H. Spasee
Abstract
The main purpose of this investigation was to study the levels of cognitive domain and to analysis psychometric characteristics of test items in final examinations of Arabic, calculus and biology of the third grade high school girls in three different socio-economic areas in Khuzestan, Iran. A total ...
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The main purpose of this investigation was to study the levels of cognitive domain and to analysis psychometric characteristics of test items in final examinations of Arabic, calculus and biology of the third grade high school girls in three different socio-economic areas in Khuzestan, Iran. A total of 3000 answer sheets which were randomly selected from the pools of Arabic, calculus and biology answer sheets, (one 1000 of each), served as three samples of this study. The findings showed that the item characteristics (item difficulty and item discrimination) were reported to be satisfactory. The discrimination indices of most of the items could differentiate between the high and low abilities groups (two criterion groups). The results also indicated that the test scores were highly reliable. The content validity of the test scores showed that the test constructors were able to provide a balance between the objectives and the contents of the lessons base on table of specification. It is therefore recommended that the test constructors read these findings and to be ware of the advantages and limitations of this study in order to be able to improve their abilities in constricting test items in future.
H. Sepasi; Y.A. Attari
Abstract
The purpose of this study was first to measure the psychometric characteristics of Shahid Chamran University faculty members’ final test papers. The investigation of different test formats and different procedures used by faculty members to evaluate their students final academic performances also ...
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The purpose of this study was first to measure the psychometric characteristics of Shahid Chamran University faculty members’ final test papers. The investigation of different test formats and different procedures used by faculty members to evaluate their students final academic performances also served as a second purpose of this study. A total of 109 faculty members from different academic disciplines voluntarily participated in this study. Each test item on exam papers was analyzed individually and its item difficulty, item discrimination and index of reliability were computed. The results of the completed analysis of test items were confidentially sent to the faculty members. The findings of the study showed that faculty members differ in the test format they use to evaluate their students academic performances. By comparing the psychometric characteristics of the test items with the known criterions, it was found that the differences between faculty members were significant. In addition, the analysis of item diffculty of the test papers showed that the students did not have a hard time answering the test items which means that the test items were relatively easy. It is therefore suggested that the university provide a testing center in which the faculty members would be able to learn how to construct standardized tests and improve their understanding in calculating the psychometric characteristics of their test scores.
