HOW TO DETERMINE OF TEST OBJECTIVE

LECTURER : SISWANTO M.Pd

Compiled by :
Hani pratiwi : 21.11.22.00038
Lili fitriyanti : 21.11.22.00039

THE ENGLISH SCHOOL TADRIS STUDY

PROGRAMME OF TARBIYAH IBNU RUSYD
PASER
2023
 FREFACE

First of all, thanks to Allah SWT because of the help of Allah, writer finished writing the
paper entitled "How to determine test objectives" right in the calculated time.

The purpose in writing this paper is to fulfill the assignment that given by Mr. Siswanto
as lecturer in speaking for IELS major.

In arranging this paper, the writer truly get lots challenges and obstructions but with help
of many individuals, those obstructions could passed. Writer also realized there are still many
mistakes in process of writing this paper.

The writer realized that this paper still imperfect in arrangement and the content. then
the writer hope the criticism from the readers can help the writer in perfecting the next paper.
last but not the least Hopefully, this paper can helps the readers to gain more knowledge
about Speaking major.

Paser, 9 April 2023

Author
 DAFTAR ISI

HOW TO DETERMINE OF TEST OBJECTIVE............................................................................1

FREFACE............................................................................................................................................2

DAFTAR ISI........................................................................................................................................3

CHAPTER I.........................................................................................................................................4

INTRODUCTION.................................................................................................................................4

A. Background...................................................................................................................................4

CHAFTER II.......................................................................................................................................6

THEORETICAL STUDY or DISCUSSION......................................................................................6

A. Definition......................................................................................................................................6

B. Types of objectives tests................................................................................................................6

CHAFTER III....................................................................................................................................10

CONCLUSION...............................................................................................................................10
 CHAPTER I
INTRODUCTION
A. Background
A key step in test design is figuring out the test's goal. To ensure that a test can
provide reliable information on a quantifiable skill, knowledge, or ability, the goal of the
exam must be clear and explicit.

The context or purpose of the test should be taken into account when creating the test.
The kind of tests, procedures, and equipment employed will depend on the test's
objectives.

The tests utilized must assess students' grasp of the concepts and ideas being taught,
for instance, if the goal of the test is to gauge students' comprehension of the materials
being taught. For this purpose, assessments like multiple choice tests, essays, or written
projects may be useful.

However, tests like a practical test or a field test may be more appropriate if the goal
of a test is to gauge a student's capacity to carry out a certain task or activity. These exams
can give a more realistic representation of the students' competencies in practical
circumstances.

Therefore, it's crucial to take the context and purpose of tests into account while
creating new tests or selecting existing ones. This will make it more likely that test
findings will deliver accurate and useful information to assist reach predetermined goals.

Depending on the testing scenario, numerous situations and challenges may arise
while creating test objectives. However, the following are some scenarios and issues that
frequently arise while defining test objectives:

Uncertainty over a test's aim can occur because, on occasion, the person in charge of
establishing test goals may not have a clear knowledge of the objectives that such testing
is meant to achieve. This can make it difficult to create evaluation standards and
jeopardize the reliability of test results.

The test can lose focus and become less successful at gauging what is genuinely
desirable if its aims are too broad and involve too many things to measure.
 Lack of correspondences between a test objective and a measuring tool: On occasion,
a test objective may not be appropriate for the measuring tool utilized, which causes the
test results to not accurately reflect the test's intended purpose.

Ignorance of individual needs: Individual or group needs may occasionally be

overlooked when establishing test goals, making it difficult for examinations to accurately
measure pertinent competence or talents.

The authorized test purposes must be precise, pertinent, and compatible with the
measuring tools utilized in order to address the situation and issue. Additionally, it's
important to consider my needs as well as those of the tested people.
 CHAFTER II
THEORETICAL STUDY or DISCUSSION
A. Definition
An objective test is one that allows for an unbiased examination. It was designed to
compensate for the shortcomings of the essay-based assessments. While using this
objective test, a sizable amount of questions can be given by more than the test's
sometimes 60-minute time limit (30–40 issues) (Arikunto,2009:164).

An objective test is one that may be completed by choosing from among the
accessible and accurate alternatives, or by providing the proper responses together with a
few words or a password. (Hidayat,1994:63)

Because the choice is between correct and incorrect and the result is either 1 or 0,
objective tests are also frequently referred to as dichotomously calibrated tests
(dichotomously tailored items). referred to as an objective test because to her objective
evaluation. An objective test has answers that are both plain and unambiguous, so anyone
who changes them will get the same results. In an objective test, students must select the
best response from a range of options, provide succinct explanations, and finish
incomplete questions or statements. When evaluating skills that call for a modest level of
mental effort, such remembering, understanding, and applying principles, an objective
test is appropriate (Arifin, 2009:135).

B. Types of objectives tests

An objective test was introduced by Arikunto (2009:165). Suitable testing include the
following.
1. True-False
The ability of learners to differentiate between fact and opinion is one goal of
true-false questions. The matter's substance must be homogeneous for it to work
correctly. The capacity to identify information based on straightforward correlations is
more often measured using this type of material. (Arifin, 2009:137).
Some suggestions for writing the self-righteous material in practice According to
(Arifin, 2009:137),
A. Significant number of more than 50 issues should be included in the organization
of these true-shaped objects so that they can be taken into account.
B. Both the right and wrong amounts of items should be the same.
 C. Provide guidance on how to proceed with a straightforward issue in simple terms.
D keep your speech simple, common, and negative.
E. refrain from using terms that might imply the desired outcome. as in: typically.

2. Multiple choice test

A reference to or notification of an unclear understanding is part of a multiple-

choice test. and in order to finish, it must select one of the few supplied answers.
The test is made up of information (the stem) and options. One proper response,
some diversion, and the answer key make up the range of possible solutions.

Regarding skills that can be evaluated by multiple-choice questions, some

examples include understanding terminology, facts, principles, methods, and
procedures recognizing the application of facts and principles interpreting causal
connections and evaluating the mechanism of operation (Arifin, 2009:138–139).
Following are some guidelines for following Arifin's double-line directive
(2009:143):

A. should make reference to problem indications and basic competency.

B. Clearly state the task intructions.
C. omit content that is unrelated to what students have learned.
D. comment on the subject needs to define a precise and significant issue.
E. The phrases should be one continuous unit, with no gaps.
F. The alternate solutions must be useful, consistent, and rational.
G. The duration of the decision on a problem should be less than his options.
H. Watch out for any correlations between choices and statements.
I. Correct alternative responses shouldn't be ordered in a specific order.
J. That there is only one right response is true and should be accepted.

3. Matching test

Matting, matching, pairing, or matchmaking can be used in place of matching

tests. A matching test consists of several questions and several answers. Each
question's response is included in the list of responses. Finding and placing the
solutions in order to fit or match the questions is the responsibility of the disciple.
 The matched form consists of a collection of problems and a collection of
solutions that are collected in two different columns, as opposed to multiple
options, which are made up of a stem and options, from which participants choose
only the one they believe to be the most correct. More issues were created than
there were possible answers. This problem's format is ideal for assessing learners'
capacity to recognize data based on straightforward relationships and their capacity
to recognize connections between two objects. The better the question is presented,
the more connections there are between the premise and the answer. (Arifin,
2009:144).

Arifin (2009:145) outlines the following standards:

A. Make the test instructions concise, understandable, and clear.

B. adapt using fundamental skills and signs.
C. The collection of issues is arranged left to right, with the solution on the right.
D. There ought to be more questions than there are possible answers.
E. Arrange these questions and possible replies in accordance with predetermined
systems. For instance, the stem may come before the subject or may come just
after.
F. There is simply one page with all of the question and answer groups.
G. speak succinctly and directly to the point.

4. Completion Test

Stuffing tests, perfecting tests, and supplementary tests are all terminology
used to describe custom tests. Sentences with a piece missing make up a test.
The comprehension that we require of the learner is the portion that is missing or
that should be filled by this pupil.

Arifin (2009:146) outlines the following standards:

A. Avoid using an open question so that learners can give ambiguous answers.
B. On the subject of complimentary forms, one shouldn't directly quote a
textbook.
 C. Blank points, which are areas where responses should be positioned at or at the
end of the sentence rather than at the beginning.
D. Avoid including too many empty points. Select just from urgent matters.
E. Assertions should only have one possible response.
F. If necessary, the ability to employ images that can be shortened and made more
concise.
G. Advantages and Disadvantages of objectives tests

Arifin (2009:146) outlines the following standards:

The objective test's advantages and disadvantages are as follows, according to Arikunto
(2009:164-165).

No. Advantages Disadvantages

1. It has a lot of good, more It necessitates careful preparation.
objective, and representative
aspects.
2. The exam is quicker and easier. It is challenging to quantify mental
processes and the issue frequently reveals
memories.
3. Additional people may take the Numerous opportunities to play games.
test.

4. Eliminate all subjective "Cooperation" among students on

components from the evaluation assessments that are more open-ended.
process.

Arikunto (2009:177) also outlines several circumstances under where and how this
objective test is used:

1. Tests that will be administered to various groups.

2. The result is anticipated to be reliable (high religious capabilities).
3. In comparison to essay-style assessments, teachers are better able to create an
objective method of assessment.
 CHAFTER III
CONCLUSION

Knowing a test's goal is essential since it will guide your decision on the right test
type and success indicators. By establishing test objectives, you can choose appropriate
tactics and measurement techniques and judge whether or not the test succeeded in
getting you where you wanted to go. In the context of education, a test's objective can
assist educators in gauging a student's or student's development, while in the workplace,
a test's goal can assist employers in selecting candidates who will best serve their needs.
Therefore, before starting the testing process, it is crucial to give the test's purpose
significant thought.
 BIBLIOGRAPHY

Zainal, Arifin 2009. Evaluations, methodologies, and procedures for the fundamental
study. Pt. Rosdakarya youngster in Bandung.

Infinite, suharsimi 2009 Educational evaluation basics. Aksara Earth in Jakarta.

Kosadi, hidayat, etc. 1994. Evaluation of instruction and its use in English teaching.
Alphabet in Bandung.