Identification of the Problem Limitation of the Problem

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CHAPTER II THEORETICAL FRAMEWORK

In this chapter, the writer tries to give the clear description of theoretical framework which explains the definition of summative test, categories of good summative test, types of the test item in summative test, the definition of item analysis, kinds of the item analysis, and the importance of the item analysis.

A. Summative Test

1. The Definition of Summative Test

Before talking about summative test, the writer wants to elaborate first the meaning of the test. Many experts have stated about some definitions of the test, according to Antony J. Nitko in his book, Educational Tests and Measurement: An Introduction , he writes test is defined as “a systematic procedure for observing and describing one or more characteristics of a person with the aid of either a numerical scale or category system.” 1 Another opinion, test is a technique or way consisting of some questions, statements, or tasks that are delivered to students in term of measuring their performance or behavior. 2 To support, Wilmar Tinambunan, said that “a test is a set of questions, each of which has a correct answer, that examinees usually answer orally or in writing.” 3 Based on the definitions above it can be concluded that, test is a utility to collect the in formation about students’ performances in term of a set of some items 1 Antony J. Nitko, Educational Tests and Measurement: An Introduction, New York: Marcourt Brace Jovanovich, Inc, 1983, p.6. 2 Zainal Arifin, Evaluasi Pembelajaran, Bandung: PT. Remaja Rosda karya, 2009, p. 118. 3 WilmarTinambunan, Evaluation of Student Achievement, Jakarta: Departemen Pendidikan dan Kebudayaan, 1988, p. 3. such as questions, statements in orally or writing by using category system such as a scoring. Talking about the summative test, actually it is one of the types of the achievement test. The achievement test itself including in the test which can determine the student’s competent grades in the past of the learning activities in the classroom. The type of the achievement test which often used by the teacher to evaluate the successfulness his or her teaching and learning in the classroom is summative test. According to WilmarTinambunan in his book, “the summative test is intended to show the standard which the students have now reached in relation to other students at the same stage. Therefore it typically comes at the end of a course or unit of instruction.” 4 To support the statement above, the summative test is given at the end of a marking period and measures the “sum” total of the material covered. On this type of a test, students are usually ranked and graded. 5 The summative test is given in the end because it comes at the end of a course or unit of instruction. It is designed to determine the extent to which the instructional objectives have been achieved and is used primarily for assigning course grades or certifying pupil mastery of the intended learning outcomes. 6 It means that summative test is tested in the end of a course to know the students’ competence from all the materials which have been taught by the teacher. 4 Ibid, p. 9. 5 Rebecca M. Valette, Modern Language Testing, New York: Harcourt Brace Jovanovich, Inc., 1977, p. 11. 6 Norman E. Gronlund, Measurement and Evaluation in Teaching, New York: Macmillan Publishing Company, 1985, p. 12.