DEVELOP OF GRATING

By:Sumarti

Lecture : Dr.Ir. Vina Serevina

Magister of Physics EducationState University of Jakarta

2016

DEFINITION OF GRATING

The grille is a description of the scope and content of the material to be tested.

The purpose of the grid is to determine the scope and pressure tests approprieately, so it can be a guide in writing question test. The implementation can be in the shape of format or matrix.

1.Represents the content of the curriculum which will be tested

2. The components are detailed, clear, and easy to understand

3. Problems can be created according to Indicators and specified forms

THE REQUIREMENTS OF A GOOD GRID

TYPE OF CONDUCT WHICH CAN BE MEASURED

Developed cognitive domains developed by Benjamin S. Bloom is: 1. Memory such as: mentioning, specifing, indicating, recalling, defining; 2. Understanding such as: differentiating, altering, giving examples, estimatesing conclusions; 3. Implementation of them such as: using, appling;  4. Analysis such as: comparing, classifing, categorizing, analyzing  5. Synthesis such as: connecting, developing, organizing, arranging; 6. Evaluation such as: interpreting, assessing, deciding.

1.Intellectual abilities: discrimination, identification / real concept, classification, demonstration, generalization something;2.Cognitive strategies: producing a solution;3. Verbal information: state something orally;4. Motorist skills implementing something; 5. Attitude: the ability to choose something.

The types of behavior developed by Robert M.

Gagne

THINKING SKILLS DEVELOPED BY LINN AND GRONLUND

a. Comparing  What are the similarities and differences between ... and ...  Compare the following two ways about ....b. CausalityWhat are the main causes ...What is the result ...c. Giving reasons (justifying)Which of the following options will you choose, why?Explain why you agree / disagree with the statements about ....

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d. summarizingWrite down important statements which included in ...Summarize the exact contents of ...e. Drawing conclutionArrange some of the conclusions derived from the data ....Write a statement explaining the following events ....f. Arguing (inferring)Based on ... what would happen ifWhat is the reaction of A to ...g. groupingGroup the following by ....Does it have the following ...

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h. CreatingWrite down a number of ways according to your idea about ....Complete the story ... about what would happen if ....i. ApplyingComplete the following by using the rules ....Write ... by using the guidelines ....j. analysisWhich one is the false writing in the paragraph ....Make a list and give a brief reason on the main characteristics ....k. synthesisWrite down a plan for the proof ...Write a report ...l. EvaluationDo the pros and cons ....Based on the criteria ..., write down the evaluations about ...

Determination and question distribution

 No

 Kompetensi

Dasar

 Materi

Number of written test

question

Number of

practice test

questionPG Uraia

n

1 1.1 ............ ........... 6 -- --2 1.2 ............ ........... 3 1 --3 1.3 ............ ........... 4 -- 14 2.1 ............ ........... 5 1 --5 2.2 ............ ........... 8 1 --6 3.1 ............ ........... 6 -- 17 3.2 ........... ........... -- 2 --8 3.3 .......... ........... 8 -- --

40 5 2

FORMAT KISI-KISI PENULISAN SOAL

No. KI KD RANAHC1,C2,C3,C4,C5,C6

Materipokok

Indikator soal

Butir

soalJumlah

Butir

      

           

Sekolah : ……………………… Jumlah soal…………………Mata pelajaran : ……………………… Bentuk soal/tes :.......Kurikulum : ……………………… Penyusun : 1. …Alokasi waktu : ………………………Kelas/Semester : ................ 2. …

A GRID GOOD MUST MEET SOME REQUIREMENTS

1. The grid should be able to represent the content of the syllabus / curriculum or materials that have been taught appropriately and proportionatly.

2. Its components are clearly and easily descript.

3. The material can be made because any inquiries. Questions can be made based on the materials inquirements

Writing complete indicator

A = audience (learners),B = behavior (behavior that should be displayed),C = condition (condition given),D = degree (the expected level).

Indicator Problem Formulation

1. Using the appropriate operational works (specific behavior)

2. Using one operational verb objective questions, and one or more operational verbs operational for description questions / works tests,

3. You could create problems or distraction (for multiple choice questions).

The Steps of Preparing of Question Tests1. Define the est objectives,2. Determine the competence that will be tested,3. Determine the material tested, specify deployment items based on competence, materials and shapes 4. Assessment (written test: multiple choice, descriptions, and practice test),5. Make up the lattice,6. Write the question grid7. Make a validation items or examine them qualitative,8. Assemble the question matter into the test device, develop guidelines of evaluation  9. test items,   10. Quantitative analysis of items from analyze the question quantita tively from the empiric results of the test 11.the empirical data test results, and  12. repair problems based on the analysis results.

Advantages and disadvantages of multiple choice

Superiority about the form of multiple choice of which is able to measure the ability / behavior objectively, whereas on about the description of which is able to measure the ability to organize thoughts and express the answer in the words or phrases alone

Weaknesses include multiple choice questions are difficult to compile , while about the description of which is difficult to prepare guidelines

Writing Problem Description Form

objective description

non-objective description

a problem or a question that demands a set of answers with the understanding / specific concept, so it can be done objectively

a matter which requires a set of answers to the notion / concept in the opinion of each learner, so difficult to do objectively

Rule-writing descriptions

2. Constructiona. Using question words / commands that demanded answers unravel.b. There are clear instructions on how to do the problems.c. Any questions should be no guidelines d. Tables, pictures, graphs, maps, or the like is presented with clear, legible, and function.

1. Materialand. Problem must be in accordance with the indicator.b. Each question should be given the limits expected answer.c. The material in question must be in accordance with the purpose d. The material in question must be in accordance with the level of the type of school or classroom level.

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3. Languagea. The formulation of the sentence about to be communicative.b. Indonesian language is good and true (default).c. Do not give rise to a double interpretation.d. Do not use the language of the applicable local e. Does not contain the word / phrase that offend learners.

Writing conventions MCQs1.Material

Quetion must be in accordance with the indicator. This means that questions should be asked and the behavior of the material to be measured in accordance with the formulation of the indicators in the lattice.

2. ConstructionThe subject matter must be formulated clearly and unambiguously. Any items containing only one issue / ideab. The formulation of the subject matter and response options should be a statement that needed it.c. The subject matter do not give clues to the correct answer.d. The subject matter should not contain statements that a double negative.

e.Choise of Answer should be homogen and logic to seen from subjects

f. Long of answer relative of same.g. Choise of answer don’t to include of expression “all of

answer is wrong” or “all of answer is right”h. Choise of answer is numeric or date should be to the

composition from big or small of numeric or cronologist.i. Figure, graph, table, expression, and another in the

question must be clear and can be fungtion. j. The questions not to using expression or word not

certain. Like a: the other way, generaly, seldom.k. Grain of question don’t hanging from answer of question

previously.

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3. Language/culturea. Every question must be used language that

appropriate with indonesian language.

b. Use communicatif language, so student easy to undeerstand.

c. Choise of answer not to repeat or not phrase. 

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