16
the same student or matched students on two different occasions, the test should yield similar results.
The issue of reliability of a test may best be addressed by considering a number of factors that may contribute to the unreliability of a test, such as:
human error, subjectivity, temporary illness, fatigue, etc. There are several ways of estimating the reliability of a test. The three
basic methods and the type of information each provides are as follows: a
Test-retest method b
Equivalent-forms methods c
Interval consistency method 2.2.3.3
Practicality Practicality refers to suitable with our particular situation. A test may be a highly
reliable and valid instrument but still be beyond our means or facilities. Other considerations of a test practicality involve the ease with which the test can be
administered. A test that is prohibitively expensive is impractical. A test of language
proficiency that takes a student five hours to complete is impractical-it consumes more time and money than necessary to accomplish its objectives. An effective
test is practical which means that it is has a scoring procedure that is specific and time-efficient. A test is relatively easy to administer.
2.2.4 Types of test
Since the writer wants to conduct an analysis of the teacher-made English tests, she will present some information distinguishing the teacher-made tests of the
17
classroom from those of standardized and the difference of formative and summative assessment.
2.2.4.1 Teacher-made test and Standardized test
The test items given in the classroom test are sometimes prepared or constructed, administered, and scored by one or a limited number of teachers. The test is then
called as a teacher-made test. This kind of test has some specific characteristics which cannot be found in that of the teacher-made.
Standardized tests are designed to be used in a large number of testees throughout the nation or the world. Such tests are also completed with tables of
norms by which correctors or administrators are facilitated in giving and interpreting the scores gained.
Knowing the characteristics of standardized tests, classroom teachers sometimes make use of such tests in order to improve their own test constructions.
It is realized that teachers need to know how to prepare, select, and evaluate test instruments in a proper way.
2.2.4.2 Formative and Summative Assessment
Assessment is a popular and sometimes misunderstood term in current educational practice. There are two kinds of assessment based on the function and its
procedure to be used. Two functions are commonly identified as formative and summative assessment.
Most of our classroom assessment is formative assessment. It aims to evaluate students in the process of forming their competence and skills with the
18
goal of helping them to continue that growth process. For all practical purposes, almost all kinds of informal assessment are formative.
Summative assessment aims to measure what a student has grasped, and typically occurs at the end of a course. Final examination in a course is one
example of summative assessment. It summarizes what a student has learned implies looking back and taking stock of how well that student has accomplished
objectives.
2.2.5 Multiple choice test items
