Developing Computer-Based Professional Competency Test Items For Automotive Engineering Teachers Professional Education

Abstract

The objective of the study is to develop Computer-Based Professional Competency Test Items. This type of test items is very important for the successful performance of Teachers Professional Education, recalling the fact that the quality of Teachers Professional Education is determined by the Computer-Based National Test which dominant materials are related to Professional Competency. Then, the study was conducted by referring to the research and development model by Borg & Gall with simplification on several stages. After the study has been conducted, there are several findings that might be elaborated. First, the development of Computer-Based Professional Competency Test Items for the participants of Automotive Engineering Teachers Professional Education is conducted through several stages as follows: (a) planning (content, form and number of test items); (b) test items drafting; (c) computer program developing; (d) testing; and (e) evaluating. Second, based on the rational analysis the quality of the research and development results might be categorized as follows: (a) from the aspects of material there are 2 test items that have been incompatible for the Multiple Choice mode; (b) from the aspects of construction there are 5 test items that have been different formulation for the answers; and (c) from the aspects of language there is 1 test item that has incompatible standard for the appropriate Bahasa Indonesia. Third, the value of Difficulty Level might be described as follows: (a) 23 test items belong to “Easy” category; (b) 32 test items belong to “Moderate” category; and (c) 5 test items belong to “Difficult” category. It means that the ratio among the “Easy,” “Moderate,” and “Difficult” will be 38.301 : 53.301 : 8.401. Fourth, the value of Discriminant Capacity might be described as follows: (a) 2 test items belong to “Very Good” category; (b) 17 test items belong to “Good” category; (c) 13 test items belong to “Moderate” category; (d) 21 test items belong to “Poor” category; and (e) 7 test items belong to “Very Poor” category. It means that 28 test items (46.701) have not meet the requirement of a good test item. Fifth, the value of Distractor Effectiveness Distribution might be described as follows: (a) 3 test items have 1 ineffective distractor; (b) 15 items have 2 ineffective distractors; (c) 28 test items have 3 ineffective distractors; and (d) 14 test items have 4 ineffective distractors.