Name : Richa Yunita Sari

NIM : E1D017099
Class : VD - Morning

ACHIEVEMENT TEST
Achievement tests are usually directly related to class lessons, units or even the total curriculum.
Achievement tests are limited to the specific materials covered in the curriculum, and within a
certain period of time, usually it is done after course has focused on the objectives in question.
This achievement test is summative, because the test will be given at the end of the unit or study
period.
The specifications for an achievement test should be determined by ;
1. The objectives of the lesson, unit or course being assessed,
2. The relative importance (or weight) assigned to teach objective,
3. Practicality issues, such as the time frame for the test and turnaround time, and
4. The extent to which the test structure lends itself to formative washback.
SOME PRACTICAL STEPS TO TEST CONSTRUCTION
First, the new and innovative testing format requires a lot of effort to design it, and takes a long
time to be refined through trial and error. Second, traditional testing techniques can be used with
a little creativity in accordance with an interactive and communicative language curriculum. The
best way for you as a new teacher is to work within the guidelines of traditional testing that are
accepted and known.
ASSESSING CLEAR, UNAMBIGUOUS OBJECTIVES
Beside to knowing the test that we going to create, we should also know the specific things about
what we want to test. To approach test we as a teacher should look at everything carefully for what
the students should know or they are able to do based on the materials that they are responsible
for. In other word, we should examine the objectives for the unit that we are testing. We should
remember that every curriculum must have the target that can be assessed appropriately. If you
cannot possibly test each one, you may find to reviewing the objectives of the unit or course. Then,
we should choose the part that possible from the objectives to test.
DRAWING UP TEST SPECIFICATIONS
Test specifications will comprise; (1) outline of the test, and (2) skills to be included. Because of
the constraints of the curriculum, the unit test must take no more than 30 minutes. So, we should
test the four skills, and we must determine that the 30 minutes tests will be divided equally to test
all the four skills. (3) item types and tasks, the next and choices and which may be more complex.
It involves the types of items and tasks that will be used in the test.
DEVISING TEST TASKS
Ideally, we should try all of the test on the students not for the class before actually administering
the test. If the test must be shortened or extended, make the necessary adjustments. Make sure your
test is neat and uncluttered on the page, reflecting all the care and precision you put into its
construction. If the test has an audio component, make sure the script in the test is clear, and your
voice and the other voices are clear, and the audio equipment is functioning properly before starting
the test.
DESIGNING MULTIPLE CHOICE ITEMS
In this case we will look at the format of multiple choice items.
A number of weaknesses of multiple choice items :
1. The techniques tests only recognition knowledge.
2. Guessing may have a considerable effect on the test scores.
3. The technique severely restricts what can be tested.
4. It is very difficult to write successful items.
5. Washback may be harmful.
6. Cheating may be facilitated.
The two prominent principles in supporting the format of this technique are practicality and
reliability. With their correct responses and time-saving assessment procedures, the multiple
choice items offer teachers who work too hard the tempting possibilities of an easy and consistent
process of grading and scoring. If the objectives of a teacher is to design a large-scale standardized
test, then the multiple choice tests format is indeed feasible to be used
First, a primer on terminology.
1. Multiple choice items are all receptive, or selective, response items in that the test-taker
chooses from a set of responses rather than creating a response.
2. Every multiple choice item has a stem, which presents a stimulus, and several options or
alternatives to choose from.
3. One of those options, the key, is the correct response, while the others serve as distractors.
Four guidelines for designing multiple choice items
1. Designing each item to measure a specific objective
2. State both stem and options as simply and directly as possible.
3. Make certain that the intended answer is clearly the only correct one.
4. Use item indices to accept, discard, or revise items.
The selection and arrangement of suitable multiple choice items that are appropriate for the
test can be done by measuring the items against three indices. Measuring these indices on a
class test will be useful.
1) Item facility, the extent to which the tests were said to be easy or difficult for the group
of proposed test takers. Very easy items are to build affective feelings of ‘success’ among
low-ability students and to serve as warming items. And very difficult items can provide
challenges for students with the highest ability.
2) Items discrimination, the extent to which an item distinguishes between high-ability and
low-ability students.
3) Distractor efficiency, is deceiving in the test, it is another important measure of multiple
choice item’s value, and related to the discrimination item. The efficiency of distractor is
the extent to which the distractors attract a number of test takers, especially those with
lower abilities, and the responses are somewhat evenly distributed across all distractors.