The Development of Learning Diagnose Test of Science on Force and Energy for Mathayomsuksa 1 Students

Abstract

Measurement and evaluation of students’ learning are necessary for
instructional management. The learning diagnose test is an instrument to find the
problem of students having no understanding of the science lesson. And it is also to
help teacher to solve the problem of the students having some weaknesses.
Therefore, the purpose of this research is to develop the quality of entire validity,
itemized difficulty, itemized discrimination, and entire reliability of learning diagnose
tests of science on force and energy for Mathayomsuksa 1 students. The samples of
this study comprise 640 Mathayomsukasa 1 students from 15 schools studying in the
second semester of 2008 academic year under the Educational Area office of Roi-Et
Region 1 chosen by Multi – Stage Sampling. The instrument used in this study is 5
diagnose tests of 4 choices each. They are built by 5 completion and subjective
surveying forms of 15 items each of some students’ weaknesses. They are used to test
by 200 experimental groups. The diagnose tests are taken to be tested 3 times by the
samples. The first one, there are 15 items each tested by 140 samples to find the
itemized difficulty and the discrimination. And then they are taken to improve and
choose. The second one, there are 12 items each tested by 150 samples to find the
itemized difficulty and the discrimination . And then they are taken to improve and
choose. The other one, there are 12 items each tested by 150 samples to find the
quality of itemized and entire tests. The statistic employed to analyze the quantitative
data is Percent (%), Mean (X ), and Standard Deviation (S.D.).
The results of this study reveal that:
1. According to the first time of testing, the difficulty is at .59-.72 and the
discrimination is at .20-.80 of the first test. The difficulty is at .62-.73 and the
discrimination is at .27-.80 of the second test. The difficulty is at .59-.75 and the
discrimination is at .23-.92 of the third test. The difficulty is at .67-.76 and the
discrimination is at .29-.86 of the fourth test. The difficulty is at .68-.76 and the
discrimination is at .24-.76 of the fifth test.
2. According to the second time, the difficulty is at .66-.76 and the
discrimination is at .31-.65 of the first test. The difficulty is at .67-.76 and the
discrimination is at .29-.61 of the second test. The difficulty is at .59--68-.75 and the
discrimination is at .38-.64 of the third test. The difficulty is at .68-.75 and the
discrimination is at .34-.63 of the fourth test. The difficulty is at .68-.76 and the
discrimination is at .38-.54 of the fifth test.
3. According to the third time, the difficulty is at .67-.77, the discrimination
is at .28-.66, and the reliability is at .81 of the first test. The difficulty is at .67-.77, the
discrimination is at .29-.55, and the reliability is at .82 of the second test. The difficulty
is at .68-.77, the discrimination is at .32-.60 and the reliability is at .83 of the third test.
The difficulty is at .67-.76, the discrimination is at .34-.70, and the reliability is at .88
of the fourth test. The difficulty is at .68-.77, the discrimination is at .29-.57, and the
reliability is at .83 of the fifth test.
4. According to the third time of testing, the analysis results of the 5
diagnose tests’ weaknesses reveal that the same weaknesses of the students are the
most application, the followings are the use of number or the calculation, and the
knowledge and the comprehension respectively.
In conclusion, the quality of building and developing of learning diagnose
tests of science on force and energy each is occurred. And they are taken to be
analyzed to find the problems of learning weaknesses after finishing learning and
teaching. Some weaknesses and some weakness’ problems of each student can be
improved appropriately by teachers.