Design and Test Development

Figure 2.1: the Formula of Final Score

3. Design and Test Development

Design is in general a linear process, but in some cases some activities are iterative, that is, will need to be repeated a number of times Bachman and Palmer, 1996: 86. In addition, design is arranging materials into a fixed and good material. The designing is the same as creating a new set of materials that fix the learning objectives and specific subject area of particular learners Hutchinson Waters, 1994:106. To design the multiple-choice reading test, the writer will apply some steps of test development. Test Development is the entire process of creating and using test, beginning with its initial conceptualization and design, culminating in one or more archived tests and the results of their use Bachman Palmer, 1996: 85. According to Bachman and Palmer 1996: 86-91, there are three stages of test development: 1. Stage One: Design The product of the design stage is a design statement, which is a document that includes the following components: a a description of the purpose s of the test, 2 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI b a description of the Target Language Use TLU domain and task types: Target Language Use is context in which the test takers will be using the language outside of the test itself. There are two types of TLU, real-life domain, in which language is used essentially for purposes of communication. The other type of domain consists of situations in which language is used for the purpose of teaching and learning of language, which is called as language instruction domain. While task types is in the form of multiple choice test. c a description of the test takers for whom the test intended, d a definition of the construct s to be measured, e a plan for evaluating the qualities of usefulness, and f an inventory of required and available resources and a plan for their allocation and management. 2. Stage two: Operationalization Operationalization involves developing test task specifications for the types of test tasks to be included in the test, and a blueprint that describes how test tasks will be organized to form actual tests. Operationalization also involves developing and writing actual test tasks, writing instructions, and specifying the procedures for scoring the test. By specifying the conditions under which language use will be elicited and the method for scoring responses to these tasks, we are providing the operational definition of the construct. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI In addition, Brown 2004: 55 explains some practical steps to design multiple-choice test items: design each item to measure a specific objective, state both stem and options as simply and directly as possible, make certain that the intended answer is clearly and the only correct one, use item indices to accept, discard, or revise items. 3. Stage three: Test administration The test administration stage of the test development involves giving the test to a group of individuals, collecting information, and analyzing this information for two purposes: a assessing the usefulness of the test, and b making the inferences or decisions for which the test intended. The Summary of three stages of Bachman’s and Palmer’s Test Development could be seen in the figure 2.2 below: PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Test Development Stages activities Products Figure 2.2: Test Development Bachman and Palmer, 1996: 86

1. Design