Implementation of Four-Tier Multiple-Choice Instruments Based on the Partial Credit Model in Evaluating Students’ Learning Progress

Lukman Abdul Rauf Laliyo,Masrid Pikoli,Syukrul Hamdi,Citra Panigoro,Romario Abdullah

doi:10.12973/eu-jer.10.2.825

Abstract

<p style="text-align:justify">One of the issues that hinder the students’ learning progress is the inability to construct an epistemological explanation of a scientific phenomenon. Four-tier multiple-choice (hereinafter, 4TMC) instrument and Partial-Credit Model were employed to elaborate on the diagnosis process of the aforementioned problem. This study was to develop and implement the four-tier multiple-choice instrument with Partial-Credit Model to evaluate students’ learning progress in explaining the conceptual change of state of matter. This research applied a development research referring to the test development model by Wilson. The data were obtained through development and validation techniques on 20 4TMC items tested to 427 students. On each item, the study applied diagnostic-summative assessment and certainty response index. The students’ conceptual understanding level was categorized based on the combination of their answer choices; the measurement generated Partial-Credit Model for 1 parameter logistic (IPL) data. Analysis of differences was based on the student level class using Analysis of Variants (One-way ANOVA). This study resulted in 20 valid and reliable 4TMC instruments. The result revealed that the integration of 4TMC test and Partial-Credit Model was effective to be treated as the instrument to measure students’ learning progress. One-way ANOVA test indicated the differences among the students’ competence based on the academic level. On top of that, it was discovered that low-ability students showed slow progress due to the lack of knowledge as well as a misconception in explaining the Concept of Change of State of Matter. All in all, the research regarded that the diagnostic information was necessary for teachers in prospective development of learning strategies and evaluation of science learning.</p>

Highlights

Central to the notion of science learning is the development of students’ scientific understanding of basic concepts of sciences (Hadenfeldt et al, 2013), change of state of matter (Emden et al, 2018)
It is considered essential to conduct a further analysis that focuses on the modification of conceptual understanding category and analysis variation that is able to define the characteristics of students’ alternative conception
The article elaborates on the development and validation procedures of the 4TMC instrument with Partial-Credit Model to evaluate the students’ learning progress in explaining the concept of change of state of matter

Summary

Introduction

Central to the notion of science learning is the development of students’ scientific understanding of basic concepts of sciences (Hadenfeldt et al, 2013), change of state of matter (Emden et al, 2018). Aside from the issue, several studies have highlighted the students’ inability to provide an epistemological explanation of basic concepts of sciences (Chi et al, 2018). Education practitioners have recommended the utilization of learning progress concept as the instructional method to provide guidance and direction and to adjust the curriculum with the learning process and assessment (Claesgens et al, 2009; Duncan & Hmelo-Silver, 2009; Rogat et al, 2011). Learning progress is defined as a sophisticated and systematic way of thinking. This method is applicable for a learning process, in which the students will undergo gradual progress when learning a topic in a long duration. The concept involves certain sets of gradual levels that represent conceptual understanding, ranging from low level up to comprehensive level

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Discussion

Conclusion