COGNITIVE LEVEL ANALYSIS OF SCIENCE ITEM TESTS ON SECONDARY SCHOOL ASSESSMENT
I Prihastuti (a*), A Widodo (b), Liliasari (c)
(a) Doctoral student of Science education at Universitas Pendidikan Indonesia
Jl. Dr. Setiabudi 229 Bandung, West Java, Indonesia
*arifinindrie[at]gmail.com
(b) Science Education, Universitas Pendidikan Indonesia
(c) Chemistry Education, Universitas Pendidikan Indonesi
Abstract
This case study aims to obtain an overview of cognitive levels in science items tests used in the secondary school assessments in Banten Province. Cognitive level analysis was carried out on 3 types of science assessment documents (1) national examination (UN) from year 2017 and 2018; (2) national standardized school examination (USBN) used in eight districts from year 2018, and (3) summative tests taken from 8 secondary schools in each district of Banten Province. Determination of cognitive level was using Bloom taxonomy revision. In addition, data collection was conducted through questionnaires to capture information about teachers professional development on designing science items test. The questionnaire was responded by 30 science teachers from representatives of 4 districts in Banten province: Lebak, Serang, Cilegon and Tangerang. Interview was conducted for 5 selected teachers to get deeper information about PD programs. The results showed that percentage of cognitive levels in UN documents especially for higher level questions (Level C4) has increased over the past two years. Meanwhile, lower level questions has decreased especially for level C1 questions. Cognitive level analysis of USBN document showed that the highest percentage (50%) of cognitive levels is level C2, followed by level C3 of 26%, and 18% of level C1. The analysis of cognitive levels in summative test document showed that the questions with level C2 have the largest proportion (56%), followed by the questions of level C1 and C2 with the same proportion of 22%. There were no higher level questions which made by teachers in USBN and summative test documents. Misalignment of cognitive level was occurred between basic competency standard (KD) and teachers questions in summative test documents especially for KD with analyzing (Level C4) verbs. The teachers professional development programs related to assessment and test item development were still lack of direct practices especially for developing higher level questions. Intensive teachers professional development programs are really needed to improve teachers skills in developing higher level items test.
Keywords: cognitive level, assessment, question, test, teacher
Topic: Science Education