Item analysis of reading comprehension questions for English proficiency test using Rasch model
The need to take English as a foreign language proficiency test (known as TOEFL [Test of English Language Proficiency]) has been gaining popularity in Indonesia. The increasing demands for such a test and its expensive cost have reinforced many institutions to develop TOEFL instruments and administe...
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| Format: | Article |
| Language: | English |
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Universitas Negeri Yogyakarta
2023-06-01
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| Series: | REID (Research and Evaluation in Education) |
| Subjects: | |
| Online Access: | https://journal.uny.ac.id/index.php/reid/article/view/53514 |
| _version_ | 1797279758174650368 |
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| author | Henda Harmantia Dewi Siti Maftuhah Damio Sukarno Sukarno |
| author_facet | Henda Harmantia Dewi Siti Maftuhah Damio Sukarno Sukarno |
| author_sort | Henda Harmantia Dewi |
| collection | DOAJ |
| description | The need to take English as a foreign language proficiency test (known as TOEFL [Test of English Language Proficiency]) has been gaining popularity in Indonesia. The increasing demands for such a test and its expensive cost have reinforced many institutions to develop TOEFL instruments and administer the test internally. However, constructing a test instrument is a complex process that makes conducting item analysis become more challenging. Meanwhile, item analysis is crucial to assess the items’ quality. Therefore, this study reported the results of statistically analyzing 20 questions of TOEFL reading comprehension that were analyzed in terms of the test reliability, the item and person fit, and the items’ difficulty level. Thirty-eight members of the English Department Students’ Association of a state university in West Java participated in this study by taking the reading test. The data were analyzed using the Rasch model by utilizing the Quest program. The results showed that four items (36.8%) did not fulfill the ideal criteria of a valid test because they were too easy and too difficult to be given to the target test takers; thus, they needed to be discarded. Meanwhile, 16 items (63.2%) are of good quality and can be used immediately in the proficiency test, especially to measure reading comprehension skills, because they have fulfilled the standard requirements for a valid test. The findings have provided insight into the importance of item analysis in validating test instruments to improve the test quality for future administrations. |
| first_indexed | 2024-03-07T16:30:36Z |
| format | Article |
| id | doaj.art-846ac4bb00474e8e9c3180cd014f675a |
| institution | Directory Open Access Journal |
| issn | 2460-6995 |
| language | English |
| last_indexed | 2024-03-07T16:30:36Z |
| publishDate | 2023-06-01 |
| publisher | Universitas Negeri Yogyakarta |
| record_format | Article |
| series | REID (Research and Evaluation in Education) |
| spelling | doaj.art-846ac4bb00474e8e9c3180cd014f675a2024-03-03T10:53:23ZengUniversitas Negeri YogyakartaREID (Research and Evaluation in Education)2460-69952023-06-0191243610.21831/reid.v9i1.5351418385Item analysis of reading comprehension questions for English proficiency test using Rasch modelHenda Harmantia Dewi0Siti Maftuhah Damio1Sukarno Sukarno2Universitas Negeri YogyakartaUniversiti Teknologi MARAUniversitas Negeri YogyakartaThe need to take English as a foreign language proficiency test (known as TOEFL [Test of English Language Proficiency]) has been gaining popularity in Indonesia. The increasing demands for such a test and its expensive cost have reinforced many institutions to develop TOEFL instruments and administer the test internally. However, constructing a test instrument is a complex process that makes conducting item analysis become more challenging. Meanwhile, item analysis is crucial to assess the items’ quality. Therefore, this study reported the results of statistically analyzing 20 questions of TOEFL reading comprehension that were analyzed in terms of the test reliability, the item and person fit, and the items’ difficulty level. Thirty-eight members of the English Department Students’ Association of a state university in West Java participated in this study by taking the reading test. The data were analyzed using the Rasch model by utilizing the Quest program. The results showed that four items (36.8%) did not fulfill the ideal criteria of a valid test because they were too easy and too difficult to be given to the target test takers; thus, they needed to be discarded. Meanwhile, 16 items (63.2%) are of good quality and can be used immediately in the proficiency test, especially to measure reading comprehension skills, because they have fulfilled the standard requirements for a valid test. The findings have provided insight into the importance of item analysis in validating test instruments to improve the test quality for future administrations.https://journal.uny.ac.id/index.php/reid/article/view/53514reading comprehensionenglish proficiency testitem analysisrasch model |
| spellingShingle | Henda Harmantia Dewi Siti Maftuhah Damio Sukarno Sukarno Item analysis of reading comprehension questions for English proficiency test using Rasch model REID (Research and Evaluation in Education) reading comprehension english proficiency test item analysis rasch model |
| title | Item analysis of reading comprehension questions for English proficiency test using Rasch model |
| title_full | Item analysis of reading comprehension questions for English proficiency test using Rasch model |
| title_fullStr | Item analysis of reading comprehension questions for English proficiency test using Rasch model |
| title_full_unstemmed | Item analysis of reading comprehension questions for English proficiency test using Rasch model |
| title_short | Item analysis of reading comprehension questions for English proficiency test using Rasch model |
| title_sort | item analysis of reading comprehension questions for english proficiency test using rasch model |
| topic | reading comprehension english proficiency test item analysis rasch model |
| url | https://journal.uny.ac.id/index.php/reid/article/view/53514 |
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