Results of Diagnostic Underlying Undergraduate Students Performance on Reading English Skill by using the Attribute Hierarchy Method and Computerized Adaptive Diagnosis Testing

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ทิพย์ ขำอยู่
โสฬส สุขานนท์สวัสดิ์
สุดาพรรณ อาจกล้า

Abstract

The purposes of this research were to diagnose the mastery on Reading
English Skill Underlying Undergraduate Students by using Attribute Hierarchy
Method and Computerized Adaptive Diagnosis Testing. The curriculum development
comprised of five stages. 1) Identify the salient attribute of contents 2) developed
test let and paper & pencil test 3) Inspection test let and paper & pencil test 4)
Created test let for testing on Computerized Adaptive Diagnosis Testing and
5) diagnosed the mastery on Reading English Skill from the observed response
patterns. The samples for this research were 238 Undergraduate Students who
were selected by Systematic Random Sampling. The statistics used in this research
were mean and standard deviation. The One-way ANOVA was used for test
hypothesis.
The results of this research were as follows;
1. The results of development the diagnostic test by using Attribute
Hierarchy Method found that: 1) Part of Speech 160 items 2) Using Context Clues
120 items 3) Word Formation 120 items 4) Identify Topic and Main Idea 120 items
5) Reading for Details 120 items and 6) Making Inferences 120 items the discrimination
is at 0.35 to 2.49 the difficulty is at -1.67 to 2.47 the guessing is at 0.02 to 0.29
and the reliability is at 0.82 to 0.95.
2. The results of Mastery Undergraduate Students on Reading English
Skill found that:
1) Mastery Undergraduate Students on Reading English Skill 1 Part
of Speech was higher Skill 4 Identify Topic and Main Idea 0.05 level of significance.
2) Mastery Undergraduate Students on Reading English Skill 1 Part
of Speech was higher Skill 5 Reading for Details 0.05 level of significance.
3) Mastery Undergraduate Students on Reading English Skill 2 Using
Context Clues was higher Skill 4 Identify Topic and Main Idea 0.05 level of
significance.
4) Mastery Undergraduate Students on Reading English Skill 2 Using
Context Clues was higher Skill 5 Reading for Details 0.05 level of significance.

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