GROUP VI

Mahrus Sofa (2110730)

Soni andianto(2110730)

Kuswan Hadi (2110730099)

Abdul Hamid Aly (2110730122)

PRE-TESTING

Definition of pre-testing

A preliminary test administered to

determine a student's baseline

knowledge or preparedness for an

educational experience or course of

study.

Application

The pretest probability is especially useful for

four things:

• Interpreting the results of a diagnostic test,

• Selecting one or more diagnostic tests

• Choosing whether to start therapy

• Deciding whether it's worth testing at all

(test threshold)

When should we pretest?

Pretesting Methods

Actually only two most common pretesting methods are individual interviews and focus group discussions. But, readability testing and expert review are also used.

• Individual Interviews

• Focus Group Discussions (FGDs)

• Readability Assessments

• Expert Review

Types of pretesting

Pretesting techniques are

divided into two major categories:

Pre-field

field

Pre-field

Include in:

respondent focus groups

cognitive laboratory interviews

Field

There are Six field techniques:

Behavior Coding

Respondent Debriefings

Interviewer Debriefings

Split-Panel Tests

Analysis of Item Non response Rates

Analysis of Response Distributions

Analyzing the Result

A. Difficulty Level

The difficulty of an item is understood as

the proportion of the persons who answer a test

item correctly. It should be obvious that the

higher this proportion, the lower the difficulty.

• The formula for computing item difficulty is as follows:

R

P = X 100

T

P = the percentage who answered the item correctly.

R = the number who answered the item correctly.

T = the total number who tried the item.

ITEM DISCRIMINATION

1. Meaning

Do comparison the number of students in

the upper and lower groups who answered

the item correctly.

2. Kinds of item discrimination power

- Positive discrimination

- Negative discrimination

3. The formula

D = Ru - RL

½ T

D = the index of discriminating power.

Ru = number of correct responses to a particular

item by the examinee in the upper group.

RL = number of correct responses to a particular

item by the examinee in the lower group.

Effectiveness of distracters

Distracter Analysis:

• With multiple choice tests there is usually one correct answer and a few wrong answers

• multiple-choice questions should have 2 distinctive features:

• Person's who know the answer pick the correct answer

• People who do not know the answer

• The number of people expected to pick each distracter is easily calculated

• expected to choose distracter

Thank you for your nice

Attention

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