Test Item Construction and Validation: Developing a Statewide Assessment for Agricultural Science Education

Rivera, Jennifer E.

doi:10.5328/cter36.2.69

Cited by 7 publications

(12 citation statements)

References 93 publications

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“…The stages of diagnostic tests development were adapted from Alderson(2005), Ceniza and Cereno (2012) and Rivera (2007) resulting in several stages comprising (1) Planning the test (2) Constructing the test items (3) Initial validation of the test (4) Pilot testing (5) Trial testing (6) Item analysis(7) Determining the cut-off score and (8) Assembling of final test. The following describes each of the stages.…”

Section: The Test Development Processmentioning

confidence: 99%

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Development and Validation of Diagnostic Economics Test for Secondary Schools

Eleje

Esomonu

Agu

et al. 2016

WJE

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A diagnostic test in economics to aid the teachers determine student's specific weak content areas was developed and validated. Five research questions guided the study. Preliminary validation was done by two experienced teachers in the content area of secondary economics and two experts in test construction. The pilot testing was conducted for grammatical checking and compatibility bench marking while the test was try-out tested for item analysis. The overall number of test items was 83. The test difficulty indices ranged from 0.24 to 0.79 and discrimination indices were within 0.22 to 0.65. The content validity index for the 83 items was 0.76 and the Kappa statistic reliability value of the test was 0.83. The test was found to be of good quality, valid and highly reliable. The test is therefore recommended for identifying specific mastered and least learned content areas in economics in Nigeria, South Africa and other countries with emerging economies.

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Section: The Test Development Processmentioning

confidence: 99%

“…Seventy percent (70%) each of 34 items of theory of demand, 25 items of theory of cost/revenue and 24 items of market structure gave 24,17 and17 items respectively. Classification of students as masters or non-masters of the DET was necessary for the estimation of DET reliability (Onunkwo, 2002;Rivera, 2007).…”

Section: H Nmentioning

confidence: 99%

Development and Validation of Diagnostic Economics Test for Secondary Schools

Eleje

Esomonu

Agu

et al. 2016

WJE

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“…Writing the test item does not produce an item ready to be tested until it is validated (Rivera, 2007). Messick (1989) as cited by Rivera (2007) emphasized the importance of item reviews, strengthening validity and Hambleton (1994) provided a summary of methods used to review and validate items.…”

Section: Item Validationmentioning

confidence: 99%

“…Messick (1989) as cited by Rivera (2007) emphasized the importance of item reviews, strengthening validity and Hambleton (1994) provided a summary of methods used to review and validate items. There have been multiple techniques established for reviewing item-objective congruence based on large-scale assessments to small classroom assessments, such as the use of empirical techniques similar to norm-referenced testing, expert judgment used to calculate the index of item objective congruence, a rating of item-objective match on a 5-point scale conducted by experts, and the use of a matching task (Hambleton, 1984).…”

Section: Item Validationmentioning

confidence: 99%

“…Common statistics are used to describe classical test theory parameters including p-values, item discrimination, point-biserial correlation coefficient, alpha coefficient, and variance (Rivera, 2007). Classical Test Theory statistics can also be used to determine values of reliability through the use of internal consistency methods such as split halves (Rulon, 1939;Guttman, 1945;Cronbach, 1951) (Kuder & Richardson, 1937), along with Cronbach's alpha (Cronbach, 1951), and Hoyt's method (Hoyt, 1941) are other methods used to circumscribe problems inherent in split half techniques Rivera (2007).…”

Section: Analyzing Item Responsesmentioning

confidence: 99%

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Validity, Reliability and Item Analysis of AMAIUB Admission Test

Calucag¹,

Tabalan²

2016

International Advanced Research Journal in Science, Engineering

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Abstract:The main objective of the study was to determine the validity, reliability and item analysis of the AMAIUB Admission test. A multiple-choice test of 150 items was finalized after pilot study. The test was administered to a sample of incoming college freshmen. Separate sheets were provided to students included in the sample. Several work sheets were prepared to perform item analysis. Classical test theory method was used in the analyses of the data. Item analysis, difficulty index, and discriminatory index were calculated. The reliability coefficient was 0.86 and 0.82 for English and Mathematics tests, respectively indicating high reliability of the whole instrument.

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Developing a Scratch-based coding achievement test

Demir

Seferoğlu

2019

ILS

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Purpose The lack of a reliable and valid measurement tool for coding achievement emerges as a major problem in Turkey. Therefore, the purpose of this study is to develop a Scratch-based coding achievement test. Design/methodology/approach Initially, an item pool with 31 items was created. The item pool was classified within the framework of Bayman and Mayer’s (1988) types of coding knowledge to support content validity of the test. Then the item pool was applied to 186 volunteer undergraduates at Hacettepe University during the spring semester of the 2017-2018 academic year. Subsequently, the item analysis was conducted for construct validity of the test. Findings In all, 13 items were discarded from the test, leaving a total of 18 items. Out of the 18-item version of the coding achievement test, 4, 5 and 9 items measured syntactic, conceptual and strategic knowledge, respectively, among the types of coding knowledge. Furthermore, average item discrimination index (0.531), average item difficulty index (0.541) and Cronbach Alpha reliability coefficient (0.801) of the test were calculated. Practical implications Scratch users, especially those who are taking introductory courses at Turkish universities, could benefit from a reliable and valid coding achievement test developed in this study. Originality/value This paper has theoretical and practical value, as it provides detailed developmental stages of a reliable and valid Scratch-based coding achievement test.

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Test Item Construction and Validation: Developing a Statewide Assessment for Agricultural Science Education

Cited by 7 publications

References 93 publications

Development and Validation of Diagnostic Economics Test for Secondary Schools

Development and Validation of Diagnostic Economics Test for Secondary Schools

Validity, Reliability and Item Analysis of AMAIUB Admission Test

Developing a Scratch-based coding achievement test

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