Examining the Quality of English Test Items Using Psychometric and Linguistic Characteristics Among Grade Six Pupils

Shanmugam, S. Kanageswari Suppiah; Wong, Vincent; Rajoo, Murugan

doi:10.32890/mjli2020.17.2.3

Cited by 5 publications

(5 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The items mentioned were item 1, 3, 4, 5, 8, 9, 14, 15, 16, 17, 18, 19, 21, 26, 29, 32, 34, 35, 36, 37, 38, 42, 43, 44, 45, 46 , and 49. The reasonably good items were item 2,6,11,13,20,22,27,28,30,31,39,40,47, and 50, with the value D 0.30-0.39. The details are shown in Table 6.…”

Section: Results and Disucssion 31 Item Analysismentioning

confidence: 99%

“…However, up to this point many Malaysian educators are still applying the CTT in doing analysis on test items [6]. CTT is still widely used since it is a more economical and practical method of developing quality test items [22]. After several considerations, the researchers are motivated to analyse the achievement test by considering both CTT and Rasch model of IRT.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Analyzing the science achievement test: Perspective of classical test theory and Rasch analysis

Haw¹,

Sharif

Han

2022

IJERE

View full text Add to dashboard Cite

Assessment in teaching and learning allows both instructor and students to evaluate the achievement, performance and improve upon it. The achievement test appears as one of the most commonly used assessment tools to determine students' gains in the cognitive domain. The study analysed science achievement test (SAT), a multiple-choice test for grade 10 senior secondary school students. The 50 SAT items were developed in compliance with the Malaysian science curriculum specification. The face and content validity of SAT were validated by experts in the science field. The SAT was administered with 50 students in a pilot study. The collected data was analysed using item analysis based on classical test theory (CTT) and Rasch analysis. In terms of difficulty index (p), item analysis showed that there were five difficult items, 33 moderately difficult items, and 12 easy items. Findings also reported eight items presented as poor items due to the poor discriminating power. The SAT showed a good coefficient of 0.862 for Kuder-Richardson 20 (KR-20) and 0.851 for the split half method. While the Rasch analysis showed a reliable and good separation for both item and person. Besides, the Rasch analysis displayed that there are two items should be refreshed or removed. The study revealed that the SAT was a solid, valid, and reliable tool, which is suitable to be used to measure the student’s achievement in science.

show abstract

Section: Results and Disucssion 31 Item Analysismentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Analyzing the science achievement test: Perspective of classical test theory and Rasch analysis

Haw¹,

Sharif

Han

2022

IJERE

View full text Add to dashboard Cite

show abstract

“…A TCT é uma abordagem psicométrica. utilizada para avaliar a qualidade de um teste (Shanmugam;Wong;Rajoo, 2020). Essa abordagem de análise de itens preocupa-se com a estimativa e o controle do teste (Dirlik, 2019).…”

Section: Descobertasunclassified

Grau de dificuldade de itens em um teste para 9º ano do ensino fundamental

Delmiro,

Menezes,

Borges Neto

2024

View full text Add to dashboard Cite

O Sistema de Avaliação da Educação de Canindé (SAEC) é uma avaliação que possibilita aos professores e gestores escolares o acesso mais rápido e detalhado de cada turma avaliada. Assim, o objetivo deste estudo é analisar uma característica psicométrica do instrumento SAEC, especialmente no que diz respeito ao grau de dificuldade dos itens abordados no teste de matemática nas turmas de 9.º ano do ensino fundamental, por meio da Teoria Clássica dos Testes (TCT). Este estudo é de natureza quantitativa, com objetivos de pesquisa descritiva e exploratória. Os resultados apontam que dos dez itens avaliados no SAEC, cinco apresentam índice de dificuldade difícil, três; dificuldade moderada; e dois, fáceis, conforme análises estatísticas. A hipótese era de que, para as turmas do 9.º ano no componente de matemática, o SAEC era considerado fácil, e após a análise, verificou-se que esta hipótese não é válida em sua totalidade. Palavras-chave: SAEC. Teoria Clássica dos Testes. Psicometria Clássica. Grau de dificuldade de itens.

show abstract

“…Item difficulty is determined to establish how hard or easy the performance items are (Senocak et al, 2013). For subjective questions, item difficulty was measured using the following formula (Shanmugam et al, 2020):…”

Section: Table 1 a Priori Power Analysismentioning

confidence: 99%

The Effect of Reflection Through Educational Blogging on Students’ Learning Performance

Khadijah Mohamad,

Tasir,

JALILAH BINTI YUSOF

2023

JITE:Research

View full text Add to dashboard Cite

Aim/Purpose: Despite the growing interest in reflection, there is an issue regarding how to fortify the linkages between a learning experience and the reflection activity that follows it, as experience on its own is not the key to learning. In addition, studies have also shown that students are not able to transfer the newly acquired knowledge through experience into a new situation. Besides that, it is revealed that students have a generally poor learning performance in computer-supported courses. This can be attributed to the difficulty in comprehending lessons. These problems then bring to the fore the question of what specific elements are needed to turn experience into learning and enable educators to enhance students’ learning performance through reflection activities. Therefore, this study was undertaken to design the reflection environment through educational blogging and examine its effect on students’ learning performance in a computer-supported course; that is, an Authoring System course. Background: Incorporating reflection as an integral part of the curriculum and learning process can be challenging. It involves dedicating time and effort to foster a reflective culture. Therefore, a reflective blogging environment needs to be designed by incorporating structured and interactive reflective thinking activities. This learning environment should also be able to integrate theoretical and practical aspects while encouraging active engagement in social collaborative learning to build knowledge and comprehension in learning computer-supported courses. Furthermore, leveraging blogging technology by embedding it with effective pedagogy is also necessary to nurture students, and is critical in knowledge acquisition. Methodology: A one-group pre-test post-test type of research design was adopted, using quantitative data of students’ learning performance. A purposive sampling technique was employed to select a sample of 18 postgraduate students enrolled in the Authoring System course in the Faculty of Education. The reflection through the educational blogging environment was designed according to the ICCEE (Identify, Choose, Create, Engage, and Evaluate) instructional design model. The learning performance test was analysed using inferential statistics, specifically, the Wilcoxon ranked test, effect size, and power analysis. Contribution: This study highlights that reflection through blogging remains relevant for learning among postgraduate students when its pedagogical design is carefully planned to align with learning and teaching goals. Leveraging the advantages of blogs as student-centred learning environments can encourage discussion and debate-like activities, which, in turn, positively affects students’ overall learning performance. The design of the reflective learning environment also gives us an understanding of how the reflection approach can be better conducted to improve students’ learning performance. Findings: The reflection through the educational blogging environment was successfully designed based on the five in-depth steps of the ICCEE instructional design model. The learning performance indicates that there was a statistically significant difference between the pre-test and post-test scores. Thus, it can be concluded that reflection through blogging, which acted as an intervention, had a significant influence on students’ performance in learning in the Authoring System course. Recommendations for Practitioners: Given the technical nature of this study, instructors, especially those teaching online, must exhibit greater creativity in bridging the gap between theory and real-world applications to enhance students’ cognitive engagement with the learning materials. As technical learning is frequently associated with poorer cognitive learning outcomes, it is crucial for instructors to bridge the gap between theory and practical applications to achieve better results. Recommendation for Researchers: Researchers can ensure that students perceive learning and teaching as constructivist activities by leveraging the advantages of blogs as student-centred learning environments and minimising the presence of instructionalist activities. This approach encourages discussion and debate-like activities, which, in turn, positively enhances students’ overall learning performance. Impact on Society: This study highlights that educational blogging remains significant for postgraduate students when its pedagogical design is carefully planned to align with learning and teaching goals. Future Research: Future work is necessary to validate the findings, particularly concerning different computer-supported courses, with larger and more diverse samples. Additionally, the learning performance pathways can be analysed via data mining using qualitative data to provide valuable insights into patterns related to the types of feedback that foster the growth of specific levels of reflective thinking skills. Linking students’ performance with other probable learning processes/outcomes, such as learning styles, interaction posts, demographic details, and response time, can provide a better understanding of the computer-supported competencies among students from a summative approach.

show abstract

Examining the Quality of English Test Items Using Psychometric and Linguistic Characteristics Among Grade Six Pupils

Cited by 5 publications

References 13 publications

Analyzing the science achievement test: Perspective of classical test theory and Rasch analysis

Analyzing the science achievement test: Perspective of classical test theory and Rasch analysis

Grau de dificuldade de itens em um teste para 9º ano do ensino fundamental

The Effect of Reflection Through Educational Blogging on Students’ Learning Performance

Contact Info

Product

Resources

About