Learning

Achievement
Test
Group 2 :
1. Anisa Fitria (190210103077)
2. Andra Yan Pratama(190210103090)
 Table of Contents

01 02 03
Definition Kind Form

04 05 06
Requirements Measurement Scale Arrangement of
Instruments

07
Considerations in the
Preparation
 Definition
WHAT IS A TEST??

The test is a measuring tool for the collection process data where in providing
responses to questions in the instrument, participants are encouraged to demonstrate
maximum ability.

WHAT IS A LEARNING ACHIEVEMENT TEST ??

Learning achievement test is a tool to measure student learning outcomes. As we
know, the learning process is a continuous activity, which is carried out systematically
and takes place at different levels of time and ability. Therefore, at every level we must
know the level of ability of students. For this reason, the learning achievement test is
an effective way to find out.
Kinds of Learning Achievement Tests
01
Formative Test
The formative test is used to
determine the extent the ability of
students after following the process
learn how to teach.
02
Diagnostic Tests
Evaluation of learning outcomes has
a diagnostic function.
03
Summative Test
Summative test is a test that is used
to find out the students' mastery of
all amounts material submitted in
units of time certain
04
Placement Test
A placement test is a test of learning
outcomes which is done to place
learners in groups according to
ability or talent interest.
 Form of Learning Achievement Tests

ESSAY

The essay test is a

a test form consisting OBJECTIVE TEST
of questions or ones
want answers in the
form of descriptions. Objective tests are
tests of overall
information required to
answer the tests as
they become available
 Learning Achievement Test Requirements

Reliability Validity
The test of learning Valid is
achievement test has either defined by the terms
reliability or reliable. correct, correct,
Reliability is defined as authentic, valid.
constancy or stability.
Objective Practical
The test of learning The learning
achievement is said achievement test is said to
to be objective if the be practical if the test is
test is compiled and implemented simply and
implemented as is. does not require equipment
and difficult requirements
procurement.
 Planning of Learning Achievement Tests in the Learning
Process
Tests Increase Student Motivation
Periodic tests can motivate students
by providing short-term goals for
learning and providing feedback based
on their effectiveness in learning.
Tests to Improve
Memory of Learning
Because tests tend to direct
students to the learning
objectives they want to
measure, they can be used as a
tool to improve learning memory
Tests Help Students to
Understand Themselves
The main purpose of learning is to help
individuals understand themselves
better, so they can make smarter
decisions and evaluate performance
more effectively.
Tests Provide Feedback on
Learning Effectiveness
The results of achievement tests can
be used to evaluate various aspects of
the learning process. As in determining
the extent to which learning objectives
are achieved.
 Validity Test

Validity relates to the

ability to measure exactly what you
want to measure. The validity of the
test means the accuracy of the test
questions in measuring the
participant's ability students. Another
understanding is that, "Validity is the
extent to which an assessment
measure does the job for which it is
intended ”which means validity is the
extent to which a measure the
appraisal does the work intended.
Reliability Test
Reliability is related to trust
problems. A test can be said to have
a high level of confidence if the test
can provide consistent results. Then
the notion of test reliability is related
to the permanence of the results
test.
Measurement
Scale
, what
kinda
scale?
Quantitative
Graphic

Descriptive
Pedoman Observasi : Skala Penilaian Kuantitatif

Komentar / kesimpulan :
....................................................................................................................................................................
, ....................
Observer : ........................
Keterangan : Rentangan setiap aspek yang diobservasi adalah berskala 1-10 artinya:
9-10 nilainya adalah 4, berarti alternatifnya selalu
7- 8 nilainya adalah 3, berarti alternatifnya sering
4 5 6 nilainya adalah 2, berarti alternatifnya jarang
1 2 3 nilainya adalah 1, berarti alternatifnya sangat kurang
Pedoman Observasi : Skala Penilaian Deskriptif

Komentar / kesimpulan : ...................................................................................

................................................................................................................. ...........
................., ......................
Observer : ............................
 Pedoman observasi : skala penilaian grafis

1. Kehadiran siswa mengikuti pelajaran

1 2 3
Terlambat Sedikit terlambat Tepat waktu Sgt. Awal

2. Persiapan mengikuti pelajaran

1 2 3
Tidak siap Kurang siap Siap Sgt. Awal

3. Memperhatikan penjelasan guru

1 2 3
Tidak Kurang Memperhatikan Sgt.mperhatikan

4. Menanggapi keterangan guru

1 2 3
Tidak pernah Kadang-kadang Sering Selalu

5. Dan seterusnya ..................................................................................................

Komentar / kesimpulan : ........................................................................................

.................................................................................................................................
................., .......................
Observer : ............................
Arrangement
of
Instruments
 Arrangement of Instrument
Step 2 Step 4
determine the Choose the
reference instrument

01 02 03 04
Step 1 Step 3
Set a Goals Make a
“kisi-kisi”
 Considerations in the Preparation of
Learning Achievement Tests

Instructional goals representative sample Relevance of

measuring item

conformance to the test High Reliability and Can increase

objectives Interpretation of the motivation to
results accordingly learn
 REFERENCES
1. Abdullah, S. 2012. Evaluasi Pembelajaran. Semarang: Pustaka Rizqi Putra.
2. Gronlund, N. E. 1982. Constructing Achievement Tests (Third Edition). USA: Library of Congress Cataloging in
Publication Data.
3. Mulyadi. 2010. Evaluasi Pendidikan. Malang: UIN Maliki Press.
4. Purwanto. 2009. Evaluasi Hasil Belajar. Yogyakarta: Pustaka Pelajar.
5. Surya, M. 2004. Psikologi Pembelajaran dan Pengajaran. Bandung: Pustaka Bumi Quraisy.
6. Widoyoko, E. P. 2009. Evaluasi Program Pembelajaran. Yogyakarta: Pustaka Pelajar.
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