The Quality Of Learning Outcome Tests In The Learning Process

Abstrak

The quality of a test of learning outcomes is largely determined by the quality of the items. Learning outcomes test that contains high-quality, though deep items a small amount will be far more useful than a test of learning outcomes contains dozens of low-quality items that will degrade the test and function misleading measurement results. Processing learning outcomes tests in order to improve the learning process can be done by making a problem analysis (item analysis). Analysis Quantitative is done by testing the instruments that have been Qualitatively analyzed to a number of students who have characteristics the same as students who will be tested with the instrument. Characteristics Quantitative internals are intended to include validity, reliability, power distinguishing, difficulty level and effectiveness of deceptive functions (distractor). As for the benefits or usefulness of teacher-made question analysis according to Suke Silverius in his book entitled Evaluation of Learning Outcomes and Feedback, is as follows: (1) Determine whether the items functioning exactly as intended by the teacher, (2) Feedback for students regarding their performance and is the basis for class discussion, (3) Feedback for teachers about student learning difficulties, (4) Areas curriculum that requires improvement, (5) Improvement of items, and (6) Improve question writing skills. Learning outcomes are the level of mastery achieved by students in follow the learning program in accordance with the educational objectives that have been set.

  

Keywords:evaluation, test quality and learning outcomes