Development of Measurement Scale on Critical Thinking Skills of the 21th Century for Lower Secondary School Students by Applying Polytomous Item Response Theory
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Abstract
The purpose of this research was to examine the quality of measurement scale on critical thinking skills of the 21st century for lower secondary school students by applying polytomous Item response theory. The sample was 600 students. The students selected were studying in lower secondary school of academic year 2020, Pattani province by stratified random sampling technique. The instrument classified 5 components including 1) defining skills 2) data gathering skills 3) analyze skills 4) synthetic skills and 5) evaluate skills. They were characterized as a multiplechoice scenario model for 36 items with 4 options. Which has more than two scoring characteristics
by rubric ratings ranging from very good (4), good (3), fair (2) and improved (1). The parameter testing was accomplished by polytomous IRT, with Grade Response Model (GRM).
Research findings were as follows: measurement scale on critical thinking skills of the 21st century has quality according the polytomous IRT. The slope parameter (α) is between 0.06 to 1.72 and the difficulty value the threshold value of each item (β) which all of the values in ascending items and the reliability of the measurement scale using Marginal Maximum-Likelihood (MML) showed that reliability of the test was 0.885. Moreover, the value of test information of the item of measurement scale indicated was able to accurately and precise analyze in students among competent whose competency (θ) was between -2.0 to +0.5 or the students of low to medium competency levels.
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