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Using Item Analysis to Evaluate a Teacher-Made PISA-Like Reading Test Model

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Title: Using Item Analysis to Evaluate a Teacher-Made PISA-Like Reading Test Model
Language: English
Authors: Kurniasih, Nia, Emilia, Emi, Sujatna, Eva Tuckyta Sari
Source: International Journal of Language Testing. Mar 2023 13(1):188-205.
Availability: Tabaran Institute of Higher Education. Shariati 60, Shariati Blvd, Ghasem Abad, Mashhad, Khorasan Razavi, Iran. Tel: +98 (51) 35227215; e-mail: ijlt@tabaran.ac.ir; Web site: http://www.ijlt.ir/
Peer Reviewed: Y
Page Count: 18
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Information Analyses
Education Level: Secondary Education
Descriptors: International Assessment, Foreign Countries, Achievement Tests, Secondary School Students, Reading Tests, Item Response Theory, Concept Mapping, Teaching Models, Student Writing Models, Reading Programs, Item Analysis, Teacher Education, Secondary School Teachers, Teacher Made Tests, Measures (Individuals)
Geographic Terms: Indonesia
Assessment and Survey Identifiers: Program for International Student Assessment
ISSN: 2476-5880
Abstract: This study aimed at evaluating a PISA-like reading test developed by teachers participating in the teacher training for teaching PISA-like reading. To serve this purpose, an experimental test was administered to 107 students aged 15-16 using a set of text and questions constructed according to the criteria of the PISA Reading test Level 1. Item analysis was performed following the sampling using Rasch Measurement, deemed essential for determining the ideal index of test items relative to students' ability in making the correct response. The component of the calculation comprises reliability, separation, dan standard error. The Rasch model was constructed manually using Microsoft Excel to obtain the result of the calculation, and a Wright Map was also made manually to illustrate the result of the calculation. The results of the item analysis indicate that the test and the items the teachers constructed have met good criteria. The results revealed an even distribution of test item difficulty at the targeted level. The samples' ability to make correct answers, however, was decentralized towards the test items of moderate level of difficulty. Only a limited number of students showed good ability in their response to test items of higher difficulty. These findings have the practical implication of advancing PISA-like reading test teaching and writing models by providing more information on teachers' ability to write PISA-like reading test items and the levels of difficulty of the items written by the teachers, as indicated by the students' responses to the test items.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1385339
Database: ERIC
FullText Text:
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  Data: Using Item Analysis to Evaluate a Teacher-Made PISA-Like Reading Test Model
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  Data: Tabaran Institute of Higher Education. Shariati 60, Shariati Blvd, Ghasem Abad, Mashhad, Khorasan Razavi, Iran. Tel: +98 (51) 35227215; e-mail: ijlt@tabaran.ac.ir; Web site: http://www.ijlt.ir/
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  Data: This study aimed at evaluating a PISA-like reading test developed by teachers participating in the teacher training for teaching PISA-like reading. To serve this purpose, an experimental test was administered to 107 students aged 15-16 using a set of text and questions constructed according to the criteria of the PISA Reading test Level 1. Item analysis was performed following the sampling using Rasch Measurement, deemed essential for determining the ideal index of test items relative to students' ability in making the correct response. The component of the calculation comprises reliability, separation, dan standard error. The Rasch model was constructed manually using Microsoft Excel to obtain the result of the calculation, and a Wright Map was also made manually to illustrate the result of the calculation. The results of the item analysis indicate that the test and the items the teachers constructed have met good criteria. The results revealed an even distribution of test item difficulty at the targeted level. The samples' ability to make correct answers, however, was decentralized towards the test items of moderate level of difficulty. Only a limited number of students showed good ability in their response to test items of higher difficulty. These findings have the practical implication of advancing PISA-like reading test teaching and writing models by providing more information on teachers' ability to write PISA-like reading test items and the levels of difficulty of the items written by the teachers, as indicated by the students' responses to the test items.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 188
    Subjects:
      – SubjectFull: International Assessment
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Achievement Tests
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Reading Tests
        Type: general
      – SubjectFull: Item Response Theory
        Type: general
      – SubjectFull: Concept Mapping
        Type: general
      – SubjectFull: Teaching Models
        Type: general
      – SubjectFull: Student Writing Models
        Type: general
      – SubjectFull: Reading Programs
        Type: general
      – SubjectFull: Item Analysis
        Type: general
      – SubjectFull: Teacher Education
        Type: general
      – SubjectFull: Secondary School Teachers
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      – SubjectFull: Teacher Made Tests
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      – SubjectFull: Measures (Individuals)
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      – SubjectFull: Indonesia
        Type: general
      – SubjectFull: Program for International Student Assessment
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    Titles:
      – TitleFull: Using Item Analysis to Evaluate a Teacher-Made PISA-Like Reading Test Model
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            NameFull: Kurniasih, Nia
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