This document discusses the steps in planning an achievement test: 1. Identify the purpose and specifications of the test, including content areas and weightings. 2. Select test contents by considering item format, clarity, and coverage of objectives. 3. Determine the form of the test, such as written, oral, individual or group. 4. Write test items using formats like multiple choice, true/false, matching, and completion. Ensure items accurately measure objectives.

1. TEST
Members of group :
1. Muthia Maulida (10420013)
2. Winarni (10420040)
3. Fitria Fauzia Nur Chasanah (10420049)
4. Siti Mukaromah (10420086)
5. Devi Ayu Puspita Rini (10420303)

2. Achievement test attempt to measure what
an individual has learned-his or her present
level of performance.
Achievement Test

3. 1. Identify the puspose of the test
2. Identify the best specification
3. Select the contents of the test
4. Consider the form of the test
5. Write the test item
6. Consider the layout of the test
7. Consider the timing of the test
8. Plan the scoring of the test
In planning a test, the researcher can proceed the
following :

4. 1.To diagnose a student’s strength, weakness
and difficulties
2.To measure achievement
3.To measure aptitude and potential
4.To identify readiness for a program
1. Identify the Purpose of the Test

5. 2. IDENTIFY THE TEST SPECIFICATION
The test specification includes :
1. which program objectives and student learning
outcomes will be addressed.
2. which content areas will be addressed.
3. the relative weightings, balance and coverage of
items.
4. the total number of items in the test.
5. the number of questions required to address a
particular element of a program or learning
outcome
6. the exact item in the test.

6. 3. SELECT THE CONTENTS OF THE TEST
Gronlund and Linn (1990), suggest that an item analysis
will need to consider :
1. The suitability of the format of each item for the
(learning) objective (appropriateness)
2. The ability of each item to enable students to
demonstrate their performance of the (learning)
objective (relevance)
3. Clarity of the task for each item
4. The straight forwardness of the task
5. The independence of each item (i.e. where the
influence of other items of the testis minimal and
where successful completion of one another)
6. The adequacy of coverage of each (learning) objective
by the items of the test.

7. 4. CONSIDER THE FORM OF THE TEST
The researcher will need to consider whether the
test will be undertaken individually, or in a group,
and what form it will take.
Oral test, for example, can be conducted if the
researcher feels that reading and writing will
obstruct the true purpose of the test.

8. 5. Write the Test Items
KINDS OF TEST:
1. MULTIPLE CHOICE
2. TRUE-FALSE ITEMS
3. MATCHING
4. CLOZE TEST/ COMPLETION TEST
5. SPOKEN TEST

9. A. Constructing Multiple Choice
Items
1. Design each item to measure a specific objective
• Example of Multiple choice item, revised:
Voice: Where did George go after the party last night?
S reads: a. Yes, he did
b. Because he was tired
c. To Elaine’s place for another party
d. Around eleven o’clock

10. • Example of Indirect question:
Excuse me, do you know…..?
a. where is the post office
b. where the post office is
c. where post office is

11. 2. State both stem and options as simply and
directly as possible.
We are sometimes tempted to make multiple
choice items too wordy. A good rule is to get
directly to the point. Here is an example of
Multiple choice cloze item, flawed:
• My eyesight has really been deteriorating lately. I
wonder if I need glasses. I think I’d better go to
the…..to have my eyes checked.
a. pediatrician
b. dermatologist
c. Optometrist

12. • Multiple choice, flawed:
We went to visit the temples,…..fascinating.
a. which were beautiful
b. which were especially
c. which were holy

13. 3. Make certain that intended answer is clearly the only
correct one.
Multiple choice item, flawed:
Voice: Where did George go after the party last night?
S reads: a. Yes, he did
b. Because he was tired
c. To Elaine’s place for another party
d. He went home around eleven
o’clock

14. 4. Use item indices to accept, discard,
or revise items
1. Item facility (level of difficulty)
2. Item discrimination (discriminating
power)
3. Distractor efficiency

15. Item facility (IF)
• Is the extent to which an item is easy
or difficult for the proposed group
of test-takers.
• IF shows how easy or difficult the
particular item that’s proved in the
test.

16. FORMULA
• P = B
Js
P: level of difficulty
B: the number of the students answering the
item correctly
Js: the number of all of the students taking the
test

17. The classification of the level of
difficulty:
1. P: I.00 – 0.70 = EASY
2. P: 0.70 – 0.30 = ENOUGH
3. P: 0.30 – 0. 00 = DIFFICULT

18. EXAMPLE

19. Item Discrimination
• Item discrimination is the extent to
which an item differentiates between
high- and low-ability test-takers.
• It measures how well the test items
are arranged to identify the
differences in the students
competence.

20. Formula
• D = BA BB
JA JB
D : Discriminating power
BA : the number of good students who can
answer correctly
JA : the number of all of the good students
BB : the number of low students who can
answer correctly
JB : the number of all of the low students

21. The classification of discriminating power
1. D : 0.00 – 0. 20 = POOR
2. D : 0.20 – 0.40 = SATISFIED/ENOUGH
3. D : 0.40 – 0.70 = GOOD
4. D : 0.70 – 1.00 = EXCELLENT

22. EXAMPLE

23. DISTRACTOR EFFICIENCY
• Distractor efficiency is one more important
measure of multiple choice item’s value in a
test
• The efficiency of distractors is the extent to
which
a. The distractors “lure” a sufficient number of
test-takers especially lower-ability ones
b. Those responses are somewhat evenly
distributed across al distractors.

24. Example
1. The breaks need…
A. to be adjust d. adjusting
B. To adjustment e. adjusted
C. To adjust
A B C D E
High-ability Ss (12) 0 0 0 9 3
Low-ability Ss (12) 3 0 5 4 0

25. B. TRUE-FALSE ITEMS
The true-false item typically present a declarative
statement that the students must mark as either
true or false. Instructors generally use true-false
items to measure the recall of factual knowledge
such as name, events, dates, definitions, etc. But
this format has the potential to measure higher
levels of cognitive ability, such as comprehension of
significant ideas and their application in solving
problems.

26. EXAMPLE
• T F. Jupiter is the largest planet in the solar
system.
• T F. If Triangle ABC is isosceles and angle A
measures 100 degrees, then angle B is 100
degrees.

27. Strengths of True -False Items
1. They are relatively easy to write and can be
answered quickly by students. Students can
answer 50 true- false items in the time. It takes to
answer 30 multiple-choice items.
2. They provide the widest sampling of content per
unit of time.

28. Limitations of True -False Items
1. The problem of guessing is the major weakness.
Students have a fifty-percent chance of correctly
answering an item without any knowledge of the
content.
2. Items are often ambiguous because of the
difficulty of writing statements that are
unequivocally true or false.

29. Variations of the T-F Format
1. Changing false statements to make them true:
The student indicates whether the statement is
true or false; if false, he/she must change an
underlined word to make the statement true.
T F electrons . Subatomic particles of negatively
charged electricity are called protons.
T F _______ . The green coloring matter in plants
is called chlorophyll.

30. Variations of the T-F Format
2. Items measuring ability to recognize cause-and-
effect:
The item has two parts, both of which are true; the
student must decide if the second part explains
why the first part is true.
Yes No. Leaves are essential because they shade
the tree trunk.
Yes No. Iron rusts because oxidation occurs.

31. A matching exercise typically consists of a list
of questions or problems to be answered along
with a list of responses. The examinee is
required to make an association between each
question and a response.
c. MATCHING

32. EXAMPLE
I II
1. a substance of low solubility A. distillation
2. two liquids that do not dissolve in each other B. miscible
3. a substance that does the dissolving C. immiscible
4. a method of purifying a substance D. precipitate
5. the substance being dissolved E. soluble
F. solute
G. solvent

33. D.COMPLETION ITEMS/ CLOZE TEST
The completion format requires the student to
answer a question or to finish an incomplete
statement by filling in a blank with the correct word
or phrase. The advantages of completion items are:
(1) they provide a wide sampling of content.
(2) they minimize guessing compared with multiple-
choice and true-false.

34. COMPLETION ITEMS/ CLOZE TEST
The limitations are :
1. rarely can be written to measure more than simple
recall of information
2. more time-consuming to score than other
objective types
3. are difficult to write so there is only one correct
answer and no irrelevant clues.

35. E. Spoken Test
o Spoken Test is a test which tests the way you speak.
o Whether:
- Your pronunciation
- Your tone
- Hem and haw (hesitation)
- Fluency
- Vocabulary (wide range or narrow)
- Creative thinking
- Comprehensibility, etc.
o Generally it tests anything related to speaking

36. 6. Consider The Layout
• The Clarity of the Instruction:
 what to do
 how long to take
 how many items to attempt
 what kind of response is required
 how and where to enter the response

37. Example:
The test consists of 25 questions. Read
the questions carefully and choose the
correct answer by crossing (x) a, b, c, or d!
50 minutes are given to complete this
test.

38. • The Location and Sequence of Items
The progression from the easy to the more
difficult items of the test
• The Visual Layout of the Page
Minimize the unnecessary visual material or
words

39. 7. Consider the Timing of the Test
• The timing refers to two areas:
1. When the test will take place
2. The time allowances to be given to the test and
its component items

40. 8. Plan the Scoring of the Test
• Figure out the objectives and determining the
weight of each item.
It is important to ensure that easier parts of the
test attract few marks than more difficult parts of
it.