— Achievement tests should measure clearly defined
learning outcomes that are in harmony with the instructional objectives
The test should be able to clearly measure the
learning outcomes (learning outcomes) that have been established in accordance
with the instructional goals. The purpose is the foundation as well as the
determination of assessment criteria. If the purpose is unclear, then the
assessment of the achievement test will not be directed so that the end result
does not reflect the content knowledge assessment, in other words that the
assessment is invalid does not measure what is actually measured. Therefore, in
order to construct a good test, every teacher should be able to formulate clear
goals especially specific instructional objectives, making it easier for him to
measure the achievement of the objectives that have been formulated
— Achievement tests should measure a representative
sample of the learning tasks included in the instruction.
Measuring a representative sample of the results of
learning and teaching materials that have been taught. Materials lessons have
been taught in a certain time, either in a meeting or at a meeting in a few
hours is not possible or we can measure our value keseluruhanya. In order to
evaluate student learning outcomes, we can only take a few samples of the
learning outcomes that are considered important and can represent the entire
performance that has been obtained after the student follows a unit pengajara.
Thus we arrange tests should include matters that are considered to represent
the entire performance of student learning outcomes. In addition, in order to
formulate the questions that really test a representative sample to measure the
learning outcomes of students, teachers should arrange to first table
specification (blue-print or lattice), which contains details of the topic and
the determination of the amount and type of matter tailored to the specific
objectives of each topic in question.
— Achievement test should include the types of tests
items that are most appropriate for measuring the desired learning outcomes.
Includes an assortment of shapes that really matter
are suitable for measuring the desired learning outcomes consistent with the
objectives. Learning outcomes of each subject are not always the same subject
matter. Bloom we know the existence of learning outcomes in the form of
knowledge (cognitive), attitudes (affective) and skills (psychomotor). To be
able to measure performance manifold learning outcomes consistent with the
purpose of teaching is expected, required skills develop various kinds of
problems and tools to measure outcomes evaluasi.Untuk Study abroad in the form
of skills, for example, is not appropriate when using only a matter of the
answer in the form of essay which outlines only or practice and not doing
anything. Each type of tool evaluation and any kinds of problems are only
suitable for measuring a specific type of capability. Therefore, the
preparation of a test should be tailored to the type of skills learning
outcomes to be measured with the test.
— Achievement tests should fit the particular uses that
will be made of the results.
Designed in accordance with their role to obtain the
desired thing. We know bermaca range of usability tests in accordance with the
objectives of each. Particularly in the evaluation of education regarding the
evaluation of learning outcomes, at least we know the four kinds of usability
tests are:
Ø The test is used to determine the placement of
students in a level or a certain type of education program (placement test).
Ø The tests used to seek feedback to improve teaching
and learning for teachers and students.
Ø The tests used to measure or assess the extent to
which student achievement against learning materials that have been taught, and
then to determine the graduation rate increases or the student (summative
tests) and
Ø The tests aimed to explore the causes of students'
learning difficulties such as the background of psychological, physical,
environmental and socio-economic students (diagnostic tests).
Each test has specific characteristics for a matter,
the level of difficulty, as well as how to approach and processing. Therefore,
the preparation and implementation of the test must be adapted to the purpose
and function as an evaluation tool as desired.
— Achievement test should be made as reliable as
possible and should then be interpreted with caution.
Created seandal (reliable) might so easily be
interpreted properly. Reliable indication if the tool is used to generate a
description (measurements) that can really be trusted; when done repeatedly to
the same object then the result will be the same or relatively similar. A
reliable test is not necessarily valid, but if the test is valid is certainly
reliable.
— Achievement tests should improve student learning.
Used to improve the way students learn and how
teachers teach. Achievement test is also used to measure the success of student
learning, as well as to search for useful information to improve the way
students learn and the way teachers teach itself (formative evaluation).
