multiple choice, description, and practice test questions according to best practices. The document also outlines cognitive domains and thinking skills that can be measured, and describes the steps for preparing high-quality question tests.

1. DEVELOP OF GRATING
By:
Sumarti
Lecture : Dr.Ir. Vina Serevina
Magister of Physics Education
State University of Jakarta
2016

2. DEFINITION OF GRATING
The grille is a description of the scope and
content of the material to be tested.
The purpose of the grid is to determine the
scope and pressure tests approprieately, so it
can be a guide in writing question test. The
implementation can be in the shape of
format or matrix.

3. 1.Represents the content of the curriculum
which will be tested
2. The components are detailed, clear, and easy
to understand
3. Problems can be created according to
Indicators and specified forms
THE REQUIREMENTS OF A
GOOD GRID

4. TYPE OF CONDUCT WHICH CAN BE MEASURED
Developed cognitive domains developed by
Benjamin S. Bloom is:
1. Memory such as: mentioning, specifing, indicating,
recalling, defining;
2. Understanding such as: differentiating, altering, giving
examples, estimatesing conclusions;
3. Implementation of them such as: using, appling;
4. Analysis such as: comparing, classifing, categorizing,
analyzing
5. Synthesis such as: connecting, developing, organizing,
arranging;
6. Evaluation such as: interpreting, assessing, deciding.

5. 1.Intellectual abilities: discrimination,
identification / real concept, classification,
demonstration, generalization
something;
2.Cognitive strategies: producing a solution;
3. Verbal information: state something orally;
4. Motorist skills implementing something;
5. Attitude: the ability to choose something.
The types of behavior
developed by Robert M. Gagne

6. THINKING SKILLS DEVELOPED BY LINN AND
GRONLUND
a. Comparing
What are the similarities and differences
between ... and ...
Compare the following two ways about
....
b. Causality
What are the main causes ...
What is the result ...
c. Giving reasons (justifying)
Which of the following options will you
choose, why?
Explain why you agree / disagree with
the statements about ....

7. LANJUTAN
d. summarizing
Write down important statements which included in ...
Summarize the exact contents of ...
e. Drawing conclution
Arrange some of the conclusions derived from the data
....
Write a statement explaining the following events ....
f. Arguing (inferring)
Based on ... what would happen if
What is the reaction of A to ...
g. grouping
Group the following by ....
Does it have the following ...

8. LANJUTAN
h. Creating
Write down a number of ways according to your idea about ....
Complete the story ... about what would happen if ....
i. Applying
Complete the following by using the rules ....
Write ... by using the guidelines ....
j. analysis
Which one is the false writing in the paragraph ....
Make a list and give a brief reason on the main characteristics ....
k. synthesis
Write down a plan for the proof ...
Write a report ...
l. Evaluation
Do the pros and cons ....
Based on the criteria ..., write down the evaluations about ...

9. Determination and question distribution
No Kompetensi
Dasar
Materi
Number of
written test
question
Number
of
practice
test
question
PG Uraian
1 1.1 ............ ........... 6 -- --
2 1.2 ............ ........... 3 1 --
3 1.3 ............ ........... 4 -- 1
4 2.1 ............ ........... 5 1 --
5 2.2 ............ ........... 8 1 --
6 3.1 ............ ........... 6 -- 1
7 3.2 ........... ........... -- 2 --

10. FORMAT KISI-KISI PENULISAN SOAL
No. KI KD
RANAH
C1,C2,C3,C4,C5,C6
Materi
pokok
Indikator
soal
Butir
soal
Jumlah
Butir
Sekolah : ……………………… Jumlah soal…………………
Mata pelajaran : ……………………… Bentuk soal/tes :.......
Kurikulum : ……………………… Penyusun : 1. …
Alokasi waktu : ………………………
Kelas/Semester : ................ 2. …

11. A GRID GOOD MUST MEET SOME
REQUIREMENTS
1. The grid should be able to represent the
content of the syllabus / curriculum or
materials that have been taught
appropriately and proportionatly.
2. Its components are clearly and easily
descript.
3. The material can be made because any
inquiries. Questions can be made based on
the materials inquirements

12. Writing complete indicator
A = audience (learners),
B = behavior (behavior that should be
displayed),
C = condition (condition given),
D = degree (the expected level).

13. Indicator Problem Formulation
1. Using the appropriate operational
works (specific behavior)
2. Using one operational verb objective
questions, and one or more operational
verbs operational for description
questions / works tests,
3. You could create problems or distraction
(for multiple choice questions).

14. The Steps of Preparing of Question Tests
1. Define the est objectives,
2. Determine the competence that will be
tested,
3. Determine the material tested,
specify deployment items based on
competence, materials and shapes
4. Assessment (written test: multiple
choice, descriptions, and practice test),
5. Make up the lattice,
6. Write the question grid
7. Make a validation items or examine
them qualitative,
8. Assemble the question matter into the
test device, develop guidelines of
evaluation
9. test items,
10. Quantitative analysis of items from
analyze the question quantita tively from
the empiric results of the test
11.the empirical data test results, and
12. repair problems based on the analysis
results.

15. Advantages and disadvantages of multiple choice
Superiority about the form of multiple choice of
which is able to measure the ability / behavior
objectively, whereas on about the description of
which is able to measure the ability to organize
thoughts and express the answer in the words or
phrases alone
Weaknesses include multiple choice questions are
difficult to compile , while about the description of
which is difficult to prepare guidelines

16. Writing Problem Description Form
objective description
non-objective description
a problem or a question that demands a set
of answers with the understanding /
specific concept, so it can be done
objectively
a matter which requires a set of answers to
the notion / concept in the opinion of each
learner, so difficult to do objectively

17. Rule-writing descriptions
2. Construction
a. Using question words / commands that demanded answers
unravel.
b. There are clear instructions on how to do the problems.
c. Any questions should be no guidelines
d. Tables, pictures, graphs, maps, or the like is presented with clear,
legible, and function.
1. Material
and. Problem must be in accordance with the indicator.
b. Each question should be given the limits expected answer.
c. The material in question must be in accordance with the purpose
d. The material in question must be in accordance with the level of
the type of school or classroom level.

18. LANJUTAN
3. Language
a. The formulation of the sentence about to be
communicative.
b. Indonesian language is good and true (default).
c. Do not give rise to a double interpretation.
d. Do not use the language of the applicable local
e. Does not contain the word / phrase that offend
learners.

19. Writing conventions MCQs
1.Material
Quetion must be in accordance with the indicator. This means that
questions should be asked and the behavior of the material to be
measured in accordance with the formulation of the indicators in
the lattice.
2. Construction
The subject matter must be formulated clearly and
unambiguously. Any items containing only one issue / idea
b. The formulation of the subject matter and response options
should be a statement that needed it.
c. The subject matter do not give clues to the correct answer.
d. The subject matter should not contain statements that a double
negative.

20. e.Choise of Answer should be homogen and logic to seen from
subjects
f. Long of answer relative of same.
g. Choise of answer don’t to include of expression “all of answer is
wrong” or “all of answer is right”
h. Choise of answer is numeric or date should be to the composition
from big or small of numeric or cronologist.
i. Figure, graph, table, expression, and another in the question must
be clear and can be fungtion.
j. The questions not to using expression or word not certain. Like a:
the other way, generaly, seldom.
k. Grain of question don’t hanging from answer of question
previously.
LANJUTAN

21. 3. Language/culture
a. Every question must be used language that appropriate with
indonesian language.
b. Use communicatif language, so student easy to undeerstand.
c. Choise of answer not to repeat or not phrase.
LANJUTAN