Date post: | 22-Jan-2018 |
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GROUP VI
Mahrus Sofa (2110730)
Soni andianto(2110730)
Kuswan Hadi (2110730099)
Abdul Hamid Aly (2110730122)
PRE-TESTING
Definition of pre-testing
A preliminary test administered to
determine a student's baseline
knowledge or preparedness for an
educational experience or course of
study.
Application
The pretest probability is especially useful for
four things:
• Interpreting the results of a diagnostic test,
• Selecting one or more diagnostic tests
• Choosing whether to start therapy
• Deciding whether it's worth testing at all
(test threshold)
When should we pretest?
Pretesting Methods
Actually only two most common pretesting methods are individual interviews and focus group discussions. But, readability testing and expert review are also used.
• Individual Interviews
• Focus Group Discussions (FGDs)
• Readability Assessments
• Expert Review
Types of pretesting
Pretesting techniques are
divided into two major categories:
Pre-field
field
Pre-field
Include in:
respondent focus groups
cognitive laboratory interviews
Field
There are Six field techniques:
Behavior Coding
Respondent Debriefings
Interviewer Debriefings
Split-Panel Tests
Analysis of Item Non response Rates
Analysis of Response Distributions
Analyzing the Result
A. Difficulty Level
The difficulty of an item is understood as
the proportion of the persons who answer a test
item correctly. It should be obvious that the
higher this proportion, the lower the difficulty.
• The formula for computing item difficulty is as follows:
R
P = X 100
T
P = the percentage who answered the item correctly.
R = the number who answered the item correctly.
T = the total number who tried the item.
ITEM DISCRIMINATION
1. Meaning
Do comparison the number of students in
the upper and lower groups who answered
the item correctly.
2. Kinds of item discrimination power
- Positive discrimination
- Negative discrimination
3. The formula
D = Ru - RL
½ T
D = the index of discriminating power.
Ru = number of correct responses to a particular
item by the examinee in the upper group.
RL = number of correct responses to a particular
item by the examinee in the lower group.
Effectiveness of distracters
Distracter Analysis:
• With multiple choice tests there is usually one correct answer and a few wrong answers
• multiple-choice questions should have 2 distinctive features:
• Person's who know the answer pick the correct answer
• People who do not know the answer
• The number of people expected to pick each distracter is easily calculated
• expected to choose distracter
Thank you for your nice
Attention
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