Difficulty Of Test Items Research Articles

Development of Computational Mathematic Thinking Test Instruments Based On Computered Based Test

This reseacrh is a type of development reseacrh. The aims of this research is to develop an instrument for mathematical computational thinking tests based on Computer Based Testing (CBT) using the Quizizz application, evaluate the validity of the developed test instrument, and analyze the mathematical computational thinking abilities of students. The ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) is adopted as the method in this research. A total of 52 students from classes X and XI of SMA Muhammadiyah 1 Surakarta were involved in this study as research subjects. Data analysis was conducted using the Rasch model with the assistance of Winsteps Rasch software. The results of this research indicate that 20 items are categorized as valid. The overall test reliability is 0.62, classified as sufficient, while the reliability of the test items is 0.88, classified as good. Test analysis of the level of difficulty of test items reveals that there are 3 items categorized as very difficult, 7 items categorized as difficult, 5 items categorized as moderate, and 5 items categorized as easy. In general that the computational thinking skills test does not show a tendency to be biased in any question item, because all probability values for the question items exceed 0.05. Items are considered unbiased if they do not give an unfair advantage to any one individual. Based on the experiment in this study, the average mathematical computational thinking ability of class X students is 75.53, while for class XI students it is 79.37.

Dimensionality, discrimination power and difficulty of English test items: the case of graduate exam for healthcare applicants

Dimensionality, discrimination power and difficulty of English test items: the case of graduate exam for healthcare applicants

Novel Feature-Based Difficulty Prediction Method for Mathematics Items Using XGBoost-Based SHAP Model

The level of difficulty of mathematical test items is a critical aspect for evaluating test quality and educational outcomes. Accurately predicting item difficulty during test creation is thus significantly important for producing effective test papers. This study used more than ten years of content and score data from China’s Henan Provincial College Entrance Examination in Mathematics as an evaluation criterion for test difficulty, and all data were obtained from the Henan Provincial Department of Education. Based on the framework established by the National Center for Education Statistics (NCES) for test item assessment methodology, this paper proposes a new framework containing eight features considering the uniqueness of mathematics. Next, this paper proposes an XGBoost-based SHAP model for analyzing the difficulty of mathematics tests. By coupling the XGBoost method with the SHAP method, the model not only evaluates the difficulty of mathematics tests but also analyzes the contribution of specific features to item difficulty, thereby increasing transparency and mitigating the “black box” nature of machine learning models. The model has a high prediction accuracy of 0.99 for the training set and 0.806 for the test set. With the model, we found that parameter-level features and reasoning-level features are significant factors influencing the difficulty of subjective items in the exam. In addition, we divided senior secondary mathematics knowledge into nine units based on Chinese curriculum standards and found significant differences in the distribution of the eight features across these different knowledge units, which can help teachers place different emphasis on different units during the teaching process. In summary, our proposed approach significantly improves the accuracy of item difficulty prediction, which is crucial for intelligent educational applications such as knowledge tracking, automatic test item generation, and intelligent paper generation. These results provide tools that are better aligned with and responsive to students’ learning needs, thus effectively informing educational practice.

Students with Aberrant Responses in TIMSS2019 Mathematics Test in Sultanate of Oman: Comparison of Between Squared Residual Index by Content, Cognitive Process, Item Type, and Difficulty.

This study aimed to detect the students with misfit responses for eight grade students in the Sultanate of Oman in 2019, who amounting 6,745 students, by using the Between Squared Residual Index over sections of TIMSS2019 Mathematics test (content, cognitive process, item format and item difficulty). This study also aimed to compare the results of the Between Squared Residual Index over Mathematics test sections with the results of the Squared Residual Index over item level. The results of the study indicated that the percentage of students with misfit responses ranged between (2.16% & 3.22%) and between (2.13% & 3.88%) according to the (unweighted and weighted) Between Squared Residual indices respectively, while their percentage amounted to only 0.30% & 0.95% according to the (unweighted & weighed) Squared Residual indices respectively. The results showed that most of students' abilities with misfit responses in the Mathematics Test in TIMSS2019 ranged between low and medium. The study recommended conducting studies to determine the reasons for the presence of misfit responses in Mathematics tests in TIMSS among students of the Sultanate. It also recommended directing teachers and those in charge of applying TIMSS tests to train students in the basic mathematical skills they need to reduce behaviors that lead to misfit responses.

Implementation of the Problem-Based Learning Model in Teaching of Mathematics about Adding Fractions with Different Denominators in Elementary Schools

Research has been carried out to find the level of student ability and the level of difficulty of essay questions on fractions, through polytomous data analysis by applying the Rasch model. The research was conducted in the In-Service Professional Teacher Education program, specifically in the Elementary School Teacher Education. The research was conducted at Belang 1 State Elementary School, Southeast Minahasa Regency, North Sulawesi, Indonesia, in grade 6 with a total of 27 students. Experimental research method with one group pretest-posttest design. The experimental treatment is a Problem-Based Learning (PBL) learning model. The test instrument is in the form of an essay with material on adding fractions with different denominators. The instrument was content validated through a video conference forum attended by experts, tutors, and subject teachers. Data was collected through formative pre-tests and post-tests. Scores are processed as polytomy data. Data analysis used the Rasch model with the Ministep 4.3.2 software application. The results of the analysis, as a class group, the pre-test average was 7.0 and the post-test was 77.0. This group's data shows that the use of the Problem-Based Learning (PBL) model in mathematics learning is very effective. Another conclusion is that the Rasch Model can accurately analyze polytomous data and find 1 student who has a high ability exceeding the highest level of test item difficulty in completing the essay test on adding fractions with different denominators. Then the Rasch Model can analyze the level of difficulty of the 5 items of the essay test instrument, it was found that 2 test items had a low level of difficulty. Using the Rasch model, it is consistently detected that adding fractions with different denominators containing the number 7 is categorized as having a high level of difficulty.

Health-Related Quality of Life in Patients With Ventricular Assist Device: Psychometric Evaluation of the German Version of the Quality of Life With a Ventricular Assist Device Questionnaire.

Ventricular assist device (VAD) implantation has become an alternative treatment for patients with end-stage heart failure. In Germany, valid and reliable instruments to assess health-related quality of life in patients with VAD are lacking. The aim of this study was to present the psychometric validation of the German version of the Quality of Life with a Ventricular Assist Device questionnaire. In a multicenter, cross-sectional study, 393 participants (mean age, 58.3 years; 85.8% male, 60.3% bridge to transplant, and 72.8% living with VAD for ≤2 years) completed the German Quality of Life with a Ventricular Assist Device questionnaire of physical, emotional, social, cognitive, and meaning/spiritual domains. Item and confirmatory factor analyses were conducted to test item difficulty and discrimination and the underlying structure, respectively. To examine internal consistency, Cronbach α was assessed. Convergent construct validity was tested using the Kansas City Cardiomyopathy Questionnaire and the Patient Health Questionnaire-9. Readability was examined using Flesch Reading Ease index and Vienna Factual Text Formula. The Quality of Life with a Ventricular Assist Device showed reasonable item difficulty (Ptotal = .67) and mostly moderate to high discriminatory power (rit > 0.30). In confirmatory factor analysis, root-mean-square error of approximation (0.07) was acceptable for model fit, but no other indices. Acceptable internal consistency was found (α ≥ 0.79), with the exception of the cognitive domain (α = 0.58). The overall questionnaire and single domains demonstrated convergent validity (r ≥ 0.45, P < .001). The questionnaire showed adequate readability (Flesch Reading Ease, 64.11; Vienna Factual Text Formula, 6.91). Findings indicate a promising standardized clinical instrument to assess health-related quality of life in patients with VAD.

Decomposing Difficulty of Reading Literacy Test Items

The current study investigates the question of test difficulty decomposition depending on the characteristics of items (such as: format, belonging to the type of text to which the item belongs) and the reader's actions required to answer it (search for information in the text, simple conclusions, complex conclusions, critical interpretation of the text). The sample of the study consisted of fourth grade elementary school students in Krasnoyarsk, who completed the computerized test of reading literacy "Progress" in the spring of 2022. Research method: psychometric modeling using the LLTM+e model. Research hypothesis: the decomposition of item difficulties will help to prove that the reading actions required to complete the tasks will form a hierarchy of difficulties similar to traditional taxonomies (B. Bloom), that is, reading skills aimed at analyzing, synthesizing, interpreting information will give tasks greater difficulty than simple conclusions, and those, in turn, will make tasks more difficult than the reader's actions to find information in the text. The results show that the assignment of items to the group of reader's actions is a significant factor. The size of the effects does not allow us to speak of a strict hierarchy, but when other attributes are controlled, the tasks for information retrieval in an explicit form are easier for students than the tasks for complex conclusions and for critical understanding of the text.

The Analysis of Chemistry Test Item Difficulty on XI MIPA Year-End Assessment at SMAN 8 Pontianak

This study aims to categorize the level of difficulty of the questions and describe the cognitive level of the KKO indicators of the 2021/2022 year-end assessment (PAT) of chemistry class XI MIPA at SMAN 8 Pontianak. This research is quantitative descriptive. Data collection techniques were interviews and documentation. Documentation was obtained from chemistry teachers through google forms containing answers and PAT questions. The research subjects amounted to 150 students of class XI MIPA who had taken the End of Year Assessment. The results of the research obtained are difficult categories totaling 4 questions (13.3%), moderate 10 questions (33.3%) and easy 16 questions (53.4%). The results of the analysis obtained in order to improve the distribution of the difficulty level of questions in the future.

The Influence of the Cooperative Learning Model Type Numbered Heads Together (NHT) on the Mathematical Creative Thinking Ability of Students in Class VIII of Trisakti Private Junior High School, Pematang Siantar

The purpose of this study was to determine the effect of using the Numbered Heads Together (NHT) type cooperative learning model on students' mathematical creative thinking skills in class VIII of SMP Swasta Trisakti Pematang Siantar. This research design uses One-Shoot Case Study. The population in this study were all VIII grade students of Trisakti Pematang Siantar Private Junior High School T.A 2023/2024, and the sample in this study were all VIII grade students of Trisakti Pematang Siantar Private Junior High School totaling 30 students. The instruments used in this study are validity, reliability, level of difficulty of test items and distinguishing power of test items. The data obtained were then analyzed using data analysis techniques obtained the average value of the results of the Numbered Heads Together (NHT) learning model 85.63 and the average mathematical creative thinking ability of students 16.384. The results of hypothesis testing after obtaining t-count = 26.134 and t-table = 2.048. This means that the tcount is greater than the ttable which shows the hypothesis H0 is rejected and Ha is accepted. Based on this description, it is concluded that the use of the Numbered Heads Together (NHT) learning model has an influence on students' mathematical creative thinking skills in learning the Two-Variable Linear Equation System (SPLDV) in class VIII SMP Swasta Trisakti Pematang Siantar.

The Effect of Using Problem Based Learning Model (PBL) on Mathematics Learning Outcomes of Class VIII Students at SMP Negeri 2 Tapian Dolok

The aim of this research is to determine the effect of using the Problem Based Learning (PBL) learning model on the mathematics learning outcomes of class VIII students at SMP Negeri 2 Tapian Dolok. The type of research used in this research is quantitative research in the form of quasi-experimental research with a Nonequivalent Control Group Design. The population in this study was all students in class VIII of SMP Negeri 2 Tapian Dolok T.A 2023/2024, and the sample in this study was class VIII-1 as the experimental class and class VIII-2 as the control class. The instruments used in this research are validity, reliability, level of difficulty of test items and distinguishing power of test items. The research results showed that the average score of students who used the Problem Based Learning (PBL) learning model was 72.03, while the average score of students without using the Problem Based Learning (PBL) learning model was 62.7. The mathematics learning outcomes of students who use the Problem Based Learning (PBL) learning model are higher than those without the Problem Based Learning (PBL) learning model (t_count 2.1 &gt; t_table 1.67 with a significance level of 0.05). This it can be concluded that there is an influence of the use of the Problem Based Learning (PBL) learning model on the mathematics learning outcomes of class VIII students at SMP Negeri 2 Tapian Dolok

It's easier to relearn gross motor skills than learn them for the first time after injury: Empirical evidence informing the age at injury debate

The effect of age at injury on outcomes after brain injury has long been debated. Many have argued that the greater plasticity of the immature brain aids in its recovery from trauma, but others (notably Donald Hebb) have argued that early injury can impair the future ability of the brain to acquire new capabilities.This is difficult to assess empirically due to the presence of many age-dependent confounders. We performed Item Response Theory (IRT) analyses of two datasets of Gross Motor Function Measure (GMFM) observations, one in children with cerebral palsy (CP) and one in children with acquired brain injury (ABI) sustained at later ages. We used IRT to derive independent estimates of test item difficulty in the two populations. Additionally, where comparison between GMFM items and items in the Denver II Developmental Screening Test battery was possible we used the latter to obtain the ages at which these abilities are acquired in typically developing children.Item difficulty estimates for the two populations are highly correlated (adjusted r2=0.89, p<0.0005), but demonstrate significant bias with harder items (typically acquired at later ages) being more readily achieved by children with ABI compared to CP.These results support the Hebbian perspective that (when considering gross motor function) it is easier to maintain or recover previously established functions than to learn them for the first time in an injured brain. This argues for a more cautious outcome prognosis in injury at very young ages.

Estimating the Psychometric Properties (Item Difficulty, Discrimination and Reliability Indices) of Test Items using Kuder-Richardson Approach (KR-20)

There is no need or point to testing of knowledge, attributes, traits, behaviours or abilities of an individual if information obtained from the test is inaccurate. However, by and large, it seems the estimation of psychometric properties of test items in classroomshas been completely ignored otherwise dying slowly in most testing environments. In the quest to obtain sound and efficient test results, it is imperative that assessorsrely on somepsychometric properties to make informed classrooms decisions. These psychometric properties can be estimated using Kuder-Richardson20 Formula. In this study, 30 multiple-choice items were administered and used for the study. The strength of each item was analysed by looking at their difficulty level and how theydiscriminated among the students. Reliability tests were also conducted in addition to the item analysis to observe the quality of the test as a whole. With lucid prose, KR-20 was used to estimate the psychometric properties of 30 set integrated science test items (which werescored dichotomously)to serve as a primer for assessorsin higher institutions.The procedure produced coefficient value of 0.6915which is approximately 0.7 implying that the reliability of the test was high.The procedure we used to arrive at the obtained coefficient is extensively outlined in the paper. We concluded thatthe suggested procedure (KR-20) for estimating psychometric properties may have a paradigm shift in classroom testing situations where it will communicate to teachers on the efficiency and process of teachermade tests. In essence, this could enhance the quest of obtaining the real knowledge, attributes, traits, behaviours or abilities of students by using test items that are reliable and dependable.

THE QUALITY OF SUMMATIVE TEST MADE BY EFL TEACHER

The purpose of this research was to identity the validity, realibility and difficulty level of summative test made by EFL teacher at eight grade of SMPN 2 Watang Pulu Sidenreng Rappang. The results of this study were beneficial for the teacher and students because they gained proper information about quality of summative test created by EFL Teacher. The samples of this study were 20 students and 1 data of summative test conducted from the teacher. The researcher conducted the research by quantitative method. The data collection technique was taken document of summative English test. The data was analyzed by using validity, reliability and difficulty level analysis. The result of validity was have 0,344 with significance level of 5%. Items of English summative test n as valid 14 items with percentage (70%), invalid items are 6 items with percentage (30%). The reliability is category reliabel showed index 0,82higher than 0,70. Level of difficulty, the total items as easy category there are 2 items (10%), the total of medium category are 12 items test with percentage (60%), and difficult category have 6 items with percentage (30%). From the result above, the level of difficulty of English summative test items have a good category because the medium category more than 50%.&#x0D; &#x0D;

The Influence of Problem Solving Learning Model on Students' Mathematic Problem Solving Ability in SMA Private High School, Nommensen Pematangsiantar Campus

The purpose of this study was to determine the effect of the Problem-Solving learning model on the Mathematical Problem-Solving Ability of Class XI Students of Private High School Nommensen Pematangsiantar Campus. The design of this study used a pretest-posttest control group design. The population and sample in this study were all students of class XI Private High School Nommensen Pematangsiantar T.A 2022/2023 Campus, totaling 62 students. The instruments used in this study are validity, reliability, level of difficulty of test items and distinguishing power of test items. The data obtained were then analyzed using data analysis techniques, the average value of the results of the Problem-Solving learning model on students' mathematical problem abilities was 63.39. The results of hypothesis testing after obtained zcount = 2.530 and ztable = 1.960 This means that tcount is greater than ttable which indicates the hypothesis H0 is rejected. Based on the description, it is concluded that the use of the Problem-Solving learning model has an influence on students' mathematical problem-solving abilities in learning the Composition Functions of the Private High School, Pematangsiantar Campus

The Influence of Think Pair Share (TPS) Cooperative Learning Model on Students' Mathematical Communication Ability In Class VIII SMP Negeri 12 Pematangsiantar

The purpose of this study was to determine the effect of the use of the learning model, the effect of the Think Pair Share (TPS) cooperative learning model on the mathematical communication skills of students in class VIII of SMP Negeri 12 Pematangsiantar. The design of this study used a pretest-posttest only control group design. The population in this study were all students of class VIII SMP Negeri 12 Pematangsiantar T.A 2022/2023, and the sample in this study were all students of class VIII-6 SMP Negeri 12 Pematangsiantar T.A 2022/2023 totaling 30 students. The instruments used in this study are validity, reliability, level of difficulty of test items and distinguishing power of test items. The data obtained were then analyzed using data analysis techniques, the average value of the Think Pair Share (TPS) learning model was 82.13 and the average mathematical communication ability was 56.03. The results of hypothesis testing after obtained thitung = 11.052 and ttable = 2.045. This means that thitung &gt; from ttable which indicates the null hypothesis is rejected. Based on the description, it is concluded that the use of the Think Pair Share (TPS) learning model has an influence on students' mathematical communication skills in learning functions in class VIII of SMP Negeri 12 Pematangsiantar

Challenging to Read, Easy to Comprehend? Effects of Linguistic Demands on Secondary Students’ Text Comprehension in Physics

Students with high reading proficiency typically achieve better results in science assessments, indicating the importance of reading proficiency. Since the process of reading is a complex interaction between properties of a text and a reader, the linguistic demands of a text might affect text comprehension. Certain linguistic features, such as complex syntactic structures and low word frequency, have been found to create higher cognitive load. However, studies investigating the influence of linguistic features on test item difficulty and students’ text comprehension in science have hitherto let to inconclusive results. The present study investigates whether the linguistic demands of expository text affect German students’ text comprehension in the domain of physics. Within an experimental study, we presented three introductory texts on different subtopics of thermodynamics and 27 single-select, multiple-choice items to 812 secondary school students (grades 7–9). Items measured students’ text comprehension (dependent variable); the linguistic demands of each text were systematically varied across three levels (independent variables) while other features of text quality and content were held constant. The results of the item response theory analysis indicated no consistent differences in item difficulty across levels of linguistic demands. Moreover, differential analyses of subgroups presented no consistent differences in solution frequencies of items related to different linguistic demands. Furthermore, while the highest linguistic demand of the texts led the students to perceive a lower comprehensibility, their text comprehension was not affected. Hence, this study provides evidence that the influence of linguistic features on text comprehension is at most low and might be overestimated in present discussions.

Pengembangan Model Waktu Respon Untuk Memahami Proses Kognitif Peserta Tes

The popular measurement theory is Item Responds Theory (IRT). IRT measures the parameter of item test and examineer based on the examinee responds, true or false answer. In computer based test, beside responds of the examinee, there is another variable that should be notice, that is the time for item responds. Responds time shows how long examinee can administer item test. The information about responds time in test can be the valuable information source for test administrator , for instance when we analyze the speeded test, calibrate test items, detect about the cheating, and design a test. The responds time can also be used to measure the item parameters of a test (item difficulties and item slowness) and examinee parameters of a test (ability and speedness). Relating with those purpose, the responds time be modelled based on the basic distribution. Researcher choose the lognormal distribution as time responds distribution, because of the easy intrepretation. The responds time is dependent variable, and independent variable are item difficulty, item slowness, ability dan speedness. The method used to estimate parameters is Bayesian, Markov Chain Monte Carlo.

Role of Figures in Mathematics Problems in Slovak Testing T9

Besides providing information to pupils, their parents, teachers, and school founders about the achieved level in mathematics, the pupils’ results in mathematics at international or national testing can also be used for other purposes. In our research, the results of Slovak national testing T9 (success rate of pupils and difficulty of individual thematic areas and test items) seem to us to be a reasonable source for identification of critical areas in school mathematics. Based on the findings of such areas, we target more at these areas in the preparation of future teachers of mathematics. The special group of problems, so-called problems with figures, seems to be one of the critical areas. In the assignment of these problems, a part of the input information is not of a purely textual character, and in the process of solving the solver has to read information about objects appearing in the problem and relations between objects from figures (e. g. scheme, graph, chart, table, picture or map). The paper focuses on success rates of pupils in solving problems of this type and on various roles and functions of figures in problems with figures from the testing T9.

Advantages of a Combination Cut Score Method for Basic Science Assessment.

Purpose: Per the medical education research literature, there remains no gold standard for determining medical education exam cut scores (passing scores). 1 Most U.S. medical schools use an absolute or relative standard method; each has advantages and limitations. Given the diverse goals schools strive to accomplish when administering exams, neither approach is sufficient. For example, in Phase 1 of our basic science curriculum, we endeavor to develop exams that are valid, reliable, appropriately rigorous, and criterion-referenced; prepare students for the high-stakes testing situations they will encounter in their medical education and graduate medical education programs and State Board exams; and provide a valid means to adjust cut scores due to cohort performance and item difficulty. A combination cut score method allows schools to accomplish such goals in a manner that is also easy to explain and defend to students and faculty. This presentation will discuss the advantages, process, and outcomes of using a combination cut score method for basic science assessment compared with absolute and relative standard setting methods. Approach: Per Cohen-Schotanus and van der Vleuten’s study, 2 we employed a combination cut score method, which uses the best performing students as point of reference. Our class size is 60 students per cohort, and our Phase 1 basic science curriculum is delivered via 14 modules. Faculty co-leaders develop module exams via NBME’s Customized Assessment Services. Specifically, for each exam, the cut score is 65% of the 95th percentile student’s score. To date, we have completed 5 module exams with promising psychometric outcomes. Results: Thus far, we have found that our outcomes are comparable to previous years’ while being more manageable and slightly more consistent. Given that we pivoted to administering NBME exams virtually during the pandemic, managing exam/retake creation and online proctoring consumes considerable time and resources. These more predictable and consistent outcomes of the combination method have aided in our ability to manage our pandemic contingency plans effectively. Specifically, our exam outcomes include more consistent exam cut scores and number of student failures. Across the 14 exams last year, the cut scores ranged from 56 to 65. Across the 5 exams administered thus far this year, the range of cut scores is 57 to 65. More significantly, last year’s number of failures ranged from 0 to 5, and this year the number of failures range from 1 to 3. As predicted when the combination cut score method was proposed, the lower ranges of cut scores and increased consistency in the number of student failures are positive outcomes that were expected. Discussion: Thus far, we have learned that the combination cut score method is producing outcomes as expected with fewer surprises. Students report appreciation for the straightforward nature of the cut score method and our transparency in reporting it at the beginning of the course. The use of consistent cut scores has allayed student and faculty concerns regarding exam validity and reliability, and the more consistent number of failures has allowed our assessment team to support the exam retake process more efficiently and with fewer human resources. Significance: As medical schools continue to grapple with exam cut score decisions, a combination cut score method offers several advantages. It supports criterion-referenced exams that measure student attainment of objectives while also considering cohort abilities and test item difficulty. It is simple and inexpensive to employ, transparent and easy to understand, yields consistent and manageable results, and is based upon sound research practices.

THE ABILITY OF THE ELEVENTH GRADE STUDENTS OF SMA DELI MURNI BANDAR BARU ON USING COUNTABLE ANDUNCOUNTABLE NOUNS IN THE ACADEMIC YEAR OF 2020/2021

The purpose of this research is to describe the ability of the eleventh-grade students of SMA Deli Murni Bandar Baru on using Countable and Uncountable Nouns. The population of this research was the eleventh-grade students, with 58 students taken as sample. The instrument of collecting data is a test concerning Countable and Uncountable Nouns. The tryout test was done to know the validity, reliability, item difficulty of test items. The result showed that 5 students (15 %) belong to the high category, 24 students (73 %) to the moderate category, and 4 students (12 %) to the low category. The mean score was 61,39 it was only 24 % of the total students who can do the test well with 12 students who get a score above 75, it means that the eleventh-grade students of SMA Deli Murni Bandar Baru are not yet able to use Countable and Uncountable Nouns. Based on the total incorrect answers made by the students in using countable and uncountable was 502. The percentage of students’ mistakes made by students in uncountable multiple choice including indefinite and quantifier uncountable was 33 %, in countable multiple choice including singular, regular, irregular countable 34%, in the countable essay including regular and irregular countable was 33%. Based on the findings and conclusions, some suggestions are offered to English teachers, English students, and other researchers. Especially to English teachers, who teach in school, are advised to improve students' ability to use countable and uncountable nouns.