Email this article STANDARISASI INSTRUMEN INTEGRATED ASSESSMENT HASIL BELAJAR BAHASA DENGAN PROGRAM QUEST
Nur Hidayanto, FBS UNY, Indonesia
Agus Widyantoro, FBS UNY, Indonesia
Abstract
This study aims to produce a model of standardized convergent and divergent
integrated-assessment instruments for Indonesian and English learning outcomes at
junior high schools using Item Response Theory. It employed a research and development
design. In the first year, a learning continuum was developed, followed by the development
of integrated assessment instruments based on the learning continuum. Instrument
standardization was then conducted using 1-PL Item Response Theory and the QUEST
program. The results of the first year were 30 standardized integrated assessment
instrument sets, a guidebook for construction of the integrated assessment instruments for
language learning outcomes and the QUEST program guidebook. In the second year, the
integrated assessment instruments for language learning outcomes were disseminated in
provinces of Yogyakarta Special Territory, South Kalimantan, and West Nusa Tenggara.
integrated-assessment instruments for Indonesian and English learning outcomes at
junior high schools using Item Response Theory. It employed a research and development
design. In the first year, a learning continuum was developed, followed by the development
of integrated assessment instruments based on the learning continuum. Instrument
standardization was then conducted using 1-PL Item Response Theory and the QUEST
program. The results of the first year were 30 standardized integrated assessment
instrument sets, a guidebook for construction of the integrated assessment instruments for
language learning outcomes and the QUEST program guidebook. In the second year, the
integrated assessment instruments for language learning outcomes were disseminated in
provinces of Yogyakarta Special Territory, South Kalimantan, and West Nusa Tenggara.
Full Text:
PDFDOI: https://doi.org/10.21831/ltr.v13i2.2588
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