Teacher-made Tests Research Articles

Ghanaian Indigenous Conception of Real Mathematics Education in Teaching and Learning of Mathematics

Ghana abounds in indigenous resources but little mathematics has been conceptualised. The study therefore applied the four trends of real mathematics education on five main Ghanaian indigenous materials. The design was quasi-experimental non-equivalent groups of experimental (80) and control (70) students. The experimental group was taught with the four trends and the control with the traditional approach. The researcher used teacher-made test instruments through the standard psychometric techniques and tagged them as pretest and post-test scores. Both tests were similar and given to both groups before and after the treatments. The results show that the main indigenous Ghanaian materials were signs/symbols, artefacts, instruments, tools and technologies, and signs/symbols being the most significant. These results were then applied to the teaching and learning of mathematics at the senior high school levels. The researcher therefore recommends that students should be allowed to use indigenous mathematical ideas, concepts, generalizations and thoughts processes

How To Create A Good Test

Assessment is a very important part of a learning process. To conduct the assessment, teachers have to design a test. To retrieve a quality of a test, a physics teacher needs to do the items analysis. There are several ways of doing items analysis which including the analysis of difficulty index, discrimination index, and analysis of the validity and reliability. This research is a descriptive study that aims to describe systematically and accurate information on the actual situation in this case about the difficulty index, discrimination index, validity and reliability of the items. The variables analyzed were the quality of teacher-made tests physics. The results of this study indicate that physics teacher-made tests have low validity, reliability moderate or medium, high difficulty index, and poor discrimination index

ANALYZING THE WAY OF SEBASTINIAN SENIOR HIGH SCHOOL STUDENTS IN WRITING FILIPINO WORDS

This study aims to determine the way of writing the following Filipino word construction: use of apostrophes in omitting phonemes; use of apostrophes in contraction of two words; use of and ; use of , , and ; and use of hyphen. The researcher selected respondents with the use of the cluster sampling technique that has its freedom to select respondents from the group of populations. Teacher-made test is the instrument for this study. Frequency count, mean, standard deviation, t-test for independent samples, and analysis of variance were used to synthesize the results. Based on the results, respondents performed fairly in writing and spelling out Filipino words. Furthermore, problems in orthographic literacy were manifested in item analysis due to the unfamiliarity in the correct spelling of morphemes and its rules. However, when it comes to comparative analysis of data in terms of demographic profile, some group performance in word construction manifested significant differences. Keywords: word construction, spelling, orthography, demographic profile.

Elucidating Knowledge level of Vegetable growers on Retail Marketing in Telangana

In the scenario of extending the organized retail markets to tier II and III cities of India, a preliminary inquiry in Ranga Reddy district highlighted the non-participation of the vegetable growers in the retail marketing system. To understand further, the knowledge level that contributes to the behavior is examined in this study. A total of 150 vegetable growers of the peri-urban area were selected by simple random sampling and were approached with a structured interview schedule. A teacher-made test was posed to elucidate the knowledge in 4 aspects - awareness, marketing process, pricing, and additional services provided. It was found that 64.00 per cent of the respondents had a medium knowledge of retail markets. The correlation analysis disclosed a significant positive relationship of knowledge level with education, the area under vegetables, market orientation, market intelligence, information-seeking behavior at 1 per cent, and economic motivation, landholding at 5 per cent. It was observed that age and experience in vegetable farming are negatively significant with 0.05 per cent of probability. Execution of -step-wise regression to fit the model where education, market orientation, the area under vegetable production, annual income, economic motivation, decision-making ability with unstandardized coefficients 0.994, 0.953, 0.482, - 4.285E-6, 0.197, 0.222 respectively were found significant with 39.7 per cent of coefficient of determination (R2). Converting knowledge into actions requires interactions with retail market agencies that build trust.

The Effectiveness of the Lecture Based Teaching Strategies and the Inclusive Teaching Strategies on High Achievers: A Comparative Study

This research paper is dedicated to the investigation of the effectiveness of inclusive teaching strategies and traditional lecture-based teaching strategies on the learning of pupils in general but the main focus was on the high achievers of Class XII. The study was conducted to compare both types of teaching strategies in an inclusive setting with the diversity students. Two equal groups of pupils were made according to pre-test scores of teacher-made test items. Both the groups were representative of inclusion. The researcher used the pre-test post-test equivalent group design in the present experimental research. The pre-test was conducted before starting the treatment to judge the difference. The experimental group was taught through inclusive teaching strategies while the control group was taught through traditional lecture-based teaching strategies. The period of the experiment was sixty days. When the treatment period was completed, a researcher-made post-test was conducted to know the level of achievement of students especially the high-achiever students. To determine the effectiveness of both types of teaching strategies on students’ learning in an inclusive setting, the significance of the difference between the scores of the two groups was measured at 0.05 level. The t-test was applied to measure the difference of means of the two groups. Then based on the t-test results were analyzed. It was revealed from the results of the post-test that inclusive teaching strategies were more effective as compared to traditional teaching strategies to teach pupils at Higher Secondary level.

Rubric as a learning tool in teaching application of derivatives in basic calculus

Rubric has been associated with the term assessment used for grading and/or scoring. However, it might observe less, but it is also designed as students ‘learning tool. This study was conducted to provide empirical facts on its effectiveness as a learning tool in teaching Applications of Derivatives in Basic Calculus. It used the quasi-experimental design called the pretest posttest design. The participants were the 96 students from two classes of Grade 11 STEM students at the University of Mindanao. The instruments used were the adapted and improved rubric designed from two different research, a 25-item teacher-made problem-solving test questionnaire that was used in both pretest and posttest to measure the performance of the experimental and control group. The test questionnaire and rubric were both validated by 3 experts in the field with a result of very good, and it has a good internal consistency. The data gathered were summarized, translated, and analyzed using the mean scores of pretest and posttest. Findings showed that both the experimental and control group showed improvement, however, the experimental group who used rubric as a learning tool showed more significant improvement than control group. Thus, using a rubric as a learning tool in teaching Applications of derivatives is effective in improving students’ academic achievement as it teaches students to develop their understanding of procedural knowledge.

Teachers' Perspectives towards Validity of Teacher-Made Test

Some studies that had been conducted showed that teacher-made tests were good and satisfactory. However, the majority of teachers do not validate their tests administering them to the students. This study would describe the perspective of teachers towards their-own.-made (teacher-made) tests they have made to know that to what extent their agreement regarding their attitudes, quality, and use of the tests. Five English teachers participated in this research. Their view on the test they have made would be analyzed and described. The results showed that (1) the teachers agreed about the appropriateness of the test they administered; (2) the teachers believed that the data quality obtained during research was useful and meaningful, and; (3) the teachers used the test to identify and to evaluate their learning objectives, students’ learning needs, students’ learning difficulties, and school evaluation.

The Analysis of Junior High School Teacher-Made Tests for the Students in Enrekang

The research aimed at finding out information about the preparation of constructing teacher-made tests in Enrekang, the quality of English teacher-made test according to item analysis, and the level cognitive domain of the teacher-made test. The test quality was determined after it was used in school examination test. This research employed survey research using descriptive method. The researcher analyzed the data and then described the research finding quantitatively. The population of this research was the teachers who teach in ninth grade at junior high schools in Enrekang. This research applied simple random sampling technique by taking four different schools as sampel. The results of analysis show preparation that junior high school teachers follow in constructing teacher-made tests in Enrekang is divided into five main parts. In preparing the test, the procedures were considering tests’ materials and proportion of each topic, choosing to check the item bank that match to syllabus and indicators, or preparing test specification. In writing test, teachers’ procedures were re-writing chosen test item from internet and textbook, re-writing items that was used before and allowing the other teachers to verify it, combining items from item bank and text book, or making new item. While in analyzing a test, the procedures used by the teachers were analyzing and revising test based on its item difficulty, predicting the item difficulty and revising the test, or doing nothing to analyze the test. About the timing in preparing the test, there are three out of five teachers who need only one week to construct multiple choice tests. Besides, there are two out of five teachers who need two weeks to construct multiple choice tests. While the teachers have different ways in providing test based on students’ ability. Moreover, the item analysis shows that no test is perfectly good. It was found that almost all tests need to be revised. It was also found that there were only three categories works in all tests based on the cognitive domain of the test namely knowledge, comprehension, and application categories. There was no item belong to analysis, synthesis, and evaluation categories.

A Literature Review on the Construction of a Teacher-Made Assessment Tool in Music Listening Response Competency for Junior High School K to 12 Music Curriculum

This study reports findings from a literature review study that aimed to describe the principles and processes of constructing a teacher-made assessment tool for Music listening response as one of the needed concepts and skills of Music teachers to address and assess the learning competencies in the junior high school K to 12 Music curriculum for music listening learning competency. Based on the literature review, the researcher identified six themes that are further discussed in this paper: the philosophy and objectives of Music education, the development of Music tests and assessment tools, objective type of tests for listening, forms of Music listening response, assessment tool and test construction, and initiatives and methods on the assessment of Music listening responses. The quality of test construction depends largely on the part of the classroom teacher. The problems of measuring and evaluating students’ achievements are not always solved by using standardized tests. The different techniques in constructing teacher-made assessment tools may be a guide to fulfill satisfactorily the measurement that a teacher needs. The objectives, processes, forms, steps, initiatives, and methods in constructing teacher-made tests serve as a guide by the classroom teacher to construct tests scientifically.

Extent of Knowledge of Coconut Farmers in Kozhikode District of Kerala

The present study was conducted among the coconut farmers of Kozhikode district of Kerala to assess the extent of knowledge on coconut cultivation. A total 120 farmers from purposively selected eight panchayats of the district formed the sample. Extent of knowledge of the farmers was measured using a teacher-made test. Based on analysis of data, it was found that more than half of the farmers possessed medium level of knowledge about the recommended coconut farming practices.

THE ANALYSIS OF THE TEACHER-MADE TEST FOR SENIOR HIGH SCHOOL AT STATE SENIOR HIGH SCHOOL 1 KUTACANE, ACEH TENGGARA

This study was designed to find out whether or not the English test made by the teacher called a teacher-made test was valid at state senior high school (SMAN) 1 Kutacane. The research design of this study was a qualitative descriptive research. The description is based on the test made by the teacher or the final test question sheet applied by the teacher for the second year students of senior high school 1 Kutacane. To make it easy to analyse, rubric (the points about the syllabus and lesson plan) and interview were applied. In analyzing the data, the technique applied was a documentary analysis technique ( the final question sheet of English test made by the teacher) and was based on the curriculum as a benchmark to find out the validity of test questions made by the English teacher. Based on the results of research, it was foud out that 92% of questions made by teachers was valid and 8% was invalid. These results indicated that the questions made by the English teacher of state senior high school 1 Kutacane were mostly valid and were in accordance with the curriculum. So, the English teacher of senior high school 1 Kutacane had made valid questions and the level of validity made by the teacher demonstrates the ability of teachers to design questions in English.

Optimizing Students’ Engagement through Implementing Peer-assessment Practice in Iranian Public High School: An Action Research

This study aimed to find the solution for students’ lack of engagement in classroom. The researchers used peer-assessment (PA) practice in classroom based on small group collaboration. 21 male high school students took part in this research. They were in Grade 10th and had been studied physics and mathematics course in 15th Khordad public high school in Sari, Mazandaran, Iran. To conduct this research, three instruments were used including teacher-made test, students’ engagement questionnaire, and peer-evaluation observation checklist. The researchers implemented PA practice in their classroom in which participants were divided into seven groups each had three members with different proficiency levels. These groups’ members were supposed to practice PA on their exams. Also, the students were asked to answer students’ engagement questionnaire in order to put their idea about PA practice and the teacher observed all the groups’ members and filled the peer-evaluation observation checklist based on students’ interactions and participation. The analyses of data showed that, exposing student to the PA significantly enhanced students’ classroom engagement and improves their English course scores.

The application of Kunnan\u2019s test fairness framework (TFF) on a reading comprehension test

The present study tries to investigate the fairness of an English reading comprehension test employing Kunnan’s (2004) test fairness framework (TFF) as the most comprehensive model available for test fairness. The participants of this study comprised 300 freshman students taking general English course chosen based on the availability sampling, three test developers, and seven university officials, administering the test. The main instrument is the teacher-made reading comprehension test to examine its validity, reliability, and differential item functioning (DIF). Furthermore, to examine the other modules of TFF, namely, access, administration, and social consequence, a questionnaire and semi-structured interviews with the test developers and test administrators were applied. In order to analyze the data, exploratory factor analysis is used to evaluate test validity employing Minitab software. Moreover, t test and ANOVA were used to examine the disparate impact of the test using SPSS package. Furthermore, the Mantel-Haenszel procedure is applied to determine the DIF, while coding the required formulas in R programming. The frequencies of different aspects of access and test administration are explained and consolidated by qualitative data gleaned from interview sessions. Examining the data with respect to TFF modules, it was concluded the test must be enhanced in terms of validity, while it is totally fair. The statistical procedure and the mixed research design implemented in the present study can be a sound model to be applied by test developers to enhance the test fairness of the exams.

STUDENTS’ ENGLISH SUMMATIVE TEST ANALYSIS: A CASE STUDY AT SMA PERGURUAN RAKYAT 1 JAKARTA

<p>The present research aims at analyzing the English summative test at SMA Perguruan Rakyat 1 in the Second Term of 2018/2019 Academic Year. The analysis concerns to difficulty level and discriminating power to know the teacher-made test English summative test at SMA Perguruan Rakyat 1 whether or not the test has good items, especially of its difficulty level, discriminating power and the effectiveness of the distracters. Such research procedures are employed, such as observation, literature review and statistical analysis. Specifically, the result of the research is expected to be beneficial for educational practitioners to have a more-depth insight of English summative test analysis. Furthermore, the result of the research is also expected to give valuable knowledge for those who are interested in analyzing the English summative test writing, mainly to the indicators of its discriminating power and distracters. Lastly, it is also hoped to be as reference for further researchers to draw related concepts of English summative test analysis that is integrated with various disciplines implemented in the classroom contexts.</p>

LESSONS IN GRADE 11 MATHEMATICS USING GRAPHING CALCULATOR APPLICATIONS

Since mobile devices are becoming ubiquitous in today’s student generation and to replace bulky and costly handheld graphing calculators, this quasi-experimental study determined the effects of the lessons using graphing calculator applications in a Mathematics classroom. The study involved two intact classes of Grade 11 GAS students of San Jose National High School, Malilipot, Albay. The experimental group was taught lessons using graphing calculator applications with the integration of contextualized, inquiry-based, collaborative and interactive learning approaches. On the other hand, the control group received the same lessons but without the use of applications. The actual conduct of the lessons was video-recorded and observed by the teacher-observers to determine and analyze carefully the students’ notable behaviors. Further, the effects of the lessons in terms of students’ performance, mental effort, and interest were assessed by using teacher-made test, Paas Mental Effort Rating (PMER) scale, and Mathematics Interest Inventory, respectively. Students’ journal entries, teachers’ observation notes, and focus group discussions’ responses were used to triangulate the results. Qualitative and quantitative analyses showed that the lessons using graphing calculator applications supported student collaboration and facilitated better teacher-student interaction. It also allowed students to become comfortable when and how to use the applications, as well as making them active and participative during learning activities. It further enhanced students’ conceptual understanding and process skills, and increased their level of interest towards Mathematics. The use of the applications also afforded the minimizing of students’ extraneous cognitive load by investing lower mental effort in learning the lessons. To this extent, the use of graphing calculator applications in Mathematics lessons is needed for the betterment of learning the subject.

Quality analysis of teacher-made tests in financial accounting subject at vocational high schools

Assessment of student learning outcomes needs to be done using tests that meet the criteria for quality tests. This study aims to determine the quality of teacher-made tests on financial accounting subjects in Vocational High Schools. This research will be directed at descriptive research with a quantitative approach. Data collected are questions made by 32 teachers, answer sheets from 689 Accounting students. Validity of objective and essay tests using product moment correlation. Reliability of the objective test using KR20 formula, while the essay test using Alpha formula. Difficulty level and distinguishing power of objective tests using Anates 4. Difficulty level and distinguishing power of essay tests used Microsoft Excel 2013. The research results obtained are as follows: (1) validity of teacher-made test items cannot accurately measure learning outcomes; (2) reliability of teacher-made tests can not show stable results despite repeated testing of the same subject; (3) teacher-made tests do not have a proportion of degree of difficulty that is suitable for use as a Mid-Semester assessment tool; (4) distinguishing power of tests made by teachers cannot distinguish students who have mastered the test material (upper or superior group) from students who have not mastered the test material (lower group or user); (5) Multiple choice test distractors made by teachers are not evenly chosen and the key options and deception options do not function effectively. Quality analysis of teacher-made tests through item analysis is intended to identify damaged test items and to show areas that are already mastered by students.

FORMATIVE ASSESSMENT AS AN ESSENTIAL COMPONENT OF SUCCESSFUL LANGUAGE TEACHING

The article deals with teachers‘ use of language assessment to guide students‘ language proficiency development and academic achievement, the positive benefits of formative assessment for guiding teaching and learning and its characteristics. It is specially noted that language assessment is a purposeful activity that gathers information about students‘ language development. Assessment can be intended to improve teaching and learning or to evaluate the outcomes of teaching and learning. Special attention is given to formative assessment that is described as assessment for learning, in contrast to assessment of learning, i.e. summative assessment. The article focuses on the analysis of formative assessment and its procedures in English classes such as questioning, quizzes, discussions, interviews, role plays, observations, teacher-made tests, checklists, self-reports, journals, projects. Various types of formative assessment, namely self-assessment, peer assessment and alternative assessment are highlighted in the paper. The characteristics of teacher-based assessment that distinguish it from other forms of assessment are described. Teachers assess their students’ learning to determine the effectiveness of their teaching. It should be emphasized that the quality of formative assessment depends on its beneficial uses and value for teaching and learning and teachers‘ judgments and classroom uses of assessments have profound effects on the lives and opportunities of students.

Washback Effect of EFL Teacher-made Test on Teaching-learning Process of Communicative English Skills Course at Ambo University

Prompted by the problem the effects of washback, this study was mainly intended to evaluate the washback effect of EFL teacher-made tests/examination on teaching-learning process of Communicative English Skills at Ambo University. Specifically, it examined the influence of the examination on the domains of teaching and learning. It further explored mediating factors of wash back on teachers and students’ practices. To this end, the data were collected from three years (2008, 2009, 2010 E.C.) communicative English skills course teachers’ made examinations through document analysis method. Supplemental data were also collected from EFL teachers and English major students respectively using interview and questionnaire. Both teachers and the students were selected on the bases of randomly sapling techniques. The study employed mixed methods to analyze and interpret the results of the study. The findings of the study reveal that teacher‑made examination affected the domains of teaching-learning process negatively. This means it affects students’ learning attitudes, motivations, and readiness in leaning some components of the materials, and experience in taking examination, practice in using the learning materials and methods in general. Some components of the course, such as writing and listening, were not included in the final examination of the course. As a result, students were influenced to give more time for the work of previous examination questions rather than studying the materials. Based on the findings of the study, teachers are recommended to set examination questions from the contents of the materials they used to teach the components of the course and give equal emphasis for all the components of the language during teaching-learning process and assessment. As the committee members usually set the examinations, the teaching material choice should be amended to align the contents of the examination questions with the contents in the teaching materials.

Correlation between the Evaluation of Knowledge, Attitudes Toward Social Science with Artificial Test the Quality of Elementary School Teachers in Ambon

The objective of this research was to study the correlation berween evaluation knowledge, attitude on sosial studies and teachers made test quality. The population of this reserch was the junior hight schools students in Ambon City. The size of samples was 60 teacher, selected by multi stage random simple technique. The data were collected through questionnaires instruments to attitudes toward the Social Scinence and evaluation knowledge test while the quality of teacher-made tests are judged by five assessors for the validity of the content and results of the students' answers to subsequent empirical validity converted through the t-scores. The result concluded taht there was a positive correlation between (1) evaluation knowledge (X1) and teacher made test quality (Y) with ry1 = 0.79 and Ŷ= 4,85 + 0,57X1. ( 2) there was positive correlation between attitude on social study (X2) and teacher made test quality (Y) with ry2 = 0,79 and Ŷ = 2,71 + 0,45X2. (3) ther was positive correlation of evaluation knowledge (X1), attitude social study (X2) and teacher made test quality (Y) with was shown by correlation coefficient Ry12 = 0,81, and the equwtion of multiple linier regression Ŷ = 1,28 + 0,27X1 + 1,26X2. All the testing done at α = 0,05. Based on the results of this study, it was concluded that the evaluation of knowledge and attitudes towards ilmu pengetahuan sosial either separately or jointly positive effect on the quality of teacher-made tests. this means that the higher knowledge and more positive evaluation of the ilmu pengetahuan sosial, the quality test.

An Analysis of Validity and Reliability of a Teacher-Made Test

The aim of this research was to find out the validity and reliability of a teacher-made test in SMAN 6 Bengkulu. This research was a descriptive quantitative research. The subject of this research was an English teacher-made test for eleventh grade students of SMAN 6 Bengkulu. There were 40 items of the test consist of 35 multiple choice items and 5 essay items. There were two research instruments used in this research, observation checklist and documentation. Based on the data analysis, it was found that the percentage of the validity score was 60% or 0.60. It means that the test was valid but in the intermediate category. The r-obtained for reliability test was 0.62 and it was considered to be reliable but was in the intermediate level of reliability. From the research finding, it can be concluded that the test was valid and reliable but both were in the intermediate category. It means that the test still need some revision and improvement in order to be a good, valid, and reliable test. Key Words : Validity, Reliability, Teacher-made test