The Development of Practical Item Analysis Program for Indonesian Teachers

Muhson, Ali; Lestari, Barkah; Supriyanto, Supriyanto; Baroroh, Kiromim

doi:10.12973/iji.2017.10213a

Cited by 7 publications

(8 citation statements)

References 8 publications

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“…The third term was assessed by project-based assessment. The written communication was manually assessed by instructor whereas the MCQ questions were assessed using item analysis technique by Muhson Ali, et.al (2017).…”

Section: A Course Assessmentmentioning

confidence: 99%

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Implementation of the CDIO Framework in Engineering Courses to Improve Student-Centered Learning

Fusic¹,

Anandh²,

Subbiah³

et al. 2022

JEET

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The proposed work discusses the progress of engineering curriculum development and the advancement of the engineering learning ecosystem. While technology advances around the pupils, engineering principles and methods remain static. The objective of this paper is to investigate self-directed learning and collaborative learning ways among CDIO curriculum batch of students using Active Learning Techniques (ALT). The learning ecosystem for students to grasp and generate a creative solution for a complex problem connected to their academic application was discovered in the suggested work's framework. The article explains how instructors can prepare students for nextgeneration industrial readiness by using an active learning technique that emphasizes both intellectual and practical learning. The study's focus is on novel material delivery strategies, demobased peer training, and project-based learning activities that address cognitive and kinesthetic skills of students. The CDIO education framework for electrical machines course is described here, as well as the syllabus structure, cognitive level approach, and kinesthetic level approach, all of which improved engineering education topology. Keywords—Electrical machine, cognitive skills, kinesthetics skills, blooms taxonomy.

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Section: A Course Assessmentmentioning

confidence: 99%

“…Project-based assessment was used to evaluate the third term. The instructor assesses the written communication, whereas the MCQ questions are evaluated using the item analysis technique by Muhson Ali, et.al (2017).…”

Section: Table 5 Evaluation Standard Setting In Item Analysis Assessmentmentioning

confidence: 99%

Implementation of the CDIO Framework in Engineering Courses to Improve Student-Centered Learning

Fusic¹,

Anandh²,

Subbiah³

et al. 2022

JEET

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“…The test is a tool used to make a measurement, meaning that the test is structured to collect information on an object [7]. Measurement is the determination of numbers or quantification to describe the characteristics or conditions of individuals, both cognitive, affective, and psychomorotic, without violating the measurement methods [8]. The assessment interprets the data resulting from the measurement process based on the rules and criteria.…”

Section: Introductionmentioning

confidence: 99%

Item Analysis of Teacher Made Test in Biology Subject

Kurniawan¹,

Syifa²,

Huda³

et al. 2022

Advances in Social Science, Education and Humanities Research

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One of the teachers' competencies is the ability to compose tests that include difficulty, discriminating power, and the effectiveness of distractors. This research was conducted to evaluate the analysis of teacher-made tests, which can be seen from the three aspects of the test. The population of this study was 80 students of class X-MIPA MAN 1 Kubu Raya Regency, West Kalimantan Province, Indonesia, who had taken the final exam, using the total sampling technique. The research was conducted in December 2020. Data analysis using ITEMAN software to measure the level of difficulty, discriminating power, and effectiveness of distractors on 40 items. The resulted show that a). Difficulty level: 12,5% difficult, 45% moderate, 42,5% easy; b) discriminatory power: 30% poor, 15% unsatisfactory, 42,86% satisfactory, and 32,5% very satisfactory; c) distractor effectiveness: 22,5% without revision, 25% incorrect revision of 1 option, 22,5% incorrect revision of 2 options, 22,5% incorrect revision of 3 options, and 7,5% incorrect revision of 4 options. The evaluation results showed that only 37.5% of the items had good enough and good characteristics. There are 63.5% of items with poor and bad characteristics. Researchers recommend training organized by schools or education offices on the competence to make tests.

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“…Thus, it is necessary for teachers to be skillful about testing techniques in order to enable them to evaluate students' progress reliably and validly [11]. An analysis, known as item analysis, is required to reveal whether the test questions used by the teacher are reliable and valid [11][12][14] [15].…”

Section: Introductionmentioning

confidence: 99%

“…Item analysis becomes crucial in learning assessment. The program of item analysis is designed to measure students' achievement as well as the teaching effectiveness [15]. Item analysis refers to a process utilizing quantitative methods to assess the quality of items in the objective tests which are most commonly used with multiple choice questions [12].…”

Section: Introductionmentioning

confidence: 99%

Item Analysis and Teachers’ Factors in Designing a Test

Taufiq

Putri

Agustina

et al. 2019

Proceedings of the Proceedings of the 1st EAI Bukittinggi International Conference on Education, BICED 2019, 17-18 October, 201

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Generally, a test is administered to measure students' performance in certain skills and/or topics. Specifically, in formal school, semester tests are conducted as a review to discover students' achievement after learning for six months. This study aimed to analyze the tests constructed by teachers at Junior High Schools in one of the regions in Riau. The focus of this study was item analysis and teachers' factors which affect the effectiveness of the test items. Evaluation research was conducted in order to answer the research questions. The data were taken from four semester tests designed by four different teachers of eight grade of junior high school in the region. Furthermore, an interview was also conducted to the teachers to know teachers' factors that influence the effectiveness of the test items. The results of this study reveal that the test was dominated by moderate items and those items are functioned well. However, most of the items cannot discriminate between high and low students. In addition, it is found that the first teachers' factor significantly affecting the effectiveness of the test items is training on test construction, then followed by teachers' experience in constructing a test. It is expected that the authority could select more experienced teachers to design the tests and frequently facilitate the teachers with training on test construction to enhance teachers' competence in designing tests.

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The Development of Practical Item Analysis Program for Indonesian Teachers

Cited by 7 publications

References 8 publications

Implementation of the CDIO Framework in Engineering Courses to Improve Student-Centered Learning

Implementation of the CDIO Framework in Engineering Courses to Improve Student-Centered Learning

Item Analysis of Teacher Made Test in Biology Subject

Item Analysis and Teachers’ Factors in Designing a Test

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