Cognitive level analysis of science item tests on secondary school assessment

Abstract

This case study aims to obtain an overview of cognitive levels in science items tests used in the secondary school assessments in Banten Province. Cognitive level analysis was carried out on 3 types of science assessment documents (1) national examination (UN) from year 2017 and 2018; (2) national standardized school examination (USBN) used in eight districts from year 2018, and (3) summative tests taken from 8 secondary schools in each district of Banten Province. Determination of cognitive level was using Bloom taxonomy revision. In addition, data collection was conducted through questionnaires to capture information about teacher professional development on designing science items test. The questionnaire was responded by 30 science teachers from representatives of 4 districts in Banten province. Interview was conducted for 5 selected teachers to get deeper information about professional development programs. The results showed that there were no higher-level questions which made by teachers in USBN and summative test documents. The teacher’s professional development programs related to assessment and test item development were still lacked of direct practices especially for developing higher level questions. Intensive teacher professional development programs are really needed to improve teachers’ skills in developing higher level items test.