Quality of School Exam Tests Based on Item Response Theory

Tjabolo, Siti Asiah; Otaya, Lian G.

doi:10.13189/ujer.2019.071013

Cited by 7 publications

(3 citation statements)

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“…Measure value >1 is very difficult item. This result is also supported by various findings which state that the ideal difficulty level is around the range of −2 to 2 (Ayala, 2008;Herwin et al, 2019;Astuti, B., Purwanta, E., Ayriza, Y., Bhakti, C. P., Lestari, R., & Herwin, H. (2022) Otaya, 2019). Based on the analysis results, it can be seen that the items developed have various categorisations, ranging from items in the very easy, difficult and very difficult categories.…”

Section: Distribution Of the Ability Of Subjects With The Same Level ...supporting

confidence: 75%

School connectedness instrument’s testing with the Rasch model for high school students during the COVID-19 pandemic

Astuti

Purwanta

Ayriza

et al. 2022

CJES

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This study aims to produce a school connectedness instrument for high school students in Yogyakarta. This research is quantitative and descriptive. The sample in this study was 526 high school students in Yogyakarta who had implemented online learning. The sampling technique used is simple random sampling. The data collection of this research was carried out using a questionnaire technique. The data analysis in this study used quantitative analysis techniques using the Rasch model. The results showed that the instrument had good reliability with a coefficient value of 0.86 and various item separations with a value of 2.46. The analysis results show that the subject has a reliability of 0.99 in the excellent category and a person separation value of 11.03, which indicates that the subject’s character varies significantly to detect the items developed. Overall, all items are declared fit and can be used to measure school connectedness in students. Keywords: School connectedness, senior high school, students

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Section: Distribution Of the Ability Of Subjects With The Same Level ...supporting

confidence: 75%

School connectedness instrument’s testing with the Rasch model for high school students during the COVID-19 pandemic

Astuti

Purwanta

Ayriza

et al. 2022

CJES

View full text Add to dashboard Cite

show abstract

“…Measurements of values 1 to d.0 are items that can be said to be easy, while measurements of values 1 to d.1 are difficult items, and measurements with > 1 are complicated items. This is reinforced by several findings, which confirm that ideal instrument difficulty is in the range of 2 to 2 (Tjabolo & Otaya, 2019). There are items whose level of difficulty is considered not good, but overall the level of difficulty of the items meets the criteria (Angriani et al, 2018).…”

Section: Items Measure Tablementioning

confidence: 73%

The New Career Awareness Scale for Students on the Covid-19 Pandemic: The Rasch Model

2024

Pegegog

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This study aims to develop an instrument that has not been developed before: a career awareness instrument aimed at students, especially students at the junior high school level. The development of this instrument is to obtain data on the condition of student career awareness during the Covid-19 pandemic. This research uses a type of design and development research. The selection of respondents in this study used a simple random sampling method involving 745 respondents. The developed instrument emphasizes six aspects to determine student career awareness. The data collection technique was applied in the form of a questionnaire. Later, the data was analyzed using the Winstep version of the Rasch Model application, which presents several elements. The results of the Rasch model analysis show that the Chronbach Alpha value is 0.78 with item quality as indicated by the item reliability value of 1.00 (particular category), and the level of consistency of respondents' answers is 0.81 (good category). Furthermore, 30 items are suitable for developing this instrument, as seen from the results of the Outfit MNSQ scores that meet the requirements of the Rasch model.

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“…This is very important because a good evaluation is an evaluation that has justice for all parties without taking sides with one (Herwin & Phonn, 2019). In addition, the quality of the evaluation process and results can be a motivation for students to study further (Tjabolo & Otaya, 2019;Suleman et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Person fit statistics to identify irrational response patterns for multiple-choice tests in learning evaluation

2022

pegegog

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This study aims to analyze and describe the response patterns of school exam participants based on the person fit method. This research is a quantitative study with a focus on research on social science elementary school examinations as many as 15 multiple choice items and 137 participant answer sheets. Data collection techniques were carried out with documentation by collecting the participants' exam results and then being scored based on the answer key. The data analysis technique used is statistical person fit analysis with the Rasch Model. Data were analyzed using the R Program with the package latent trait model (ltm). The results showed that as many as 93 or about 67.9% of examinees detected fit or were categorized as having rational response patterns and as many as 44 examinees or around 32.1% of examinees were detected as not fit or categorized as having irrational response patterns. Based on the results of the study, it was concluded that most elementary school exam participants had a response pattern that was fit (had a rational response pattern).

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Quality of School Exam Tests Based on Item Response Theory

Cited by 7 publications

References 0 publications

School connectedness instrument’s testing with the Rasch model for high school students during the COVID-19 pandemic

School connectedness instrument’s testing with the Rasch model for high school students during the COVID-19 pandemic

The New Career Awareness Scale for Students on the Covid-19 Pandemic: The Rasch Model

Person fit statistics to identify irrational response patterns for multiple-choice tests in learning evaluation

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