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ti actor swerenots uccessfult ol urethes tudent .s g n i y l p p
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p Educaitona lResearch and & R ( t n e m p o l e v e
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m aptas imode lR&D yang dibua toleh Borg dan Gall .selain tiu ,penelti i n a k i a p m a s i d g n a y s e t n a g n a b m e g n e p i r o e t n a g n e d a y n n a k i s a n i b m o k g n e m a g u j e l
o h Bachman dan Palmer .Ada 5 t ahapan yang dliakukan selama peneilitan i ni , u
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L x iv
… … … … … … … … … … … … … … … … … … … … S E C I D N E P P A F O T S I
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A ResearchBackground
. t n a tr o p m i s i a r e s i h t n i h s il g n E g n ir e t s a
M A s we know ,nowaday sal l
e l p o e p n i s t c e p s
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s e n o h p l l e
c are some examples on the use o fEngilsh in people’ sdaliy lfie .
e , e r o f e r e h
T ducaitona l ifeldworkshardt ogiveagoodserviceo frtainingstudent s
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t et h educaiton ha sto suppor tthe
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A ing Engilsh , reading ha s a big use . To
li a m e , s r e tt e l , s t n e m e s it r e v d a f o m r o f e h t n i s t x e t h s il g n E d n a t s r e d n
u s o reven
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s neededt osurvivei n t hi sera ,otherwiset heywli lbel ef tbehind .
i b a g n i d a e r f o r e w o p e h t g n i w o n
K ltiy, I ndonesian educaiton rtains ti sstudents to
ll e w s t x e t h s il g n E d a e
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i bigporitonamong othe rskills .Thus ,beingf amiila rand being ableto do t he
e r a t s e t g n i d a e
o
T assessstudents’r eadings k li lisi mpo tranttoi mprovet herir eadings kill .
. t n e m s s e s s a e t a ir p o r p p a n a h ti w m e h t g n it a ti li c a f y b e n o d e b n a c t
I According t o
( n w o r
B 2004) , an assessmen t i s needed to measure o r evaluate students ’
e c n a m r o f r e
p atfero rdu irng joining a ce train l esson o rteaching l earning process
4 . p p
( - )5 .Assessment scan also be used to check students ’understanding in a
c i p o t r o n o s s e l n i a tr e
c .The assessmen tmay be conducted du irng t hel esson ,fo r
n o it s e u q s ’ r e h c a e t r e w s n a o t e v a h s t n e d u t s n e h w e c n a t s n
i s o rwhent heyperforma
t f o t n o r f n i n o it c a n i a tr e
c heclass. Besides ,an assessmen tcanalso beconducted
. e s r u o c n i a tr e c a f o d n e e h t t a
, n o it i d d a n
I Brown (2004 )statest ha ta tt es i sone way t o asses sstudents ’
t n e m e v e i h c
a (p.4) .I tmean stha ta test can also be used to measure students ’
t n e m e v e i h c
a . By conducitngat est ,at eache rcan hold t he assessing proces sand
. tl u s e r g n i n r a e l ’ s t n e d u t s e r u s a e
m Besides ,at estalsoprovidesf eedbacks b rothfo
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t s da n students .Inaddiiton , mfro ther esul to fat est,t eacher swli lknow
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t teachingl earningproces sandwha tneeds tobei mproved.
e c n i
S a t esti ssigniifcan ti n teaching l earning process , tii si mpo tran tfo r
s t n e d u t s r i e h t r o f t s e t d o o g a n g i s e d d n a n a l p o t s r e h c a e
t (Brown ,2004 ,p.4). A
m o t l o o t l u f r e w o p a s i t s e t d o o
g easure students ’achivement. Du irng teaching
r e tt e b m r o fr e p o t s r e h c a e t e h t o s l a d n a s t n e d u t s s p l e h t s e t d o o g a , s s e c o r p g n i n r a e l
d o h t e m g n i n r a e l d n a g n i h c a e t h t o b n i t n e m e v o r p m i n a e k a m n e v
e s .Fo rexample ,
e c n a h c e d i v o r p l li w g n i n e t s il n o t s e t e v it c e j b o d o o g
a s fo rthe student sto pay
t
aten iton t o how t heyt akenotes . A good objecitvet es ton r eading help sstudent s
.s t x e t h s il g n E f o s d n i k s u o ir a v g n i z y l a n a e c it c a r p o
h c i h w n i ) D & R ( t n e m p o l e v e D d n a h c r a e s e R l a n o it a c u d E s i h c r a e s e r s i h T
e d r e h c r a e s e r e h
t sign sase to freading t est .Theresearche rdesigns a reading t es t
r o
f junio rh hi sg choo lstudent ssince reading i s rtained more than othe rskills .
,s t n e d u t s e d a r g t h g i e f o s u b a ll y s e h t n o d e s a
B theylearn al o toft extsi n vairou s
. s c i p o
t Beside ,s t hey arealso prepairng t hemselves t o pas snaitona lexaminaiton
r a e y t x e
n . Naitona lexaminaiton requrie sthem to be famiila rwtih macro and
s ll i k s o r c i
m ofr eadingstatedby Hughes( 1989) ,such asi dentfiying i nformaiton ,
g n i y fi t n e d
i themesandidentfiyingword smean (ing p.117) .
i r k p o B P M S f o s t n e d u t s e d a r g t h g i e e h t e v l o v n i o t g n i o g s i h c r a e s e r s i h T
, n o it i d d a n I . e d a r g t h g i e r i e h t g n ir u d s t x e t s u o ir a v g n i n r a e l e r a y e h T . ir a s o n o W
r e v a h y ll a u s u y e h
t eading t est i n t he form o fmulitplechoices o rothe rkind so f
s i h t e c n i s l o o h c s s i h t n i d e d e e n s i t s e t g n i d a e r f o n o it c e ll o c A . s t s e t e v it c e j b o
i v o r p h c i h w k o o b t x e t h s il g n E n a s e s u y l n o l o o h c
s de very ilmtied reading
s e s i c r e x
e .
g n i n g i s e d n i h c r a e s e r s i h t s e s u c o f r e h c r a e s e r e h t , y l s u o i v e r p d e t a t s s
A an
e c i o h c e l p it l u m f o m r o f e h t n i t s e t g n i d a e r e v it c e j b
o s. The objecitve tes tin the
e c i o h c e l p it l u m f o m r o
f s i schosensincestudent shavet obef amiila rwtiht ypeo f
e h t , e r o f e r e h T . n o it a n i m a x e l a n o it a n e h t n e v e r o t s e t l a n if r i e h t n i t s o m d e s u t s e t
s e
r earche rwli lalso considert hemateiralst aughti n eigh tgrade .Bydesigning an
l o o h c s h g i h r o i n u j r o f t s e t g n i d a e r e v it c e j b
o students ,especially fo reigh tgrade
l u f e s u e d i v o r p o t d e m i a s i h c r a e s e r s i h t , ir a s o n o W i r k p o B P M S f o s t n e d u t s
o f e c it c a r p g n i d a e
.
B ProblemFormula iton
s s i h
T tudywould ilket oaddresst woquesitons.
.
1 Howi st heproces so fdesigni nganEngilshobjecitve- readingt estf o rjunio r
highs choolstudents?
.
2 Wha tdoest heEngilshobjecitve- readingt estf orj unio rhighs chools tudent s
e k il k o o
l ?
.
C ProblemLimtia iton
r e h c r a e s e r e h
T ilmtied the scope o fthi sstudy in designing an objecitve
tI . ir a s o n o W n i l o o h c S h g i H r o i n u J r o f t s e t g n i d a e
r i son t hesecond semeste ro f
t h g i
e grade.Eigh tgrades tudent sarechosensincei nt hi sitmet hestudent shavet o
o t s e v l e s m e h t e r a p e r
p bef amiila rwtihr eadingt est .Therefore,i n theninth grade ,
y e h
t a rereadyf o rprepairngt henaitona lexaminaiton .
e t g n i d a e r f o n o i s r e v t s ri f g n i n g i s e d r e tf
A s,tt her esearche rwli levaluate the
n o s e s u c o f r e h c r a e s e r e h t , y ti d il a v e h t r o F . y ti li b a il e r d n a y ti d il a v f o s t c e p s
a the
t s n o c , y ti d il a v t n e t n o c , y ti d il a v e c a
f ruc tvaildtiy .Beside ,s ther esearche rwli lalso
t a m it s e y b t s e t e h t f o y ti li b a il e r e h t y fi t n e d
i ing them using crtieira affected
y ti li b a il e
r measuremen to facetraint est .
.
D ResearchObjecitves
e h
T re are two objecitve so fthi sstudy .The f tri s objecitve i sto descirbe
w o
o t s i d n o c e s e h T . ll i k s g n i d a e r g n i c it c a r p d n a g n i n r a e l r e tf a t n e m e v e i h c
a designan
h s il g n
E objecitve- reading tes tbased on the step sdeifned through the study o f
. t s e t d o o g a f o a ir e ti r c e h t o s l a d n a t s e t a g n i n g i s e d
.
E ResearchBeneftis
Thi sstudy offersbeneftisf ort eacher sand students .Fort het eachers ,they
n g i s e d e b d l u o h s t s e t a w o h f o e r a w a e b l li
w ed .Besides ,the teachers wli lalso
g n i d a e r a n g i s e d o t e r a p e r p d n a t s e t g n i d a e r d o o g a f o s t n e m e ri u q e r e h t d n a t s r e d n u
, e c n e H . ll e w t s e
t a well- designed reading tes twli lshow the resul to fstudents ’
. t n e m e v e i h c
a The resul to fthe test provide sinformaiton o fwha tthe teachers
, t s e t e h t r e tf a o d d l u o h
s inordert or eachbetterr esutli nt henextt eachingl earning
. s s e c o r p
Fo rthe students ,thi sstudy provide sfeedbacks rf o thei rperformance o r
y B . tl u s e
r havingavaildandr eilablet es,tt herir eadings kli lachievemen tcan rtuly
. d e r u s a e m e
b Therefore ,student sare given chance to improve thei rqualtiy o f
. ll i k s g n i d a e r
.
F Deifni itono fTerms
e r e h
T ares omet erm swhicht hei rdeifniiton sneedtobeexplainedi norde r
u s r e d a e r e h t p l e h o
t nderstandt hiss tudy.Eacht ermi sexplainedasf ollows .
.
1 Tes tDevelopment
Tes tdevelopmen ta sstated by Bachman and Palmer( 1997 )i sunderstood
y l e m a n , s e g a t
s design ,operaitonailzaiton and adminisrtaiton (p .93) .Moreove,r
e t a t s r e m l a P d n a n a m h c a
B tt ha thedesigni nclude ssevera lcomponent ssuch a sa
e
d scirp itonoft hepurposeoft het es,t a descirpitonoft argetl anguageuseandt ask
, s e p y
t adescirpiton oft estt akers ,adescirpitonoft heconsrtuctt obemeasured ,a
n a l
p o fconsrtuc tto be measured and an inventory o frequried and avaliable
s e c r u o s e
r andaplanf ort he itmeallocaitonandmanagement( p .88) .
.
2 ObjecitveReadingT est
o t g n i d r o c c
A Brown’ s(2004) , a tes ti sa method ro an insrtument fo
g n ir u s a e
m aperson’ sablitiy ,knowledgeor performancei nagivendomain(p .3).
, s u h
T ar eadingt es ti sthet estwhich isi ntended t omeasureperson’ spro ifciency
y ti li b a g n i d a e r f o e c n a m r o fr e p r
o .
An objecitve tes t i s a kind o f tes t which the answer s are objecitve.
o t g n i d r o c c
A Hughes( 1989) , anobjecitvet esti sat es twhosesco irngsystems od
t o
n requrieanything(p.19). I tmeanst ha tanobjecitvet es tha sanaccurateanswe r
. m e t s y s g n ir o c s e v it c e j b o d n a y e
k Thesubjecitvtiy oft hescore rshould no texis t
. t s e t e v it c e j b o n i
e s u r e h c r a e s e r e h t , g n i d a e r g n it s e t r o f t s e t e v it c e j b o n a e k a m o
T s the macro
t o n o d h c i h w s ll i k s e h t s e s o o h c r e h c r a e s e r e h T . g n i d a e r f o s ll i k s o r c i m d n a
i y l e m a n , y ti v it c e j b u s s r e r o c s e h t o s l a d n a s r e k a t t s e t e h t e v l o v n
i dentfiying
,s n u o n o r p f o t n e r e f e
r using contex tto gues s meaning s o funfamiila rwords ,
scanning t extto l ocatespeciifci nformaiton and skimming t ext t o obtain t hegist
.
3 Reilablitiy
. t c e p s a t n a tr o p m i n a s i y ti li b a il e r , y d u t s s i h t n
I Reilablitiy i s one
. t s e t d o o g a f o t n e m e ri u q e
r A t es thas t o bereilablemeans t ha ta t es thas t o be
d l u o h s t s e t e h t , y a w e l p m i s a n I . e l b a d n e p e d d n a t n e t s i s n o
c have simlia rresutls
s n o i s a c c o t n e r e f fi d n i d e t c u d n o c s i t i n e h w n e v
e (Brown , 2004 , p.21) .
s r e f e r y ti li b a il e r t a h t s e t a t s r e ll i M , e r o m r e h tr u
F tot heconsistencyo fmeasuremen t
. ) 7 0 1 . p , 9 0 0 2
( To an itcipate o resitmate how reilable a cetrain test si ,a tes t
r e f e r y a m r e n g i s e
d to the numbe ro ftasks ,the spread o fscore and also the
t s e t e h t f o y ti v it c e j b
o .
.
4 Vaildtiy
r e h t o n
A requriemen to fa good t esti s t hevaildtiy of t he t est .Gronlund a s
t n e t x e e h t “ s i y ti d il a v t a h t s e t a t s ) 4 0 0 2 ( n w o r B y b d e ti
c to whichi nference smade
tl u s e r t n e m s s e s s a m o r
f sare approp irate ,meaningfu land usefu lin term so fthe
n e m s s e s s a e h t f o s e s o p r u
p t”(p.22) .I tmeanst hatt he tiem so facetraint es thave to
r u s a e m n i e v it c e f f e e
b i ng a ce train i ndicator .Beside ,s t he t est i svaild when t he
. y l s u o i v e r p d e t a t s s r o t a c i d n i e h t e r u s a e m o t e l b a ti u s r o e t a ir p o r p p a e r a s m e ti
.
5 JuniorHighSchools tudents
r e h
T esearche rfocuse s he rstudy on junio rhigh schoo lstudents .SMP
o t d e d e e n s i t s e t e h t n e h w s r e k a t t s e t e h t s a n e s o h c e r a s t n e d u t s i r a s o n o W i r k p o B
w e n a t o n s i ti d n a i r a s o n o W n i s l o o h c s h g i h r o i n u j f o e n o s i l o o h c s s i h T . d e t s e t e b
c x i s e r a e r e h T . l o o h c
s lassesi nt hi sschool ,seventh ,eighth andfou trhgradewtih
j e h
T unio rhighschoo lhasr equried Engilsh asoneoft hesubjectst estedi n
naitona lexaminaiton .Hence ,sincet heseventh grade,j unio rhigh schoo lstudent s
a t o n s i h s il g n E t a h t s n a e m t I . y ti v it c a g n i n r a e l g n i h c a e t ri e h t n i h s il g n E d a h e v a h
9 I I R E T P A H C
E R U T A R E T I L D E T A L E R F O W E I V E R
r e t p a h c s i h
T provide stheo ire srelated to the subjec tmatte ro fthi sstudy .
n o it p ir c s e d l a c it e r o e h t , y l e m a n r e t p a h c s i h t f o s tr a p r o j a m o w t e r a e r e h T
d u t s ’ s r e h t o f o g n i n i a t n o
c i esandr esearchandt heoreitcalframeworkcontainingo f
. n o it p ir c s e d l a c it e r o e h t e h t o t d e t a l e r s i r e tt a m t c e j b u s e h t w o h
.
A Theoreitca lDescrip iton .
1 Tesitngi nLanguageTeaching , g n i h c a e t e g a u g n a l n
I at est ha san i mpo tran trole. tI srole a sasubse to f
t i s e k a m s s e c o r p t n e m s s e s s
a signi ifcan.tAccordingt oBrown( 2004) ,atesti sone
a s i tI . t n e m e v e i h c a ’ s t n e d u t s s s e s s a o t y a
w method or na insrtumen to fmeasu irng
e l p m i s a n I .) 3 . p ( n i a m o d n e v i g a n i e c n a m r o f r e p r o e g d e l w o n k , y ti li b a s ’ n o s r e p a
s r e h c a e t e h t y b d e s u s i t s e t a , d r o
w tocheckandmeasuret heris tudents ’ablitiy .
, r e v o e r o
M Carrolla sctiedbyBachmanandPalmer( 1997)s tatest ha tat es t
s
i “a psychologica lo reducaitona ltes ti sa procedure designed to eilci tce train
e c t u o b a s e c n e r e f n i e k a m n a c e n o h c i h w m o r f r o i v a h e
b train characteirsitc so fan
) 2 2 . p ( l a u d i v i d n
i ” .Here ,a tes ti san acitvtiy which i sdesigned to be used fo r
n e e b e v a h h c i h w s t n e d u t s e h t f o s c it s ir e t c a r a h c n i a tr e c g n i y fi t n e d i d n a g n i w o n k
. y l s u o i v e r p d e n if e d
o t g n i d r o c c
A Bachman and Palme r(1997) ,a test si needed f or severa l
.s e c n a tr o p m
. s s e c o r p g n i n r a e l ’ s t n e d u t s f
o A tes tno tonly gives the students feedback sand
n o it a m r o f n
i ,a test also gives the teacher sfeedbacks on the proces so fteaching
f o e c n a tr o p m i r e h t O . g n i n r a e
l at estin l anguaget eaching i st ha tatesti n lfuences
e h t s w o ll a t s e t e h t f o t l u s e r e h T . s t n e d u t s r i e h t t u o b a s n o i s i c e d g n i k a m n i s r e h c a e t
r e h c a e
t s to know the performance o f theri students , whethe r a studen t has
t o n r o l l e w d e m r o f r e
p (p.8).
.
2 Crtieriono fAGoodTest
e m o s l li fl u f d l u o h s s m e ti t s e t f o t e s a , t s e t d o o g a e b o t r e d r o n I
s t n e m e ri u q e
r ,namely,
.
a Prac itcaltiy n w o r
B (2004 )statest ha ta pracitcalt es ti sthet estwhichi sno texcessively
e v i s n e p x
e and i tstay swtihin approp irate itme consrtaints .Besides ,the test si
d e r e t s i n i m d a e b o t y s a e y l e v it a l e
r .I tmeanst hatt het es tha sspeciifcand accurate
e r u d e c o r p n o it a u l a v e r o m e t s y s g n ir o c
s (p.19) .
.
b Vaildtiy
t o n r o r e h t e h w o t s r e f e r y ti d il a v m r e t e h
T a tes tmeasure swhati tclaimst o
e r u s a e
m (Brown ,2004 ,p .19 .) In addiiton ,Gronlund a sctied by Brown (2004 )
t n e m s s e s s a m o r f e d a m s e c n e r e f n i h c i h w o t t n e t x e e h t “ s i y ti d il a v t a h t s n i a l p x e
e h t f o e s o p r u p e h t f o s m r e t n i l u f e s u d n a l u f g n i n a e m , e t a ir p o r p p a e r a t l u s e r
, s d r o w e l p m i s n I ” .) 2 2 . p ( t n e m s s e s s
a thevaildtiydeal swtihwhethert het es tmeet s
l a n o s r e p y b d e t a m it s e y ll a u s u e r a h c i h w y ti d il a v f o s d n i k e v if e r a e r e h T e h t e r a e s e h T . s tr e p x e l a n o it a c u d e r e h t o d n a s r e h c a e t m o r f t n e m g d u j r o s n o i n i p o y ti d il a v f o s d n i k e v
if elaboratedbyBrown(2004 .)
)
1 Conten tVaildtiy
s m e ti e h t r e h t e h w , fl e s ti t s e t e h t f o t n e t n o c e h t h ti w s l a e d y ti d il a v t n e t n o C . s r e k a t t s e t e h t f o r o i v a h e b e h t h ti w t i u s t s e t e h t f
o A t est i ssaid t o be vaild i n
u t s t a h t r e tt a m t c e j b u s e h t t n e s e r p e r s m e ti e h t fi t n e t n o c f o s m r e
t dent shavel earn t
4 0 0 2 , n w o r B
( , Mousavi ,2002, Hughes ,2003) .Brown( 2004 )clealryexplainst ha t
r e h c a e t a n e h w , e l p m a x e r o F . e r u s a e m o t d e d n e t n i ll i k s e h t h ti w t i u s d l u o h s t s e t a e t a s e v i g e h s / e h n e h t , ll i k s g n i k a e p s n i e c n a m r o f r e p ’ s t n e d u t s s s e s s a l li
w s t
m r e t n i d il a v n i d e r e d i s n o c s i t s e t e h t , r a m m a r g n e tt ir w n i g n i s u c o
f s o fconten t
.) 2 2 . p ( )
2 CrtierionRelatedVaildtiy
s a h h c i h w t s e t e h t f o n o ir e ti r c e h t o t s r e f e r y ti d il a v d e t a l e r n o ir e ti r C g n ir a p m o c y b d e t a rt s n o m e d t s e b s i t I . d e h c a e r n e e b y ll a u t c
a resu tl s o f an
tl u s e r h ti w t n e m s s e s s
a s o fothe rmeasuresi n somecrtie iron ( Brown ,2003 ,p.24.)
e v a h t h g i m n o ir e ti r c a t a h t n o it a n a l p x e r e h tr u f s e v i g n w o r B , n o it i d d a n I . a ir e ti r c r e h t o e m o s h ti w s p i h s n o it a l e r )
3 Consequen ita lVaildtiy 2 . p , 3 0 0 2 ( o t g n i d r o c c
A 6) ,consequenita lvaildtiy refer sto how the tes t
t c a p m i s ti s e v i
g s to t he t est t akers .Besides ,consequenita lvaildtiy of t he t es ti s
a f o s e c n e u q e s n o c l a i c o s e h t d n a s r e n r a e l n o t c e f f e s ’t s e t e h t o t d e t a l e r y l e s o l c o s l a . e s u d n a n o it a t e r p r e t n i s ’t s e
n o it a v it o m ’ s t n e d u t s n o t n e m s s e s s a n i a tr e c a f o s t c e f f e e h t r e d i s n o c o t t n a tr o p m i
.) 6 2 . p (
)
4 FaceVa ildtiy
e h t o t s r e f e r y ti d il a v e c a
F presentaiton o rappearance o fthe tes t tiems .
,r e v o e r o
M Mousavia sctiedbyBrown( 2003 )explainst hatf acevaild tiyi sclosely
h ti w d e t a l e r
e h t
“ degreet o whichat estl ook s irght ,appearst omeasuret heknowledge e h t f o t n e m g d u j e v it c e j b u s n o d e s a b , e r u s a e m o t s m i a l c t i s e it il i b a r o
e s u s ti n o e d i c e d o h w l e n n o s r e p e v it a rt s i n i m d a e h t ,t i e k a t o h w s e e n i m a x e
d e t a c it s i h p o s y ll a c ir t e m o h c y s p r e h t o d n
a observers(p.26). ”
i , n o it a n a l p x e e h t n o d e s a
B t mean stha tface vaildtiy i susually checked o r
. s tr e p x e r e h t o d n a s r e k a t t s e t h t o b , t n e m g d u j s ’ e l p o e p h g u o r h t d e t a u l a v e
d e r e d i s n o c e b o t s m e ti t s e t r o f s r o t a c i d n i l a r e v e s s e t a t s n w o r B , r e h tr u F
m r e t n i d il a
v s off acevaildtiy .Thesearet he ilst sofi ndicator so fat es twtih high
. y ti d il a v e c a f
)
a a w - ell consrtuctedexpectedf orma twtihf amiilart ask ,s
)
b a testt hati sclea lrydoablewtihint heallotted itme ilmi,t
)
c itemst ha tareclea randuncomp ilcated,
)
d driecitonst ha tarecrysta lclea,r
)
e taskst ha tarer elatet ot hei rcoursework( conten tvaildtiy) ,and
)
f a dfiifcutlyl evelt ha tpresent sar easonablechallenge.
)
a e r u s a e m o t d e s u e b n a c t s e t n i a tr e c a w o h o t d e t a l e r s i y ti d il a v t c u rt s n o C
. t c u rt s n o c l a c it e h t o p y
h The consrtuc t tisel fcover sany hypothesi so rmode ltha t
f o a n e m o n e h p d e v r e s b o g n i n i a l p x e n i s t p m e tt
a a ce train percep iton( Borg&Gall ,
0 8 2 . p , 3 8 9
1 , Brown ,2003 ,p .25 .)
a , t s e t a f o y ti d il a v t c u rt s n o c e h t y fi t n e d i o t , y ti d il a v f o t c e p s a r e h t o e k il n U
d e t n u o c s t c e p s a o w t e r a e r e h T . n o it a l u c l a c s e s u y ll a u s u r e h c a e t a r o r e n g i s e d t s e t
ti d il a v t c u rt s n o c e h t y fi t n e d i o
t y . They are item faclitiy ( IF) and item
i
dscirminaiton (ID) . Moreover ,in mulitple choice test ,identfiying disrtacto r
l li w t c e p s a h c a E . s m r o fr e p e c i o h c h c a e l l e w w o h e t a u l a v e o t d e d e e n s i y c n e i c if f e
h t h g u o r h t d e n i a l p x e e
b e followingexplanaiton.
)
a ItemFaclitiy( IF)
o r B ( s tr e p x e e m o s o t g n i d r o c c
A wn ,2004 , pp . 85 -59 ,2005, p .66) ,item
y ti li c a
f analysi sgivesi nformaiton abou thoweasy o rd fiifcul tat es t tiemi s . tI i s
. s s e n i s a e m e ti r o y tl u c if fi d m e ti s a n w o n k y l n o m m o c o s l
a I tdeal swtih t he raito
lt c e r r o c n o it s e u q e h t r e w s n a o h w s t n e d u t s n e e w t e
b yandt otalr esponses .Byusing
r o t l u c if fi d o o t r o y s a e o o t s i m e ti t s e t a r e h t e h w w o n k y li s a e n a c e l p o e p , o it a r s i h t
. d e t s e t e b o t e t a ir p o r p p a s i ti n e v e
. ) 5 1 . 0 < ( 5 1 . 0 n a h t s s e l s i F I e h t fi t l u c if fi d o o t d e r e d i s n o c s i m e ti t s e t A
h t e r o m s i F I e h t n e h
W an 0.85 (<0.85) ,a tes t tiem i sconsidered too easy .A
5 8 . 0 d n a 5 1 . 0 n e e w t e b s i F I s ti n e h w e t a ir p o r p p a s i m e ti t s e t n i a tr e
c (0.15<0.85) .
)
) 5 0 0 2 ( n w o r B y b d e t a t s s
A item discirminaiton (ID )“i sstaitsitc tha t
l l e w d e m r o fr e p o h w s t n e d u t s e h t s e t a r a p e s m e ti n a h c i h w o t e e r g e d e h t s e t a c i d n i e l o h w s a t s e t e h t n o y lr o o p d i d o h w e s o h t m o r
f ” (p.68) .By calculaitng the ID ,
u t s d e t a n i m ir c s i d y ll u f s s e c c u s s a h m e ti t s e t a r e h t e h w w o n k l li w r e h c a e
t dent swho
. t o n d i d o h w d n a l l e w m e ti e h t d i d t o n n a c m e ti e h t t a h t s n a e m t i , 0 s i m e ti t s e t n i a tr e c a r o f D I e h t f I o t s a h D I s i h t h ti w m e ti t s e t A . s t n e d u t s y ti li b a w o l d n a y ti li b a h g i h e t a n i m ir c s i d d e v o m e r n e v e r o d e s i v e r e
b ,whliea t es t tiem wtih 1 a stheID ha smeaning t ha t
e t a n i m ir c s i d y ll u f s s e c c u s t s e t e h
t s high and low ablitiy students . Someitmes ,
s a h c u s , D I e v it a g e n h ti w m e ti t s e t a o s l a s i e r e h
t -0.26 ,thi s tiem canno tbe
u ft b u o d s i m e ti t s e t e h t t a h t n o it a m r o f n i s e v i g D I e v it a g e n e c n i s d e t p e c c
a lto
9 5 . p p , 4 0 0 2 , n w o r B ( e c n a m r o f r e p s t n e d u t s e r u s a e
m -6 0 .)
)
c DistractorEfifciency
f o e c n a m r o f r e p e h t o t s r e f e r y c n e i c if f e r o t c a rt s i d , s t s e t e c i o h c e l p it l u m n I r o t c a rt s i d y r e v
e in an tiem .A disrtactor i sconsidered efifcien t fi i tsuccessfully
o t a l u m r o f l a c it a m e h t a m o n s i e r e h T . s t n e d u t s s t c a rt t
a identfiy the degree o f
h c a e e s o o h c o h w s r e k a t t s e t f o n o it u b ir t s i d e h t t u o b a s i t I . y c n e i c if f e r o t c a rt s i d . ) 0 6 . p , 4 0 0 2 , n w o r B ( r o t c a rt s i d l a n w o r B , r e v o e r o
M so state s tha ta disrtacto rwhich i schosen by tes t
. s t n e d u t s y ti li b a w o l r o f y ll a i c e p s e , y ll u f s s e c c u s s t n e d u t s d e t c a rt t a s a h s r e k a
t On
, d n a h r e h t o e h
t a disrtacto rwhich i sno tchosen shows t hat t he disrtacto rha sno
) 0 6 . p , 4 0 0 2 ( y ti li t
s s e n e v it c a rt t a e z i m i x a m o t y a w e n o s i y ti n e g o m o H . s u o e n e g o m o h s e c i o h c
.) 0 1 2 . p (
.
c Reilablitiy
t n e t s i s n o c w o h , s i t a h t ,t n e m e r u s a e m f o y c n e t s i s n o c a “ o t s r e f e r y ti li b a il e R
t l u s e r t n e m s s e s s a r e h t o r o e r o c s t s e
t are from one measuremen tto another”
t e , r e ll i M
( a.l ,2008 ,p .107 .) In addiiton ,Borg and Gal l(1983 )also explain t hat
e h
t reilablitiy o fa test i si mpo tran tsince ti i srelated t o t hei nterna lconsistency
. ) 1 8 2 . p ( fl e s ti t s e t e h t f o y ti li b a t s d n a
o
T esitmatet her eilablitiyo fat est ,correlaiton method sareo tfenused. I n
s y a w l a r e v e s e s o o h c y a m r e n g i s e d t s e t a s d o h t e m n o it a l e r r o c h g u o r h t , n o it i d d a
n o it a l e r r o c g n i s u y ti li b a il e r e t a m it s e o t s y a w l a r e v e S . s g n it t e s r i e h t n o d e s a b
h t d e n i a l p x e e r a d o h t e
m rought hef ollowingt able.
f o s d o h t e M 1 . 2 e l b a
T Es itma itngReilablitiy(Millere ta.l ,2009 ,p.110) s
d o h t e
M Typeo fReilablitiy e r u s a e
M Procedure
t s e
T - retest Measureofs tablitiy Give the same tes ttwice to the same l a r e v e s m o r f l a v r e t n i h ti w p u o r g
.s t s e t n e e w t e b s r a e y l a r e v e s o t s e t u n i m t
n e l a v i u q
E -
s m r o
f Measureo fequivalence Ggriovuept wi nocf loosrems u socfcet hsseiot ens.tt o t hesame t
s e
T - retes t h
ti w
t n e l a v i u q
e
s m r o f
d n a y ti li b a t s f o e r u s a e M
e c n e l a v i u q
e Ggriovuept wwotihf oramn i snocfrt ehaeset destitmt oethinetsearvmae l s
m r o f n e e w t e b
ti l p
S - flh a Measure o f interna l y
c n e t s i s n o
c Ghaivlveet seso t fontceest , ;sccoorreretcw to ceoqrurievlaaliteonn t g n i s u t s e t e l o h w t if o t s e v l a h n e e w t e b
n a m r a e p
S - Brownf ormula. t
n e i c if e o C
alpha cMoenassisutreency o f interna l Gapivpleyf teosrm tounlac.e ;score tes t tiem sand r
e t a r r e t n
I Measure o fconsistency o f s
g n it a
r Greiqvueiirnagj sued tgmoe fntsatu lsdceontirn sgrt eospt wonoseo s r m e h t e v a h d n a s r e t a r e r o m
t e r o c s y lt n e d n e p e d n
r e v e w o
H , thereilablitiy canalso beenesitmatedt hrough j udgment .Bachman
t d e k c e h c n e e b o s l a n a c y ti li b a il e r t a h t e t a t s ) 6 9 9 1 ( r e m l a P d n
a hrough persona l
r o e h t e t a u q e d a n o d e s a b t n e m g d u
j i eso freilablitiy (p .24) .In addiiton ,reilablitiy
e b t h g i m t s e t n i a tr e c a f
o performedwhenat es tdesigne rconsider sori mplement s
e e r h t e r a e r e h t ) 9 0 0 2 ( .l a t e r e ll i M o t g n i d r o c c A . y ti li b a il e r g n i c n e u lf n i s r o t c a f e h t e r a s r o t c a f e s o h T . y ti li b a il e r g n ir u s a e m n i d e r e d i s n o c e b o t d e e n s r o t c a
f proftiable
. ) 4 2 1 . p ( s t n e m s s e s s a f o y ti li b a il e r e h t e z i m i x a m o t s r e n g i s e d t s e t r o s r e h c a e t r o f .s w o ll o f s a d e n i a l p x e e r a s r o t c a f e e r h t e h T )
1 Numbero fAssessmen tTask s
r e d r o n i t s e t n i a tr e c a n i d e d i v o r p s k s a t f o r e b m u n e h t o t s r e f e r r o t c a f s i h T . r u o i v a h e b e h t e r u s a e m o
t Generally ,Mille rstatest hatt hemorenumbe roft ask s
o t ,s d r o w r e h t o n I .) 5 2 1 . p , 9 0 0 2 ( e b l li w y ti li b a il e r s ti r e h g i h e h t ,t s e t a n i d e d i v o r p h g i h t e
g err eilablitiy ,at es tdesigne rmigh taddt het ask so facetrainassessmen to r
t s e t a , k s a t f o r e b m u n e h t g n i d d a n i t a h t r e b m e m e r o t t n a tr o p m i s i t i , t u B . t s e t e b l li w y ti li b a il e R . s k s a t d e d d a f o y tl u c if fi d f o l e v e l e h t r e d i s n o c d l u o h s r e n g i s e d e b d e v e i h c
a tte rwhent het asksi nvairousl eve lo fdfiifcutly .
)
2 Spreado fScores
m o tt o b e h t d n a s e r o c s p o t e h t n e e w t e b e c n e r e f fi d e h t r o e r o c s f o d a e r p S s e r o c
s can also be used to esitmate the reilablitiy o ftest .Fu trher ,Mille re tal .
s e t f o n o it a m it s e t a h t n i a l p x
e tr eilablitiywli lbehighe rwhent hes preadofs corei s
)
3 Objecitvtiy
r e ll i M y b d e t a t s s
A te la . (2009) ,objecitvtiyo fat estr eferst o “thedegree
to which equally competen tscorer sobtain t he same resutl .s” A t est i scalled an
tl u s e r e h t d n a e v it c e j b o e r a s m e ti t s e t s ti n e h w t s e t e v it c e j b
o s o rscore sare no t
e h t f o g n i s a r h p l u f e r a c y B . y ti v it c e j b u s r o s t n e m g d u j s ’ r e r o c s y b d e c n e u lf n i
u d n a s n o it s e u
q sing a standard and clea rse to frule sfo rsco irng ,reilab litiy o fa
6 2 1 . p p ( d e m r o f r e p d n a d e s a e r c n i e b n a c t s e t n i a tr e
c -127 .)
.
3 ObjecitveTest e v it c e j b
O test sare dfiferen tfrom subjecitve t ests in t erms fo the sco irng
t a h t s e t a t s ) 9 8 9 1 ( s e h g u H . m e t s y
s et h objecitve tests ea r t s est whose sco irng
o d m e t s y
s tn o requ rieanything .Therefore, t heway t o givescorei squtie simple
o n e b d l u o h s e r e h T . e v it c e j b o d n
a ambigutiy ni objecitvet ests sincet hesco irng
n e r e f fi d s i t I . d e n if e d y lr a e l c y ll a u s u s i m e t s y
s tfrom subjecitve tes tin which
d e ri u q e r s i t n e m g d u j l a n o s r e p r e r o c
s (p .19) .
t e r e ll i M . s t s e t e v it c e j b o f o s e p y t l a r e v e s e r a e r e h
T la . (2009 )state tha t
s a h c u s s e p y T y l p p u S e r a y e h T . t s e t e v it c e j b o f o s e s s a l c l a r e n e g o w t e r a e r e h t
l p m o C d n a r e w s n A t r o h
S eiton .The othe ri sSeleciton Type ssuch a sMatching ,
e u r
T - Falseo ratlernaitveResponseandMulitpleChoice .
t s e t e c i o h c e l p it l u m s i t s e t e v it c e j b o f o e p y t n o m m o c t s o m e h
T s . tI i sa
m e l b o r p r o m e t s e n o f o s t s i s n o c h c i h w t s e
t followed by choice so rop itons .
t s e r e h T . y e k s a d e ll a c y ll a u s u h c i h w r e w s n a t h g ir e n o s i e r e h t ,s e c i o h c e h t g n o m A
t c a rt s i d s a d e ll a c e r a s e c i o h c e h t f
r u o f r e d i s n o c o t s a h r e n g i s e d t s e t a , t s e t e c i o h c e l p it l u m a t c u rt s n o c o T
n a d n u l n o r G y b d e t a t s s e n il e d i u
g d Brown in Brown (2004) .These are the fou r
. s e n il e d i u g
.
a Designeach tiemt omeasures peci ifcobjecitves .
c if i c e p s e v a h d l u o h s t s e t e h t f o m e ti y r e v e t a h t g n i n a e m s a h t n i o
