The Content Validity and Items Analysis

of Higher-Order Thinking Test in Natural

Science Studies of Elementary School
,
 
Elementary Teacher Education, Postgraduate Program, Sebelas Maret University
 • Content validity is the validity that checks the
Content matches between test items which are made with
Validity indicator, learning material or learning goals
predefined
• An instrument can be trusted if the test results
unchanged or relatively the same if tested
Reliability
repeatedly. Such measuring instruments are called
reliable
• Item analysis consists of reliability, difficulty index,
Item Analysis discriminating power, and alternative (of stem)
analysis
• Measuring content validity and item analysis are
important aspects of a quantitative research inquiry.
Content validity refers to the degree that the
The Important instrument covers the content that is supposed to
of Content measure. Item analysis is also valuable in improving
Validity, items which will be used again in later tests.
Reliability, and • Item analysis is valuable for increasing teachers’
Item Anaysis
skills in test construction, and identifying specific
areas of course content which need greater
emphasis or clarity.
Most teaching evaluation questionnaires have not presented sufficient evidence of validity. If an
instrument provides a measure of what it actually measures, validity is established.

Content validity and item analysis used to examine higher-order

thinking test in natural science studies.

Higher-order thinking test developed as an instrument to measure

students skills based on Bloom Taxonomy of Cognitive level

Higher order thinking includes critical, logical, reflective, metacognitive,

and creative thinking. These skills are activated when students of any
encounter unfamiliar problems, uncertainties, questions, or dilemmas

Successful applications of these skills result in explanatinos, decisions,

performances, and products that are valid within the context of
available knowledge experience, and promote continued growth in
higher order thinking, as well as the intellectual skills
Problem Research Focus Research’s Aims

• higher-order • Modified • is to measure

thinking skills multiple-choice the content
learning and test is selected- validity and item
assessment still response item analysis of
not developed that developed higher-order
optimally by the by researcher thinking test in
teachers, then it for measuring science studies
is important to higher-order of elementary
began thinking skills school including
developing the reliability,
assessment that difficulty index,
can measure determinating
higher-order power, and
thinking alternative
learning statistics.
outcome with
various methods
and examine
the validity,
reliability, and
item analysis
 Methodology
• part of a larger study carried out through the research and
development design the instrument measuring higher-order thinking
Part of RnD skills in science studies of 5th grade students in Elementary Schools
methods (Quantitative Research)

• Content validity by experts jugdement

• Testing for item analysis (Reliability, Difficulty Index, Determinating
Steps Power, and Alternative Analysis)

• 100 students from 5 elementary schools (randomly choosen)

• 5th Grade Student
Subject
 • determine the • The instrument of • After experts
Higher-Order Thinking Test

Validity

Early Conclusion
The Development Process of

purpose of higher-order validation done

measurement; thinking test was twice, modified
• determinie the validated by 8 multiple-choice
type of the test; experts test is valid
• identificate the • test items was because all of
curriculum and decided valid if its the item have
learning materials; validity coefficient coefficient
• test specification; ≥0,75 validity more
• considering the • After revision than 0,75.
based on first • It is mean that
distribution of item
level-cognitive validation and modified multiple-
(analysis, qualitative analysis choice test which
evaluating, and by experts, developed has
creating); researchers been accordance
• polarization ; revised the test with the item
and re-validate to indicator, material,
• make modified and learning
the experts until
multiple-choice the test is valid outcomes
test; predefined,
mesure higher-
order thinking
skills.
 Difficulty Index
Reliability
and Discriminating Power

The average of difficulty index is

Test Reliability is 0.85
0.475 (Mean P)

Maximum Score 24.00, Minimum It is mean that the test is “optimum

Score 1.00 difficulty”

The average of determinating power

is 0.471 (Mean Item-Tot)

It is mean that the test has the

potentiality to differentiate higher-
order thinking skills students
 Alternative Statistic

The items number 2, 4, 5, 7,

8, 9, 10, 14, 18, 19, 20, and
22 has a good alternative
without revision which all of
the answers key was selected
by most testee and all of the
distractor works.

After revising the items that

need improvement (see the
table) it can be concluded that
modified multiple-choice test
for measuring higher-order
thinking skills feasible applied
with some improvements
 Conclusion
• The quality of the modified multiple-choice test ha s a valid criterion as
an instrument, in terms of aspects of the construct, substance, and
language. Modified multiple-choice test is valid because all of the item
have coefficient validity more than 0,75. It is mean that modified
multiple-choice test which developed has been accordance with
the item indicator, material, and learning outcomes predefined,
mesure higher-order thinking skills.
 
• The item analysis presents the reliability, the difficulty index, and the
discriminating power of modified multiple-choice test is good. The
reliability is 0.85 (high reliability), the average of difficulty index is
0,475 (optimum difficulty), the discrimination index is 0,471 (very
good), and the alternative includes key and the distractor worked by
improvement . It is mea n that the test can be applied in
elementary school a ssessment.
 HAFIZHAH LUKITASARI
Students of Sebelas Maret University Postgraduate Program
Elementary Teachers Education
hafizhahlukitasari@gmail.com