Construction of Item Bank in Mathematics for Fourth Grade Students: An Application of One-Parameter Item Response Theory
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Abstract
The objectives of this research were to 1) study the needs of mathematics teachers for constructing an item bank in mathematics, on the topic of decimal, for fourth grade students, and 2) construct an item bank in mathematics, on the topic of decimal, for fourth grade students, classified according to the level of difficulty and level of cognitive domain.
The sample consisted of 18 mathematics teachers and 281 fourth grade students. The research tools were a questionnaire and mathematics tests on decimals for fourth grade students. Data were analyzed by using frequency, percentage, difficulty, item information function, test information function and reliability, using an application of one-parameter item response theory.
The research results were as follows:
1. Regarding the results of the study on needs of mathematics teachers for constructing an item bank in mathematics, on the topic of decimal, for fourth grade students, it was found that what the teachers needed most were 3 tests with 10-20 questions, both objective and subjective. Meanwhile, the cognitive learning behavior most needed was analysis.
2. Regarding the results of constructing the item bank in mathematics, on the topic of decimal, for fourth grade students, there were 3 tests in the item bank. Each test consisted of 30 items. They were both objective and subjective tests. The results of the analysis of the psychometric properties of the test and the questionnaire showed that all of the items passed the difficulty criteria. In terms of item information function and test information function, most of them gave high information when tested on people with moderate to low abilities. The reliability of all the 3 tests were in the range of 0.906 to 0.917. The tests were stored in Google Drive format.
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