A Construction of Diagnostic Test by Computerized Testing in a Subjects of Computers and Computer Operating System of the first-year Students Certificate of Private Vocational Education in Yasothorn Province

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พรพรหม ชุปวา
สังคม ภูมิพันธุ์
วิรัตน์ พงษ์ศิริ

Abstract

Evaluation of learning outcomes needs to be done concurrently
to ensure that students achieve the objectives. In particular, students with
defect and to find the cause of those shortcomings which a diagnostic test is
one tool that helps students know the defects, and can be modified correctly. This
research aims to constructa of Diagnostic Test using Computerized Testing in a
subjects of Computers and Computer Operating System of the first-year students
certificate of private vocational education in Yasothorn Province. The sample for
this study consisted of 520 first-year certificate students of private vocational
education, studying in 2010 academic year, from 3 schools in Yasothorn Province,
obtained using the Stratified Random Sampling Technique. The researcher developed
a test which was comprised of four subtests : Defects test and Diagnostic test
; a 65- item of defects test No.1 and defects test No.2 for 120 students, and
Diagnostic test No.3 and Diagnostic test No.3 with 5 choices that were built from
Defects test was tested three times : The first time : a 59-item of a diagnostic
test for the samples of 80 students to determine the difficulties and discriminating
powers and to revise and cut off the questions that are not connected. The
second time : a-53 item of a diagnostic test for 120 people applied to determine
the difficulties and discriminating powers and selected the tests that are passed
criteria, with 48 items. The third time : a 48-item of a diagnostic test for the
sample of 200 students. The third testing was administered by computerized
testing to determine the values of difficulty, discrimination, and reliability of the
tests.
The results of the research were as follows :
1. The first test from a 59-item of a diagnostic test with 2 parts,
difficulties ranging from 0.23 to 0.84 and discriminating powers ranging from 0.21
to 0.55. We can revise and cut off the questions which are passed criteria, with
53 item for the next test.
2. The second test from a 53-item of a diagnostic test with 2 parts,
difficulties ranging from 0.20 to 0.89 and discriminating powers ranging from 0.22
to 0.90. We can revise and cut off the questions which are passed criteria, with 48
items for the third test.
3. The third test from a 48-item of a diagnostic test with 2 parts,
difficulties ranging from 0.22 to 0.69 and discriminating powers ranging from
0.20 to 0.81, the whole reliability of .61, .78, and the standard errors ranging
from 1.67 to 1.86
4. From analysis of defects of students who failed in diagnostic
test, found that the student had a defect in the topics on the meaning of central
processing unit, the meaning of the principle of computer operating system such
as ALU and Output Unit.
In conclusion, a diagnostic test on the computer and peripherals and
the media was a good quality test to analyzed the cause of learning disabilities of
students and the teacher can remediate the deficiencies of individual students

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