Sutiarso, Sugeng and Rosidin, Undang and Sulistiawan, Aan (2022) Developing Assessment Instrument Using Polytomous Response in Mathematics. European Journal of Educational Research, 11 (3). pp. 1441-1462. ISSN 2165-8714

2_Sugeng Sutiarso_EU-JER_2022.pdf

Download (858kB) | Preview
Official URL:


This research is a developmental research aiming at developing a good mathematical test instrument using polytomous responses based on classical and modern theories. This research design uses the Plomp model, which consists of five stages, (1) preliminary investigation, (2) design, (3) realization/construction, (4) revision, and (5) implementation (testing). The study was conducted in three vocational schools in Lampung Province, Indonesia. The study involved 413 students, consisting of 191 male and 222 female students. The data were collected through questionnaire and test. The questionnaire was used to identify the assessment instruments currently employed by teachers and to be validated by the experts of mathematics and educational evaluation. The test used an open polytomous response test numbering of 40 items. The data were analyzed using both classical and modern theories. The results show that (1) the open polytomous response test has a good category according to classical and modern theory. However, the discrimination power of test items in classical theory needs several revisions, (2) the assessment instrument using the polytomous response of open multiple choice can guarantee information on the actual competence of students. This is proven by the fact that there is a harmony between the analysis result obtained from classical and modern theory from the students' arguments when giving reasons for their choices. Therefore, the open polytomous response test can be used as an alternative to learning assessment.

Item Type: Article
Subjects: L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Depositing User: SUGENG SUTIARSO
Date Deposited: 19 Jul 2022 01:12
Last Modified: 19 Jul 2022 01:12

Actions (login required)

View Item View Item