Test Development
Stages activities
Products
Figure 2.2: Test Development Bachman and Palmer, 1996: 86
1. Design
Describing Identifying
Selecting Defining
Developing Allocating
Managing
2. Operationalization
Selecting Specifying
Writing
Consideration of qualities of
usefulness
3.
Administration
Administering Collecting
feedback Analyzing
Archiving
Design statement Purpose of the test
Description of the TLU domain and task types
Characteristics of test takers Definition of the construct s
Definition for evaluating the qualities of usefulness
Inventory of available resources and plan for their
allocation and management
Blueprint Test structure
Number of partstasks Salience of parts
Sequence of parts Relative importance of
partstasks Number of tasks per part
Test task specifications
Purpose Definition of construct s
Setting Time allotment
Instructions Characteristics of input and
expected response Scoring method
Test 1
Feedback on Usefulness
Qualitative Quantitative
Test n Test 2
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B. Theoretical Framework
In this section, the writer summarized and synthesized the theory above with the study. There were three theoretical descriptions in this chapter covered
reading, test, and design and test development. The theoretical descriptions above were needed to give the writer a basis to do the research.
By doing the research, the writer wanted to measure students’ ability in reading. To measure the students’ ability in reading, the writer designed a test.
The format of the test is multiple-choice test. Although it seemed the easiest way to make the test, the writer needed to consider some elements to design the tests.
Moreover, in this study the writer did not merely design the test but also consider the usefulness or quality of the test. Considering the quality of the test, the writer
needed to try-out the test and investigate the ID, IF, and distractor efficiency. In this study, the writer focused on a reading genre so-called narrative. To
design the multiple-choice reading test, the writer focused on interactive reading types. After selecting the types of reading performance, the writer decided the
tasks. There were two kinds of reading tasks of the test, which the writer had designed. There were cloze tasks and impromptu reading plus comprehension
questions. Both tasks were chosen because they could explore the students’ ability in understanding texts.
In designing the test, the writer used the guideline of Bachman and Palmer 1996: 86-91 as stated previously. There were three stages done by the writer to
answer the research problems:
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