Tips Umum Membuat Soal

                               TIPS UMUM MEMBUAT SOAL


by Ben Clay in Is This A Trick Question? A Short Guide to Writing Effective Test Questions. Kansas State Department of Education.2001. pp3-4.

There are two general categories of test items:
1. Objective items which require students to select the correct response from several alternatives or to supply a word or short phrase to answer a question or complete a Statement.
2. Subjective or essay items which permit the student to organize and present an original answer.
Objective items include:
a. multiple choice
b. true-false
c. matching
d. completion
  
General Tips About Testing
1. Length of Test
In theory, the more items a test has, the more reliable it is. On a short test a few wrong answers can have a great effect on the overall results. On a long test, a few wrong answers will not influence the results as much. A long test does have drawbacks. If a test is too long, and particularly if students are doing the same kind of item over and over, they may get tired and not respond accurately or seriously. If a test needs to be lengthy, divide it into sections with different kinds of tasks, to maintain the student's interest.

2. Clear, Concise Instructions
It is necessary to give clear, concise instructions. It is useful to provide an example of a worked problem, which helps the students understand exactly what is necessary. What seems to be clear to the writer may be unclear to someone else.

3. Mix It Up!
It is often advantageous to mix types of items (multiple choice, true-false, essay) on a written exam or to mix types of exams (a performance component with a written component). Weaknesses connected with one kind of item or component or in students’ test taking skills will be minimized.

4. Test Early
It is helpful for instructors to test early in the term and consider discounting the first test if results are poor. Students often need a practice test to understand the format each instructor uses and anticipate the best way to prepare for and take particular tests.

5. Test Frequently
Frequent testing helps students to avoid getting behind, provides instructors with multiple sources of information to use in computing the final course grade (thus minimizing the effect of “bad days”), and gives students regular feedback. It is important to test various topics in proportion to the emphasis given in class. Students will expect this practice and will study with this expectation.

6. Check For Accuracy
Instructors should be cautious about using tests written by others. Often, items developed by a previous instructor, a textbook publisher, etc., can save a lot of time, but they should be checked for accuracy and appropriateness in the given course.
 
7. Proofread Exams
On written exams, it is important to proofread exams carefully and, when possible, have another person proofread them. Tiny mistakes, such as misnumbering the responses, can cause big problems later. Collation should also be checked carefully, since missing pages can cause a great deal of trouble.

8. One Wrong Answer
Generally, on either a written or performance test, it is wise to avoid having separate items or tasks depend upon answers or skills required in previous items or tasks. A student’s initial mistake will be perpetuated over the course of succeeding items or tasks, penalizing the student repeatedly for one error.

9. Special Considerations
It is important to anticipate special considerations that learning disabled students or non-native speakers may need. The instructor needs to anticipate special needs in advance and decide whether or not students will be allowed the use of dictionaries, extra time, separate testing sites, or other special conditions.

10. A Little Humor
Instructors have found that using a little humor or placing less difficult items or tasks at the beginning of an exam can help students with test anxiety to reduce their preliminary tension and thus provide a more accurate demonstration of their progress.