Item Analysis of The Unified Exam in Malaysia Independent High School System – The Case of Electrical & Electronic Subject

• Main Authors: Bee-yen Lim, 林美燕
• Other Authors: Nyan-myau Lyau
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/91997314082217371059

碩士 === 國立雲林科技大學 === 技術及職業教育研究所碩士班 === 94 === The present work aims to analyze qualitative and quantitatively the items of the Unified Exam of Malaysia Chinese Independent High School System, using as samples the exam items of electrical and electronic subjects of the years 2004 and 2005. Qualitative analysis included the validity of the items and cognitive abilities of educational goals. Quantitative analysis comprised the difficulty, discrimination, consistency of the items and options’ distraction. The research is based on data analysis and expert inspection. The data for the research are exam items of 4 field subjects and their students’ answers during the two years. Each exam is composed by 40 multiple-choice items and 10 questions. Quantitative analysis of a total of 320 multiple-choice items, are carried out with TESTER. Expert inspections are to verify the validities of the same items with respect of the topic they belong and the cognitive abilities of the educational goals As conclusion, we can observe that: A. Qualitative analysis ��1.Distribution of cognitive abilities �� a.Cognitive abilities are focused on remembering, comprehension and application, followed by analysis, least on synthesis and none on evaluation. �� b.Question items don’t accomplish their objectives, since they belong to remembering question types. ��2.Subjects’ contents validity �� a.Exam items are too concentrated on certain topics. �� b.Topics not covered by multiple-choice items are not complemented with question items B. Quantitative analysis ��1.Estimated vs analiyzed difficulty in this research �� a.The estimated difficulty of the exams in the year 2004 is lowly related to that from the result of the analysis, while they are consistent for the next year. �� b.The difficulty is concentrated in hard and normal levels. �� c.After inspection, easy level items are too few because the teachers ignore the practical capability of the students. ��2.Item discrimination �� a.In general, Excellent, Good and Satisfactory scores of the subjects sum more than 80% of the exam, while unsatisfactory and poor are below 15%. According to these indices, at least one third of the items must be modified. 3.Distractor analysis �� a.Most options lack of compliance with the second criterion of distraction. �� b.In general, at least 20% of the options lack of distracting power. ��4.Item validity �� a.Only Electrical Machine’s reliability is low.