An analysis of multiple choice questions (MCQs): Item and test statistics from mathematics assessments in senior high school

Kusumawati, Mutiara; Hadi, Samsul

doi:10.21831/reid.v4i1.20202

Cited by 18 publications

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“…that through testing the validity, reliability, level of difficulty, discrimination power, and distractor effectiveness. Likewise with research conducted by(Kusumawati & Hadi, 2018);(ASD Sari,…”

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confidence: 87%

Analysis of English Matriculation Objective Test at Dhyana Pura University in the Year of 2019

Wardhana¹,

Sentosa²,

Dewi³

2021

JEES

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The study was conducted to analyze the quality of the 2019 English Matriculation objective test for which the quality was not known. This research is quantitative descriptive. This test was followed by 768 students. The research determined by a simple random sampling technique. The percentage of leeway for accuracy is 10% so that the number of samples specified is 90 respondents. The data collection technique in this research is documentation. The analysis technique in this study was carried out by testing the validity, reliability, level of difficulty, distinguishing power, and deceitful effectiveness so that it can be used to describe the quality of the English Matriculation test. The research results obtained in this matter were good, there were only 1 item (2%), 22 items needed to be repaired (44%), and 27 items (54%) were eliminated / removed. The preparation of the English Matriculation test was conducted through a focus group discussion. Evaluation of English matriculation questions should be carried out periodically in order to provide an overview of the quality of the questions. The items that have failed should not be used anymore, and the revised questions should be corrected by looking at the indicators of the cause of the failure. Increasing competency in writing questions can be done by participating in item analysis training or through tutorials on electronic media.Keywords: objective test; test analysis; test quality

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confidence: 87%

Analysis of English Matriculation Objective Test at Dhyana Pura University in the Year of 2019

Wardhana¹,

Sentosa²,

Dewi³

2021

JEES

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“…The discriminatory index ranges from 0.00 to 1.00 (Supriadi et al, 2019). The higher the discriminant index of an item, the better it is at distinguishing between intelligent and less intelligent students (Kusumawati & Hadi, 2018). Based on the analysis of discriminating power using the Anates program, the research results were obtained, as presented in Table 3.…”

Section: Discriminating Powermentioning

confidence: 99%

Analysis of mathematics test items quality for high school

Manfaat¹,

Nurazizah²,

Misri³

2021

Jurnal Penelitian dan Evaluasi Pendidikan

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This study aims to determine the quality of the mathematics test items at high school in terms of validity, reliability, differentiation, difficulty level, and distractor effectiveness. This study is an evaluation type of research with a quantitative approach. The subjects in this study were 44 class XII students of SMKN 3 Kuningan and 39 class XII students of SMAN 1 Jalaksana. The results show that the majority (96.67%) of the items are declared valid in content by the experts. The test has very high reliability (0.90). The items have the ideal difficulty level. Most of the questions (70%) have medium difficulty, a few questions (6.67%) are very easy, and a few questions (20%) are difficult, and (3.3%) are very difficult. Most of the items (83.33%) have good discriminating power, and only a few questions (16.67%) have poor discriminating power. Most (90%) of the questions have a well-functioning answer choice, and only a few questions (10%) have the answer choice not functioning properly. Overall, this study can be concluded that the Mathematics Test Questions at SMKN 3 Kuningan are of good quality.

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“…Similarly, the MCQ test is also known as the objective test, and it is defined as a structured test that asks the participants to fill in one or two words or choose the correct answer from several options. An objective test consists of the problem/test item and a list of alternative solutions [16].…”

Section: Multiple-choicementioning

confidence: 99%

Students’ Satisfaction towards E-Assessment for Academic Achievement in ESL at Public Schools and Colleges

Asad

Soomro

Shamsy

et al. 2021

Education Research International

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The core aim of this research study is to assess, analyze, and evaluate students’ perception of traditional and electronic assessment, which may affect their academic performance. This research study focuses on students’ perceptions about English as a second language in the context of formal assessment and electronic assessment, which is taken as a problem of this study, i.e., students’ perception of traditional and electronic assessment. This study uses a quantitative research approach, and the data have been obtained through a survey questionnaire from 100 students of SSC and HSC Part- I and II. The research results served descriptively and analytically regarding the two significant types of assessment applied in their classrooms; one is the traditional assessment, which is further subdivided into multiple-choice questions (including fill in the blanks and true and false statements), constructed response questions, and extended response questions. At the same time, the second form of assessment is the electronic assessment which is a computer-based assisted assessment. Electronic assessment is the modern technology that includes all forms of assessments, including collaborative approach-based assessment, interactive assessment, portfolios, and group projects. The result of this study reflects exciting findings. The results for the closed-ended questions (survey questionnaire) bend towards the null hypothesis (Ho), which states that there is no significant difference among students of GSL towards traditional and electronic assessment. However, the results of the two open-ended questions bend towards the alternative hypothesis (Hα), which states that there is a significant difference for the level of difference among students of GSL towards traditional and electronic assessment. Most importantly, teachers are obligated to select an assessment tool with careful consideration to ensure the appropriateness of each assessment tool for the learning objectives. Based on the research findings, some valuable recommendations for the policymakers, curriculum developers, students, and teachers are finally presented.

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An analysis of multiple choice questions (MCQs): Item and test statistics from mathematics assessments in senior high school

Cited by 18 publications

References 0 publications

Analysis of English Matriculation Objective Test at Dhyana Pura University in the Year of 2019

Analysis of English Matriculation Objective Test at Dhyana Pura University in the Year of 2019

Analysis of mathematics test items quality for high school

Students’ Satisfaction towards E-Assessment for Academic Achievement in ESL at Public Schools and Colleges

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