Subjective TestSubjective Test

ByByNi Kadek WidiantariNi Kadek Widiantari

Ni Made Lia Indra DewiNi Made Lia Indra DewiPutu MelyawatiPutu Melyawati

PURPOSES PURPOSES

There three purposes of this There three purposes of this paper. The first, it was aimed to paper. The first, it was aimed to know the definition of subjective know the definition of subjective test. The second, it was aimed to test. The second, it was aimed to know strengths and limitations of know strengths and limitations of Subjective test. The last, it was Subjective test. The last, it was aimed to find out the way to score aimed to find out the way to score Subjective test in the school. Subjective test in the school.

THEORYTHEORY

AssessmentAssessment

Assessment is the process of Assessment is the process of obtaining or collecting data that is obtaining or collecting data that is used for making decision about used for making decision about students.students.

It can include the test or non-testIt can include the test or non-test

SUBJECTIVE TESTSUBJECTIVE TEST Arikunto (2007) states that Subjective test is Arikunto (2007) states that Subjective test is

generally a test which needs answers in form generally a test which needs answers in form of essay, explanation or description.of essay, explanation or description.

Usually in doing this test, students will be Usually in doing this test, students will be given about 90-120 minutes for 5-10 given about 90-120 minutes for 5-10 questionsquestions

When a teacher uses subjective test When a teacher uses subjective test questions, that means students need to use questions, that means students need to use their mind and feelings to make logical their mind and feelings to make logical claims.claims.

Classification of Essay Classification of Essay TestTest

According to According to OsujiOsuji.,et.al (2006) .,et.al (2006) mention that mention that Essay tests are Essay tests are divided in todivided in to two variations. These two variations. These are are Extended – response type Extended – response type and and Restricted response typeRestricted response type. .

The classification is based on the The classification is based on the degree of freedom of response degree of freedom of response associated with the question.associated with the question.

Extended Response Extended Response EssaysEssays

– Allows student to:Allows student to:Select any information they think Select any information they think is importantis important

Organize the answer in accordance Organize the answer in accordance with their best judgmentwith their best judgment

Integrate and evaluate ideas as Integrate and evaluate ideas as they deem appropriatethey deem appropriate

Example :Example :

Imagine that you and a friend found Imagine that you and a friend found a magic wand. Write a story about a magic wand. Write a story about an adventure that you and your an adventure that you and your friend had with the magic wand.friend had with the magic wand.

(taken from (taken from http://ed400fall09.wikispaces.com/Ehttp://ed400fall09.wikispaces.com/Essay+-+Extended+Response)ssay+-+Extended+Response)

Restricted ResponseRestricted Response

The nature of Restricted response The nature of Restricted response type are:type are:– Limits both content and response.Limits both content and response.– Content is limited by scope of topic.Content is limited by scope of topic.– Response is limited in the directions.Response is limited in the directions.– Most appropriate for learning Most appropriate for learning

objectives that require the objectives that require the interpretation or application of data interpretation or application of data in a specific area.in a specific area.

Example :Example :

Why is the barometer one of the Why is the barometer one of the most useful instruments for most useful instruments for forecasting weather? forecasting weather? Answer in a Answer in a brief paragraphbrief paragraph

(taken from (taken from http://ed400fall09.wikispaces.comhttp://ed400fall09.wikispaces.com/Essay+-+Restricted+Response)/Essay+-+Restricted+Response)

The The Strengths Strengths

It is easy to be prepared and organizedIt is easy to be prepared and organized It does not give any opportunities to It does not give any opportunities to

speculate or cheatspeculate or cheat It encourages students to dare in expressing It encourages students to dare in expressing

opinions and arranging good sentences.opinions and arranging good sentences. It provides opportunities for students to It provides opportunities for students to

express their opinion by using their own style.express their opinion by using their own style. It can identify the students’ understanding It can identify the students’ understanding

about the problem that being tested.about the problem that being tested.

The limitationsThe limitations

It’s validity and reliability are low due to it’s difficult to be It’s validity and reliability are low due to it’s difficult to be known in which aspects the students have understknown in which aspects the students have understooood d the material. the material.

Limited material can be tested. This means less Limited material can be tested. This means less representative in terms of representing the entire representative in terms of representing the entire material. material.

The ways to score and evaluate are often influenced by The ways to score and evaluate are often influenced by subjective aspect.subjective aspect.

It It requires more individualized consideration of the requires more individualized consideration of the teacher (assessor).teacher (assessor).

It takes much times to evaluate it and the assessor canIt takes much times to evaluate it and the assessor can notnot be replaced by other. be replaced by other.

REDUCING SUBJECTIVE REDUCING SUBJECTIVE ASPECTSASPECTS

Avoid open-ended questions.Avoid open-ended questions. Let the students’ answer the same questions. Avoid Let the students’ answer the same questions. Avoid

options/choices.options/choices. Use students’ numbers instead of their names, to conceal their Use students’ numbers instead of their names, to conceal their

identity.identity. Score all the answers to each question for all students at a time.Score all the answers to each question for all students at a time. Do not allow score on one question to influence you while Do not allow score on one question to influence you while

marking the next. Always rearrange the papers before you marking the next. Always rearrange the papers before you mark.mark.

Do not allow your feelings or emotions to influence your Do not allow your feelings or emotions to influence your markingmarking

Avoid distractions when markingAvoid distractions when marking

Instructions MeaningCompare or match Identify similaritiesContrast or distinguish Identify differencesDiscuss or describe Provide details or featuresEnumerate, name, list, outline

Identify major points

Sequence, arrange, trace, or rank

List information in order

Demonstrate, or show Provide examplesRelate or associate Show associationsSummarize, paraphrase, or compile

Provide a short synopsis

Explain, defend, or document

Give reasons for support

Criticize or analyze Review or evaluate features or components

ScoringScoring

Arikuto (2007) notes that there are two Arikuto (2007) notes that there are two types of scoring standard in subjective types of scoring standard in subjective test, those are giving scores based on test, those are giving scores based on Norm referenced testNorm referenced test and and Criterion Criterion referenced testreferenced test. .

Budhyani,et.al (2010) and Budhyani,et.al (2010) and OsujiOsuji.,et.al .,et.al (2006) mention that there are two (2006) mention that there are two methods of scoring for subjective test methods of scoring for subjective test (essay), those are analytic and holistic (essay), those are analytic and holistic method. method.

Norm referenced testNorm referenced test

a student’s achievement is a student’s achievement is compared with the other student compared with the other student in his/her group. The quality of a in his/her group. The quality of a student’s achievement is student’s achievement is influenced by the quality of the influenced by the quality of the group. group.

Criterion referenced Criterion referenced testtest

In using criterion referenced, a In using criterion referenced, a student is compared with student is compared with particular standard score. This particular standard score. This means that each individual is means that each individual is compared with a preset standard compared with a preset standard for acceptable achievement. A for acceptable achievement. A student's score is usually student's score is usually expressed as a percentage.expressed as a percentage.

The Point or Analytic The Point or Analytic MethodMethod

In this method each answer is In this method each answer is compared with already compared with already prepared ideal marking prepared ideal marking scheme (scoring key) and scheme (scoring key) and marks are assigned according marks are assigned according to the adequacy of the answer to the adequacy of the answer

The Global/Holistic of Rating The Global/Holistic of Rating MethodMethod

According to According to OsujiOsuji.,et.al .,et.al (2006(2006) ) sate that students sate that students first first sort the response into sort the response into categories of varying quality categories of varying quality based on based on theirtheir general or general or global impression on reading global impression on reading the response.the response.

Analytic rubric:Analytic rubric:– Focus attention on one characteristic Focus attention on one characteristic

at a time, i.e. purpose, organization, at a time, i.e. purpose, organization, details, voice, grammar.details, voice, grammar.

Holistic rubric:Holistic rubric:– Yields a single overall score taking Yields a single overall score taking

into account the entire response.into account the entire response.

Procedures Procedures ffor Scoring Essay or Scoring Essay Questions Questions

Prepare the ideal answer or outline of expected Prepare the ideal answer or outline of expected answer immediately after constructing the testanswer immediately after constructing the test..

Use the scoring method that is most Use the scoring method that is most appropriate for the test item. That is, use appropriate for the test item. That is, use either the analytic or global method either the analytic or global method

Decide how to handle factors that are Decide how to handle factors that are irrelevant to the learning outcomes being irrelevant to the learning outcomes being measured. These factors may include of measured. These factors may include of handwriting, spelling, sentence structure, handwriting, spelling, sentence structure, punctuation. punctuation.

Evaluate the answers withoutEvaluate the answers without consider consider whose whose workwork you are you are scoring. This helps in controlling scoring. This helps in controlling bias in scoring the essay questions.bias in scoring the essay questions.

Make comments during the scoring Make comments during the scoring of each essay item. These of each essay item. These comments act as feedback to comments act as feedback to studentstudents s

Finding : example Finding : example questionsquestions

1. Explain the meaning and 1. Explain the meaning and function of the following function of the following punctuation!punctuation!

– (.)(.)– (,)(,)– (!)(!)– (?)(?)– (:)(:)

2. Please find a story and make a short 2. Please find a story and make a short paragraph by using your own language paragraph by using your own language individually! individually!

3. Make a dialogue about 3. Make a dialogue about agreement/disagreement based on the agreement/disagreement based on the following situation.following situation.

““You’re involved in discussion with a You’re involved in discussion with a friend. Your friend explains his/her friend. Your friend explains his/her opinion, and you have your own. You opinion, and you have your own. You disagree with your friend’s opinion”disagree with your friend’s opinion”

Example of rubricExample of rubric

Scoring Rubrics:Scoring Rubrics: 1. The content is good and grammar is correct1. The content is good and grammar is correct

score 5score 5 2. The content is good and some occasional errors2. The content is good and some occasional errors

score 4score 4 3. Limited content and grammar is correct3. Limited content and grammar is correct

score 3score 3 4. Limited content and frequent errors4. Limited content and frequent errors

score 2score 2 5. Content and grammar are errors5. Content and grammar are errors

score 1score 1

Discussion Discussion

In scoring the tests, consideration of a teacher is need. In scoring the tests, consideration of a teacher is need. When the test is rWhen the test is restricted response questionsestricted response questions, it will , it will be better if teacher uses analytic method in scoring be better if teacher uses analytic method in scoring the students’ work. When the test is extended the students’ work. When the test is extended response questionsresponse questions, teacher is suggested to use , teacher is suggested to use holistic method in scoring students’ work. holistic method in scoring students’ work.

The way to score also tend to be used a rubric. The The way to score also tend to be used a rubric. The rubric itself is standard performance of assignment by rubric itself is standard performance of assignment by listing the criteria, or what counts, and describing listing the criteria, or what counts, and describing levels of quality from excellent to poor. Rubric is levels of quality from excellent to poor. Rubric is almost similar with method of scoring by analytic or almost similar with method of scoring by analytic or holistic method. holistic method.

CONCLUSIONCONCLUSION