Developing a Testlet Model for Mathematics at Elementary Level

Autor/inn/en	Hamdi, Syukrul; Kartowagiran, Badrun; Haryanto
Titel	Developing a Testlet Model for Mathematics at Elementary Level
Quelle	In: International Journal of Instruction, 11 (2018) 3, S.375-390 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Test Items; Models; Elementary School Mathematics; Mathematics Instruction; Multiple Choice Tests; Foreign Countries; Doctoral Programs; Graduate Students; Mathematics Tests; Content Validity; Item Response Theory; Comparative Analysis; Measurement Techniques; Test Construction; Curriculum Implementation; Elementary School Teachers; Elementary School Students; Interviews; Questionnaires; Indonesia + Suchen Sie Ihr Suchwort? Test content; Testaufgabe; Analogiemodell; Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Ausland; Doktorandenprogramm; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Item-Response-Theorie; Messtechnik; Testaufbau; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Fragebogen; Indonesien
Abstract	The purpose of this study was to develop a Mathematics test instrument testlet model for a classroom assessment at elementary school. Testlet Model is a group of multiple choice question acquiring similar information with different grade of responses model. This research was conducted in East Lombok, Indonesia. The design used was research development model. The study involved 17 doctoral students as peer reviewers, 19 teachers as testlet preparation workshop participants and 711 students for testing the testlet mathematical test instrument. Data collection techniques used were documentation techniques, interviews and questionnaires. Expert validation results were analyzed using Content Validity Index (CVI). Analysis of the trial results was using items response theory with a graded response model of two logistic parameters. Independent sample t test was used for comparison of tests. The research developed a Mathematics test instrument testlet model successfully for a classroom assessment consisting of the testlet model test design, grading guide, test instrument preparation guide and mathematics test instrument testlet model or an accurate and reliable classroom assessment. The result of the analysis shows that there was different result between assessments using testlet compared to multiple choices scoring, with t value equal to 7.864. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01