Test Topic English

7/28/2019 Test Topic English

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1.0 INTRODUCTION

The item analysis is an important phase in the development of an exam program. In this phase

statistical methods are used to identify any test items that are not working well. If an item is too

easy, too difficult, failing to show a difference between skilled and unskilled examinees, or evenscored incorrectly, an item analysis will reveal it. The two most common statistics reported in an

item analysis are the item difficulty, which is a measure of the proportion of examinees who

responded to an item correctly, and the item discrimination, which is a measure of how well the

item discriminates between examinees who are knowledgeable in the content area and those who

are not. An additional analysis that is often reported is the distractor analysis. The distractor

analysis provides a measure of how well each of the incorrect options contributes to the quality

of a multiple choice item. Once the item analysis information is available, an item review is often

conducted.

Item analysis is a method that is used in education to evaluate test item. This can ensure that

questions are in appropriate standard and measure the effectiveness of individual test item. Item

analysis is purposed to improve test items and identify unfair or biased item. Item analysis is

conducted to avoid the chance of tests that are too difficult (and have an insufficient floor) tend

to lead to frustration and lead to deflated scores, and tests that are too easy (and have an

insufficient ceiling) facilitate a decline in motivation and lead to inflated scores.

Item analysis can be analyzed by computing: Difficulty Index, Discrimination Index, Validity

Coefficient, and Effectiveness of Distraction.

1.1 Difficulty Index

According to Wilson (2005), item difficulty is the most essential component of item analysis.

Item difficulty is determined by the number of people who answer a particular test item

correctly. It is important for a test to contain items of various difficulty levels in order to

distinguish between students who are not prepared at all, students who are fairly prepared, and

students who are well prepared.
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To compute level of difficulty we use the formula:

Difficulty Index (p) = C/T

p = Difficulty Index

C = the number of students who answer item X correctly

T = the number of total students who answer item X

For example:

There are 12 students who answer an item X, 4 of whom can answer the item correctly. So that,

the level of difficulty is:

Level of difficulty (p) = 4 / 12

= 0.33

The highest score forp is 1.0 and the lowest score is 0

p always has positive value

The higher score forp the easier item

The lower score forp the harder item

According to Allen & Yen (1986) to avoid a test is too difficult or too easy, each items in a test

should have a difficulty range from 0.3 to 0.7. It is used to differentiate between individuals

level of knowledge, ability, and preparedness.

1.2 Discrimination Index

Discrimination goes beyond determining the proportion of people who answer correctly and

looks more specifically at who answers correctly. In other words, item discrimination determines

whether those who did well on the entire test did well on a particular item. An item should in fact

be able to discriminate between upper and lower scoring groups.


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To compute discrimination index, the first thing we have to do is dividing test-takers into three

groups, upper group, average group and lower group. Then using this formula:

Discrimination index (D) = CU CL

(1/2)TUL

D = Discrimination index

Cu = Number of Upper 25% students who answered the item correctly

CL = Number of Lower 25% students who answered the item correctly

1.3 The Effectiveness of Distraction

Multiple choice tests have one question and several options of answer. Among the options, there

is only one answer which is correct, and the other options are wrong answers. Those wrong

answers in multiple choice tests are called distraction. A distraction is called effective when there

are a lot of students choosing it. According to Fernandez (1984) a distraction can be called as a

good distraction when there are 2% of test takers choosing it.

1.4 Summary

In the item analysis phase oftest development, statistical methods are used to identify potential

item problems. The statistical results should be used along with substantive attention to the item

content to determine if a problem exists and what should be done to correct it. Items that are

functioning very poorly should usually be removed from consideration and the exams rescored

before the test results are released. In other cases, items may still be usable, after modest changes

are made to improve their performance on future exams.
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2.0

YEAR FIVE

TOPIC TEST FOR ENGLISH LANGUAGE SUBJECT

SEKOLAH KEBANGSAAN PENAMPANG

SUBJECT English Language

TOPIC Unit

CLASS 5 Perdana

AGE 11 years old

NUMBER OF STUDENTS 12 students ( 6 boys and 6 girls)

STUDENTS ABILITY Mixed Ability

LEARNING OUTCOMES At the end of this topic, students will be able to :1. Identify the basic needs of human being

2. Identify the basic needs of plants and animals

3. State that plants respond to stimuli

LEARNING SKILLS 1.1 To understand humans have basic needs

1.2 To understand animals and plants need basic needs

2.4 Understanding of life processes of plants

3.0 TABLE OF SPECIFICATION


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The table of specification was created after the objective and learning outcome had been

identified. The table of specifications includes the representatives sample of the assessment

domain based on the institutional objectives solely in order to avoid over emphasis and under

emphasis of each goals. The table also encompassed the number of items and the credence of

marks for every item. Last but not least, the types of items were included as well. By having

instructional objective and the taxonomy of educational objectives in resonance with the table of

specifications, the validity of the test was enormously amplified.

4.0


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TOPIC TEST

BAHASA INGGERIS (014) YEAR FIVE

SEKOLAH KEBANGSAAN PENAMPANG, PENAMPANG

Name :______________________________ Class : _______________________

Paper 1 : SECTION A

Each question in this paper is followed by four possible answers : A, B, C and D. For each

question, choose only one answer.

1. Pak Kadir uses a _______________ to cut the long grass in his garden.

A hoe

B rake

C sickle

D wheelbarrow

(Level of knowledge : Knowledge domain, level 1)

2. The goat and its ____________ are walking to the field.

A kids

B cubs

C foals

D calves



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3. Puan Ani gives a sharp knife to the maid and keeps the _______ one in the drawer.

A fresh

B blunt

C neat

D new


4. _______________ Rahman ____________ Meng Choo came to the meeting yesterday.

A If .. so

B Either . or

C Neither nor

D Although . Because


Choose the sentence with the correct punctuation.

5. A Mei Ling and her parents are going to singapore.

B Mei Ling and her Parents are going to Singapore.

C Mei Ling and her parents are going to Singapore.

D Mei Ling and her parents, are going to Singapore.

(Level of knowledge : Analysis domain, level 2)

Questions 6-10


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Read the dialogue below carefully and answer the questions that follow.

Eiman : Grandma, where does Uncle Latif live ?

Grandmother : He is in Australia with his family.

Anyss : Why do they live so far away ?

Grandmother : Thats because he is married to an Australian who owns a restaurant there.

Anyss : How many children do they have ?

Grandmother : Three. So, you have three cousins who live far away.

Eiman : What about Aunt Maznah ?

Grandmother : She works for an oil company in Miri and lives there with her family.

Anyss : I hope Aunt Maznah wont leave us.Grandmother : I hope so too, but she

has just got a job in Kuching after completing her studies at University

Malaysia Sarawak.

Eiman : I want to study at a university too. I want to be a scientist.

Anyss : I want to be an English teacher.

Grandmother : Thats good. If both of you work hard, you will be successful.

Eimanand and : Thank you, Grandma. We will study very hard and we wont disappoint

Anyss you.

6. How many children does grandmother have ?

A Two

B Three

C Four

D Five

(Level of knowledge : Analysis domain, level 2)

7. Who is grandmother talking to ?


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A Her grandchildren

B Her children

C Her parents

D Her cousins

(Level of knowledge : Comprehension domain, level 2)

8. What is Uncle Latifs wife ?

A Scientist

B English teacher

C Restaurant owner

D Oil company worker


9. The word disappointin the dialogue means

A feels proud

B be a loving person

C happy and enjoyable

D makes someone feels sad


10. Eiman wants to be a scientist because he wants to

A work in an oil company.

B study at a university.

C invent new things.

D live in Australia


5.0 ITEM ANALISIS OF 10 MCQs


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Question 1

Computation and Interpretation of Item Difficulty and Discrimination Indices

Students Options

C* A B D

Difficulty Index Dicrimination Index

Upper 25% 3 3 0 0 0P = C

T= 6/12

= 0.5 (50%)

D = CU CL

(1/2)TUL

= 3 1(1/2) (3+3)

= ___2__ = 2 = 0.67

(1/2) (6) 3

Average 50% 6 2 2 1 1

Lower 25% 3 1 2 0 0

Total 12 6 4 1 1

Distracter Index

0.33 0.08 0.08

Comments There is no better distracter.

All items have the sameindex.

The item is very easy item The item has very low

Discrimination

Question 1

Computation and Interpretation of Item Distraction Index

Students Options

C* A B D

Index Interpretation

Upper 25% 3 3 0 0 0 0.00 0.19 Very low distraction

Average 50% 6 2 2 1 1 0.20 0.39 Low distraction

Lower 25% 3 1 2 0 0 0.40 0.59 Moderate distraction

Total 12 6 4 1 1 0.60 0.79 High distraction

Computation 0.33 0.08 0.08 0.80 1.00 Very high distraction

Comments All items have very low distraction

Question 2


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Students Options

A* B C D


Upper 25% 3 3 0 0 0

P = CT

= 8/12= 0.67 (67%)

D = CU CL(1/2)TUL

= 3 1(1/2) (3+3)

= ___2__ = 2 = 0.67

(1/2) (6) 3

Average 50% 6 4 1 0 1

Lower 25% 3 1 0 1 1

Total 12 8 1 1 2

Distracter Index

0.08 0.08 0.17

Comments Option B and C are the better

distracter.

The item is very easy item The item has very low

Discrimination

Question 2


Students Options

A* B C D






Computation 0 .08 0.08 0.17 0.80 1.00 Very high distraction


Question 3


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Students Options

B* A C D


Upper 25% 3 3 0 0 0

P = CT

= 4/12= 0.33 (33%)

D = CU CL(1/2)TUL

= 3 0(1/2) (3+3)

= ___3__ = 3 = 1

(1/2) (6) 3

Average 50% 6 1 0 0 5

Lower 25% 3 0 0 0 3

Total 12 4 0 0 8

Distracter Index

0. 00 0.00 0.67

Comments There is no better distracter The item is very easy item The item has very Low

Discrimination

Question 3


Students Options

B* A C D








Question 4


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Students Options

C* A B D


Upper 25% 3 2 0 1 0

P = CT

= 2/12= 0.17 (17%)

D = CU CL(1/2)TUL

= 2 0(1/2) (3+3)

= ___2__ = 2 = 0.67

(1/2) (6) 3

Average 50% 6 0 0 6 0

Lower 25% 3 0 0 3 0

Total 12 2 0 10 0

Distracter Index

0.00 0.83 0.00

Comments There is no better distracter The item is very easy item The item has very Low

Discrimination

Question 4


Students Options

C* A B D








Question 5


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Students Options

C* A B D


Upper 25% 3 2 1 0 0

P = CT

= 5/12= 0.42 (42%)

D = CU CL(1/2)TUL

= 2 1(1/2) (3+3)

= ___1__ = 1 = 0.33

(1/2) (6) 3

Average 50% 6 2 1 0 3

Lower 25% 3 1 0 0 2

Total 12 5 2 0 5

Distracter Index

0.17 0.00 0.42

Comments Option B and D have the

same index and betterdistracter

The item is moderate

difficult item

The item has very Low

Discrimination

Question 5


Students Options

C* A B D









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Question 6


Students Options

B* A C D


Upper 25% 3 1 2 0 0

P = CT

= 1/12= 0.08 (8%)

D = CU CL

(1/2)TUL

= 3 1(1/2) (3+3)

= ___2__ = 2 = 0.67(1/2) (6) 3

Average 50% 6 0 6 0 0

Lower 25% 3 0 3 0 0

Total 12 1 11 0 0

Distracter Index

0.92 0.00 0.00

Comments Option C is better distractor The item is very easy item The item has high discrimination

Question 6


Students Options

B* A C D








Question 7


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Students Options

A* B C D


Upper 25% 3 3 0 0 0

P = CT

= 8/12= 0.67 (67%)

D = CU CL(1/2)TUL

= 3 1(1/2) (3+3)

= ___2__ = 2 = 0.67

(1/2) (6) 3

Average 50% 6 4 2 0 0

Lower 25% 3 1 2 0 0

Total 12 8 4 0 0

Distracter Index

0.33 0.00 0.00

Comments There is no better distractor The item is very difficult

item


Discrimination

Question 7


Students Options

A* B C D








Question 8


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Students Options

C* A B D


Upper 25% 3 2 0 1 0

P = CT

= 8/12= 0.67 (67%)

D = CU CL(1/2)TUL

= 2 0(1/2) (3+3)

= ___2__ = 2 = 0.67

(1/2) (6) 3

Average 50% 6 2 0 4 0

Lower 25% 3 0 1 2 0

Total 12 4 1 7 0

Distracter Index

0.08 0.58 0.00


item


Discrimination

Question 8


Students Options

C* A B D








Question 9


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Students Options

D* A B C


Upper 25% 3 1 2 0 0

P = CT

= 7/12= 0.58 (58%)

D = CU CL(1/2)TUL

= 2 1(1/2) (3+3)

= ___1__ = 1 = 0.33

(1/2) (6) 3

Average 50% 6 0 2 1 3

Lower 25% 3 0 1 0 2

Total 12 1 5 1 5

Distracter Index

0.25 0.00 0.17


item


Discrimination

Question 9


Students Options

D* A B C








Question 10


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Students Options

C* A B D


Upper 25% 3 1 1 1 0

P = CT

= 1/12= 0.08 (8%)

D = CU CL(1/2)TUL

= 1 0(1/2) (3+3)

= ___1__ = 1 = 0.33

(1/2) (6) 3

Average 50% 6 0 1 5 0

Lower 25% 3 0 1 2 0

Total 12 1 3 8 0

Distracter Index

0.25 0.67 0.00


item


Discrimination

Question 10


Students Options

C* A B D








SECTION B


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Question 1

You are advised to spend about35 minutes on this question.

Rahmans hobby is collecting butterflies. With the help of the pictures and notes given below,

write a composition in not less than 100 words.

(40 marks)

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

catch butterfly own garden use butterfly net long stick

use net catch butterfly handle gently not tear out

pour drop methylated spirit

onto head preserve insect

arrange types, sizes, colours

fun cheap hobby


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____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

___________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

___________________________________________________________________________

5.0 Answer Rubric for Objectives Test and Subjective Test


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5.1 Objectives Test Rubric

Questions Answer

1 C

2 A

3 B

4 C

5 C

6 B

7 A

8 C

9 D

10 C

5.2 Subjective Test Rubric


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Rahman has an unusual hobby. It is collecting butterflies. He catches the butterflies in his

own garden which is full of beautiful flowers. In order o catch h butterflies, Rahman uses a

butterfly net. His is a long stick with a net attached to one end.

First, Rahman catches a butterfly with his net. H must handle the butterfly gently so that he

does not tear out its wings. Then, he pours a small drop of methylated spirit onto the butterflyshead. This is to preserve the insect. When the butterfly is dry, he pins it onto a board.

Rahman arranges the butterflies according to types, colours and sizes. He enjoys collecting

butterflies because it is fun and is also a cheap hobby.

(40 marks)

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