Evaluation of chemical literacy assessment instruments in solution materials

Abstract

The purpose of this study was to produce information about assessment instruments quality to assess chemical literacy of high school students in solution material developed by researcher. Research method used was descriptive with quality parameters tested were empirical validity, reliability, readability, distinguishing power, difficulty level and distractors function. Research participants were 26 high school students class XI in Bandung. Chemical literacy assessment instrument that were tested consisted of 49 multiple choice items, 12 essay items and 26 attitude scale statements. Study results showed that empirical validity values of multiple choice items, essays and attitude scale respectively in range 0.11-0.87, 0.4-0.8, 0.1-0.74. Reliability values for multiple choice items, essays and attitude scales were 0.93, 0.87, and 0.94, respectively. Readability test scores for multiple choice items, essays and attitude scales were respectively 97%, 99%, 100%. The results of distinguishing power test for multiple choice and essays items were in range of 0.07-0.85 and 0.3-0.8. Difficulty level test results for multiple choice items were 16% difficult category, 61% moderate category, and 23% easy category while for essay items were 9% difficult category, 75% moderate category, and 16% easy category. Distractor function test results for multiple choice items were 37 items which the distractor was still required to be improved.

The Framework and Types of Chemical Literacy Tests: A Systematic Review

“…Many studies have been conducted to construct and implement the CL test Alwathoni, Saputro, Ashadi, & Masykuri, 2020;Arabbani, Mulyani, Mahardiani, & Ariani, 2019;C. Cigdemoglu, Arslan, & Cam, 2017;Muchtar, Nahadi, & Hernani, 2020;Wiyarsi, 2020). However, literature reviews on a specific topic of the studies are still limited.…”

Identification of Constructs and Subconstructs of Teacher Classroom Assessment Literacy Instrument

“…The importance of teacher assessment literacy has long been acknowledged and regarded as a requirement at all levels of education (Jawhar & Subahi, 2020). It is evident in related research that is ongoing until today (Edwards, 2020;Jannesar et al, 2020) covering various fields (Tajeddin et al, 2018): language (Coombe et al, 2020), mathematics (Throndsen et al, 2020), health (Hawkins et al, 2020) and chemistry (Muchtar et al, 2020), and providing a focus on assessing and understanding teacher assessment literacy (Jawhar & Subahi, 2020): teacher training and preparation levels (DeLuca et al, 2016;Mertler, 2003;Pastore & Andrade, 2019;Plake et al, 1993), classroom assessment (Chappius et al, 2012;DeLuca et al, 2015;Jawhar & Subahi, 2020;Y. Xu & Brown, 2016;Yamtim & Wongwanich, 2014), and the context of the latest assessment policy (Gotch & French, 2014).…”

Assessment on Digitalization of Basic Physics Courses: Need Analysis on the Use of Digital-based Assessment

“…Assessment is a daily work in the classroom that a teacher or lecturer must carry out and is used at any time to guide the teaching-learning process, a process that must be carried out continuously and personally, encourage teachers to demonstrate the intra-class learning gained by their students to improve students quality of education in the institution (Menendez et al, 2019). Likewise, in science learning, further assessment is needed by lecturers or teachers to measure students' thinking skills, both in authentic assessment and in developing test items (Rustaman, 2017;Kariri et al, 2018;Muchtar et al, 2019). Non-formal learning also requires assessment in the learning process.…”