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Item analysis

Item analysis

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Published by MsBibie_shabelle
Form 1 Item analysis done by Miss Christy Eleanor Anak Dublin, Ms Connielia Anak Dublin, Ms Drusilly Allyn Anak Lunyut and Ms Emelda George jendili..
Form 1 Item analysis done by Miss Christy Eleanor Anak Dublin, Ms Connielia Anak Dublin, Ms Drusilly Allyn Anak Lunyut and Ms Emelda George jendili..

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Categories:Types, Research
Published by: MsBibie_shabelle on Jul 22, 2008
Copyright:Attribution Non-commercial


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For this project, our group is required to build or design one complete objectivetest paper which consists of 40 items or multiple choice questions. We have decided to build an English test paper with 40 items and each item contains 4 options. Our test paper also consists of 5 sections and it must be answered by the students within 1 hour.This multiple choice test paper is designed to fulfill several objectives asmentioned below:1)It is a part of the course’s assessment (DPP 406 – Pentaksiran Pembelajaran).2)It can be used to see and evaluate the students’ behaviour.3)It can measure the students’ performance and differentiate between the top (highscorers) and bottom performers (low scorers) on the test as a whole for the chosenclass.4)It can measure the students’ factual and procedural knowledge.5)It is useful for measuring whether the students can analyze material in the itemscorrectly or not.6)It can be used to check whether the students have learned facts and routine procedures which have only one clear correct answer.7)It encourages students to think critically before they choose the best options for the particular question.8)It enables us (teachers) to analyze each item that we have built, in which the keyaim in this item analysis is to increase the reliability and validity of the test. By1
analyzing the items, we will be able to identify the weak items and try to comeout with solutions to improve the particular item.Our group has chosen to distribute the test papers to one Form 2 class in SekolahMenengah Kebangsaan (SMK) Bukit Gambir, Pulau Pinang. We went to the school twice,which is on 9
June 2008 (Monday) to ask permission from the school’s principal anddiscuss with the English Language Coordinator regarding the suitable time to distributethe test papers. On 13
June 2008 (Friday), we went to the school again to distribute thetest papers to the Form 1 students with the advanced level.The students begin to answer the test paper on 8.45 a.m. until 9.45 a.m. After allthe students have answered all the questions within the stipulated time, our group hastaken the opportunity to ask for the students’ feedback regarding the question paper thatwe have distributed to them. Overall, the students felt that the items in the question paper are at the average or medium level, whereby there are some difficult questions whichcreate confusion to the students and some easy questions which can be answered by thestudents without any problem. Generally, our group felt very happy and satisfied with theschool and students’ cooperation during the distribution of the test papers.Besides that, our group has also prepared the project’s report which contains 4main topics such as the test specification table, the students’ performance (frequency,mean, mode, median, variance and standard deviation), item analysis and suggestions or improvements on weak items.2
2.0 TEST SPECIFICATION TABLESubject: English Language (B.I)Class : Form 2Date : 13
June 2008 (Friday)Time : 8.45a.m - 9.45a.m (1 Hour)ITEM NUMBER (NO.)BEHAVIORAL OBJECTIVESBLOOM’S TAXONOMY (LEARNING OUTCOMES)KnowledgeComprehensionApplicationAnalysisSynthesisEvaluationSection A(GraphicMaterials andStimuli ) – Students wouldneed to studyinformation foundin the graphicmaterials andshort texts andanswer thequestions based onthem.
Item No.11)Students will be able toidentify the correctmeaning of the signgiven.

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