An Analysis of Validity and Reliability of a Teacher-made Test on Descriptive Text: Case Study to Tenth Grade Office Administration Students at SMKN 3 Pontianak
Keywords:
validity, reliability, critical thinking, teacher made-testAbstract
This study aimed to analyse the connection between the test items' difficulty and discrimination indices in order to investigate the validity and reliability of a teacher-made test on descriptive text in SMKN 3 Pontianak. The purpose of this analysis was to ascertain if the test items accurately assessed the students' critical thinking abilities. This study used case research design. The test used in this study was created by an English teacher for office administration students in the tenth grade. The test consisted of 20 multiple-choice questions with a descriptive text. Documentation served as the research tool in this study. The researchers aimed to evaluate the degree to which the test items effectively assessed the students' abilities and comprehension of the descriptive text by looking at the test items' levels of difficulty and discrimination. The analysis's findings can shed light on the reliability of the test items as well as how well they assess students' language and critical thinking abilities. The results of the study also support the continuous efforts to increase the reliability of assessments created by teachers and to better evaluate students' learning outcomes in the context of EFL training.
Downloads
References
Andania, R. A. (2021). Assessing the English As a Foreign Language (Efl) University Students’ Critical Thinking. Education and Human Development Journal, 6(2), 77–87. https://doi.org/10.33086/ehdj.v6i2.2316
Brown, H. D. (2003). Language Assesment Principles and Classroom Practice. Pearson Longman, 324.
Cohen, L., Manion, L., & Morrison, K. (2007). Quantitative data analyses. Research Methods in Physical Activity and Health. https://doi.org/10.4324/9781315158501-17
Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (Fourth edi).
Dhia, H., & Alsalihi, A. (2019). Characteristics of a Good Test. University of Baghdad, October, 2–4. https://doi.org/10.13140/RG.2.2.21716.76169
Harmer, J. (2001). Book Review?: The Practice of English Language Teaching. RELC Journal, 32(1), 135–136. https://doi.org/10.1177/003368820103200109
Kunjappagounder, P., Doddaiah, S., Basavanna, P., & Bhat, D. (2021). Relationship between difficulty and discrimination indices of essay questions in formative assessment. Journal of the Anatomical Society of India, 70(4), 239–243. https://doi.org/10.4103/jasi.jasi_170_20
McCowan, R. J. R. (1999). Item Analysis for Criterion-Referenced Tests.
Nunan, D., Terrell, T. D., & Brown, H. D. (2003). Practical English Language Teaching.
Richards, J. C. and T. S. R. (1988). Approaches and Methods in Language Teaching: a description and analysis . Cambridge: Cambridge University Press
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Nurwinda Laili Puspitasari, Nur Ulyasari, Yohanes Gatot Sutapa Yuliana, Clarry Sada
This work is licensed under a Creative Commons Attribution 4.0 International License.
License and Copyright Agreement
- Authors retain copyright and other proprietary rights related to the article.
- Authors retain the right and are permitted to use the substance of the article in their own future works, including lectures and books.
- Authors grant the journal the right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post or self-archive their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
