Summative Test Items Analysis Using Classical Test Theory (CTT)/ Analisis Item Kertas Peperiksaan Sumatif Menggunakan Teori Ujian Klasik (TUK)
DOI:
https://doi.org/10.11113/sh.v12n2-2.1788Keywords:
Item analysis, Classical Test Theory, index difficulty, index discrimination, summative testAbstract
Item analysis is the process of examining student responses to test items individually in order to get clear picture on the quality of the item and the overall test. Teachers are encouraged to perform item analysis for each administered test in order to determine which items should be retained, modified, or discarded in the given test. This study aims to analyse items in 2 summative examination question papers by using classical test theory (CTT). The instruments used were the SPM Mathematics Trial Examination Questions 1 2019 which involved 50 students in form 5 students and the SPM Mathematics Trial Examination Question 1 2019 which involved 20 students. The SPM Mathematics Trial Examination Question paper 1 contains 40 objective questions while the SPM Mathematics Trial Examination paper 1 contains 25 subjective questions. The data obtained were analysed using Microsoft Excel software based on the formulas of item difficulty index and discrimination index. This analysis can help teachers for better understanding about the difficulty level of the items used. Finally, based on the analysis items obtained, the items were classified as good, good but improved, marginal or weak items.
References
Adibah Binti Abd Latif, I. J. (2016). Multiple-Choice Items Analysis Using Classical Test Theory And Rash Measurement Model. Man In India, 96(1-2), 173-181.
Champlain, A. F. (2010). A primer on classical test theory and item response theory for assessment in medical education. Medical education, 44, 109-117.
Dewan Bahasa dan Pustaka. (2017). Retrieved September, 2019, from http://prpm.dbp.gov.my/Cari1?keyword=kualiti
Malaysia, K. P. (2019). Laporan Analisis Keputusan SPM 2019. Lembaga Peperiksaan Kemeterian Pendidikan Malaysia. Retrived January, 2020, from https://www.moe.gov.my/en/pemberitahuan/announcement/pengumuman-dan-laporan-analisis-keputusan-peperiksaan-spm-2019
Richard J. McCowan, S. C. (1999). Item Analysis for Criterion-Referenced Tests. Center for Development of Human Services. Research Foundation of SUNY/Center for Development of Human Services, New York.
Robert L. Ebel, D. A. (1991). Essential Of educational Measurement Fifth Edition. New Delhi: Prentice hall of India.
Ronald K. Hambleton, R. W. (1993). Comparison of Classical Test Theory and Item Response Theory and Their Applications to Test Development. Educational Measurement: Issues and Practice , 38-47.
Lembaga Peperiksaan, Kementerian Pendidikan Malaysia. (2020) Surat siaran Lembaga Peperiksaan bil. 4 tahun 2020, Format Instrumen Peperiksaan Sijil Pelajaran Malaysia (SPM) dan Ujian Pencapaian Bahasa Antarabangsa (UPBA) mulai tahun 2021 bagi mata pelajaran akademik Kurikulum Standard Sekolah Menengah (KSSM), 17 Mac 2020. Retrived Mac, 2020, from http://lp.moe.gov.my/index.php/ss-kv/909-surat-siaran-lembaga-peperiksaan-bil-4-tahun-2020-format-instrumen-peperiksaan-sijil-pelajaran-malaysia-spm-dan-ujian-pencapaian-bahasa-antarabangsa-upba-mulai-tahun-2021-bagi-mata-pelajaran-akademik-kurikulum-standard-sekolah-menengah-kssm
Shamsuddin, H. B. (2014). Pengkalibrasian Item Untuk Penggabungan Dua Ujian Matematik Tingkatan 2. Tesis Ijazah Sarjana Sastera USM.
Sobaki, S. B. (2016). Penilaian Item Kemahiran Berfikir Aras Tinggi Menggunakan Teori Ujian Klasik dan Teori Respon Item. Tesis Master. Universiti Teknologi Malaysia.
Thirakunkovit, S. (2016). An evaluation of a post-entry test: An Item Analysis using Classical Test Theory (CTT). Retrieved Disember, 2019, from https://docs.lib.purdue.edu/open_access_dissertations/862
