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SKRIPSI INVESTIGATING CONTENT VALIDITY OF TEST ITEMS OF READING COMPREHENSION DESIGNED BY SMAN 1 MERTOYUDAN STUDENT TEACHERS OF UNIVERSITAS TIDAR

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Validity stands as the most fundamental principle in language assessment, ensuring that a test accurately measures what it is intended to measure. Content validity is a crucial aspect that ensures test items align with specific learning objectives. However, it was observed that student teachers often overlooked the importance of content validity in the tests they designed, leading to a potential misalignment between assessment instruments and educational goals. This issue became the primary focus of this investigation, which centered on the reading comprehension test items created by student teachers during teaching practice. This study aimed to investigate the conformity between reading comprehension test items and the learning objectives, both of which were designed by student teachers. Furthermore, the research sought to determine the specific percentage of the items' content validity to quantify the extent of this alignment. By addressing these objectives, the study intended to provide a clear and evidencebased evaluation of the student teachers' competency in creating valid assessment tools. This study employed a qualitative case study design. The subjects of this study were 60 test items, consisting of 40 multiple-choice items for a summative assessment and 20 short-answer items for a formative assessment. These items were designed by three Universitas Tidar student teachers during their teaching practicum at SMAN 1 Mertoyudan. The data were collected through documentation analysis of the student teachers’ lesson plans and the test instruments they had created. The collected data were analyzed using a content analysis technique, where each test item was systematically compared against the learning objectives that had been formulated by the student teachers. A document checklist was used to ensure a rigorous comparison. The percentage of conformity was then calculated using Arikunto's (1997) formula to determine the level of content validity. The results indicated a significant misalignment, with only 19 out of 60 items conforming to the learning objectives, yielding an overall content validity percentage of 31.67%. According to the established criteria, this percentage was classified as 'Bad', highlighting a critical need for improvement in designing assessment instruments that are valid and aligned with educational goals.

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

INGGRIS PUT I 2025

Penerbit

MAGELANG : UNIVERSITAS TIDAR., 2025

Deskripsi Fisik

XIII;157 HLM;29,5 CM

Bahasa

English

ISBN/ISSN

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Klasifikasi

420

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

PRODI_S1_PENDIDIKAN_BAHASA_INGGRIS
FAKULTAS_FKIP

Info Detail Spesifik

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Pernyataan Tanggungjawab

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Versi lain/terkait

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