What Might Be Frequently Overlooked Is Actually Still Beneficial: Learning from Post National-Standardized School Examination

Autor/inn/en	Rafi, Ibnu; Retnawati, Heri; Apino, Ezi; Hadiana, Deni; Lydiati, Ida; Rosyada, Munaya Nikma
Titel	What Might Be Frequently Overlooked Is Actually Still Beneficial: Learning from Post National-Standardized School Examination
Quelle	In: Pedagogical Research, 8 (2023) 1, (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Rafi, Ibnu) ORCID (Retnawati, Heri) ORCID (Apino, Ezi) ORCID (Hadiana, Deni) ORCID (Lydiati, Ida) ORCID (Rosyada, Munaya Nikma)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2468-1989
Schlagwörter	Foreign Countries; National Competency Tests; Standardized Tests; Mathematics Tests; Multiple Choice Tests; Essay Tests; Test Items; Item Response Theory; Difficulty Level; Item Analysis; Test Construction; Test Validity; Test Reliability; Psychometrics; High School Students; Grade 12; Elective Courses; Indonesia + Suchen Sie Ihr Suchwort? Ausland; Standadised tests; Standardisierter Test; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Schriftlicher Sprachgebrauch; Test content; Testaufgabe; Item-Response-Theorie; Schwierigkeitsgrad; Itemanalyse; Testaufbau; Testvalidität; Testreliabilität; Psychometry; Psychometrie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 12; 12. Schuljahr; Schuljahr 12; Elective course; Wahlkurs; Indonesien
Abstract	This study describes the characteristics of the test and its items used in the national-standardized school examination by applying classical test theory and focusing on the item difficulty, item discrimination, test reliability, and distractor analysis. We analyzed response data of 191 12th graders from one of public senior high schools in Yogyakarta City, Indonesia,to the examination on the elective mathematics subject. The results showed that both multiple-choice and essay items contained in the test were at a moderate level of difficulty. The lowest item difficulty index went to the multiple-choice item where students failed in interpreting straight and dashed lines and went to the essay item that required complex intra-mathematical connections. In addition, we only found one item which was poor in distinguishing student competence. Furthermore, students' test scores on multiple-choice and essay items were reliable. Although most multiple-choice items had at least two functioning distractors, it was still found two items whose all distractors were not functioning. In this article, we provide some suggestions concerning improvement towards mathematics learning practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01