| dc.identifier.citation | [1] B. Timminga. E. Simultaneous test construction by zero-one programming. Methodika. Enschede, The Netherlands: Twente University of Technology, 1986. [2] K. Cor, C. Alves, and M. J. Gierl,. Three applications of automated test assembly within a user-friendly modeling environment. Practical Assessment, Research and Evaluation, 14. 1-23, 2009. [3] D. Mardapi. Teknik Penyusunan Instrumen Tes Dan Nontes. Yogyakarta: Mitra Cendekia Offset, 2008. [4] S. E. Embretson, and S. P. Reise. Item response theory for psychologists. Mahwah, NJ: Lawrence Erlbaum Associates, Inc, 2000. [5] R. K. Hambleton, and H. Swaminathan. Item response theory: Principles and applications. Boston, MA: Kluwer Nijhoff Publishing, 1985. [6] R. K. Hambleton, H. Swaminathan, and H. J. Rogers. Fundamentals of Item Response Theory. Newbury Park, CA: Sage Publications, 1991. [7] K.T. Sun, Y.J. Chen, S.Y. Tsai, and C.F. Cheng. Creating IRT-based parallel test forms using the genetic algorithm method. Applied Measurement in Education, 21. 141–161, 2008. [8] R. Lawrence. Item banking. Practical Assessment, Research and Evaluation http://pareonline.net.getvn.asp?v=6&n=4, 1998. [9] Lord. Applications of item response theory to practical testing problems. Hillsdale NJ: Lawrence Erlbaum Associates, 1980. [10] Y. Nakamura. Rasch measurement and item banking. Research Report. 2001. (http://www.eric.net). [11] R. S. Pressman, Software Engineering: A Practitioner's Approach 7th Edition. New York: McGraw-Hill, 2009. [12] Qi Diao & W. J. van der Linden. Automated Test Assembly Using lp_Solve Version 5.5 in R, Applied Psychological Measurement Journal, 2011. [13] F. Samejima. Weakly parallel tests in latent trait theory with some criticisms of classical test theory. Psychometrika, 42, 193-198, 1977. [14] W. J.van der Linden, & B. Timminga, E. A maximum model for test design with practical constraints. Psychometrika, 54, 237–247, 1989. [15] W. J. van der Linden, and J. J. Adema. Simultaneous assembly of multiple test forms. Journal of Educational Measurement, 35, 185-198, 1998. [16] B. Wright. and S. Bell. Item banks. What, why, how. Journal of Educational Measurement. 21 (4), 331-345 Winter, 1984. | in_ID |
| dc.description.abstract | The purpose of this study is to develop item bank of mathematics based on IRT and an Automatic Test Assembly program (ATA) with some parameters that can be changed. The method used in this study refers to the Waterfall model suggested by Pressman. The developmental design was grouped into four developmental procedures consisting of: (1) Planning, (2) Modeling, (3) Construction, and (4) Deployment. The product assessment was carried out by a subject matter expert, psychometric expert, and IT expert through FGD. The unlimited scale of ATA trial and a larger scale trial respectively involved six and 15 teachers. The questionnaire was given to the experts and teachers. This study found two findings: (1) The item bank of mathematics for senior high school has been calibrated with IRT, and (2) The ATA program can assemble multiple parallel packages based on test information function (TIF) curve and content (competence standard, basic competence, and indicators). | in_ID |
