Analytical Weighting Scoring for Physics Multiple Correct Items to Improve the Accuracy of Students' Ability Assessment

Autor/inn/en	Wasis; Kumaidi; Bastari; Mundilarto; Wintarti, Atik
Titel	Analytical Weighting Scoring for Physics Multiple Correct Items to Improve the Accuracy of Students' Ability Assessment
Quelle	In: Eurasian Journal of Educational Research, (2018) 76, S.187-201 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Wasis) ORCID (Kumaidi) ORCID (Bastari) ORCID (Mundilarto) ORCID (Wintarti, Atik)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1302-597X
Schlagwörter	Physics; Science Education; Scoring; Secondary School Students; Undergraduate Students; Teaching Methods; Comparative Analysis; Item Analysis; Student Evaluation; Weighted Scores; Science Tests; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Physik; Naturwissenschaftliche Bildung; Bewertung; Sekundarschüler; Teaching method; Lehrmethode; Unterrichtsmethode; Itemanalyse; Schulnote; Studentische Bewertung; Ausland; Indonesien
Abstract	Purpose: This is a developmental research study that aims to develop a model of polytomous scoring based-on weighting for multiple correct items in the subject of physics. Weighting was analytically applied based on question complexity and imposed penalties on wrong answers. Research Methods: Within the development model, Fenrich's development cycle, consisting of analysis, planning, design, development, implementation, evaluation, and revision, was selected throughout the cycle. The multiple correct items used have 3-4 options. The items were implemented to 140 upper secondary school students and 410 first-year undergraduate students. The students' physics ability was analyzed using the Quest program, and the results of dichotomous and polytomous scoring were compared. Findings: The results of this study showed that the analytical weighting scoring based on a complexity and penalty system on the developed assessment items generated a higher number of scoring level categories (three to seven categories) than that of dichotomous scoring (only two categories), estimated students' physics abilities more accurately and in greater detail, had an approximate distribution closer to the normal distribution, and produced a standard deviation smaller than that of dichotomous scoring. Thus, the analytical weighting scoring for multiple correct items in this study was able to produce a more accurate estimation of physics ability than those using dichotomous scoring. Implications for Research and Practice: It is recommended that the assessment of physics ability using multiple-correct items on a large scale can apply the analytical weighting scoring based on the complexity of the content and a penalty system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01