Cognitive domain objectives examples in math

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1. Learning Objectives:
1. Cognitive Domain:
• compare sets using the expression less than, more than and as many as
• identify sets with more or less objects
• arrange sets from least to the greatest
2. Psychomotor Domain:
• form sets more than the given objects or less than the given objects
3. Affective Domain:
• show cooperation in every group activity

2. Subject Matter:

   Less Than, More Than, As Many As / Arranging Sets from Least to Greatest ( VICE VERSA )
   Book: Integrative Mathematics pages 8 - 19
   Materials: picture of animals, number cards, manila paper
3. Procedures:
1. Oral Drill: Pupils are going to read the following: > is read as greater than, < is read as less than and = is read as equal to
2. Review: Counting 0-20.
3. Development of the lesson:
1. Motivation: Did you know that you have 2 sets of teeth?
• Show them the teeth of baby and an adult. Explain further.
2. Presentation of the Lesson:
• Let them look at the pictures of the animals. How many feet does each animal have?
• Let them compare the number of feet.
• Let them draw 2 sets of objects on a paper. Ask: Can you please check the set with more objects and mark an X with less number of objects.
• Discussion on More and Less Than.
• Board Exercises. Write >, < or = this time using numerals.

Ex. 5 _____2

• Game activity : Where should you go? Imagine that they are sharks and they are very hungry. Paste <,> on the chair and give then 2 numbers. Ex. The teacher says 15 and 21. They will go to the chair where < is pasted.

SECOND DAY: Place some numerals on the board with pictures on it. 5 7 4 6 8 Can you arrange the sets from least to greatest?

• Have more exercises on the board using sets with pictures.
• try using the numerals this time.
• More seatworks.
4. Generalization: Can you tell me when are we going to use the symbol >, < and =?
5. Application: Let them answer some exercises in the book.
6. Recap or Wrap Up Activity: Ask series of question based on the story learned.
4. Evaluation:
1. Compare the following and write <,> or =. Ex. 16 _____ 18
2. Arrange the numerals for least to greatest. 12 16 15 14 13
5. Home Activity: Answer Activity 5 on Integrative Math page 12.

CHAPTER V

COGNITIVE LEARNING OBJECTIVES

 

Taxonomic is effort of grouping something that are prepared and adopted by certain characteristics. Taxonomy in education known taxonomy of learning objectives. Necessary basic taxonomy of learning objectives are:

1.      Need for explanation purposes terminology that is used in the learning goals because these goals serves to give direction to the learning process and determine behavior that is considered as evidence of learning outcomes.

2.      As a tool that can help teachers to describe and construct the test, assessment techniques.

A.      Learning Objectives of Cognitive domains

There are several taxonomy of learning objectives those are named based on the educational experts to develop, for example, the taxonomy of learning according to BS. Bloom, Gagne, Merrill, Krathwohl and others. Education experts to share learning objectives into three domains:

1.      Cognitive objectives oriented to think skills include the ability to intellectually simpler with the ability to solve a problem (problem solving).

2.      Affective objectives associated with feelings, emotions, values ​​and attitudes of the heart system which indicates the acceptance or rejection of something.

3.      Psychomotor objectives oriented to motor skills associated with members of the body or actions that require coordination between nerves and muscles.

A.    Learning Objectives of Cognitive Domain

Bloom's Taxonomy is very well known in Indonesia and most widely used in formulating of learning objectives. BS Bloom categorizes objectives in the cognitive domain into six categories. The six categories include intellectual competence skills from simple to the most complex. Sixth is hierarchical. It means a high level objectives can be achieved when the goals at the level below (low) has mastered.

Division by BS Bloom cognitive domains are:

1)      Knowledge (memory) (C1)

Knowledge of a person to recall or recognize the return of the names, terms, ideas, symptoms, formulas etc. without expecting the ability to use it.

2)      Comprehension (C2)

Comprehension is that the level of cognitive ability is expecting someone to be able to understand / comprehend the meaning or concept, situation, and the facts are known. Test memorized not only verbally, but to understand the concept of matter or fact in question.

3)      Application (C3)

Application is the use of abstractions in particular and concrete situations. Abstractions that can be in the form of general ideas, rules of procedure or method commonly used or technical guidance.

4)      Analysis (C4)

Analysis is the decomposition of a communication into the elements or parts such that the relative hierarchy of ideas in to clear and / or relationships between ideas is described to be explicitly turn. In the analysis tends to clarify communication to indicate how communication is organized and the way communication is arranged to give the effect as well as the base and the circuit.

5)      Synthesis (C5)

Synthesis is placement with the elements and parts to form a whole such, it covers the process of working with small parts, elements and so forth and assemble and combine them in such as developing a clear pattern or structure before.

6)      Assessment (Evaluation)

Evaluation is a consideration about the value of materials and methods for a particular purpose. Quantitative and qualitative considerations about the sequel where the materials and methods those are used of standard assessment criteria.

B.     Examples of Learning Objectives Cognitive Domain

a)      Knowledge

Operational verbs for knowledge include:

·         mention

·         pair

·         quoting

·         choose

·         declare

·         counted

·         mark

·         write

·         match

·         define

Example:

ü  Students can mention two examples of "do not touch force" correctly.

ü  Students can express the smallest part of a substance that has the same properties as the original substance without looking at the book.

ü  Students can write a process that occurs when charging batteries.

b)      Comprehension

Operational verbs for comprehension include:

·         Differentiate

·         Categorize

·         Describe

·         Counting

·         Indicates

·         Outlines

·         Arrange

·         Explained

·         Estimating

·         Sums

Example:

ü  Students can explain Pascal principle.

ü  Students can describe the relationship between the directions of the electric current with the magnetic lines of force correctly.

ü  Students can estimate a solid object that can be dissolved in a liquid.

c)      Application

Operational verbs for applications include:

·         Implement

·         Change

·         Counting

·         Show

·         Describe

·         Formulate

·         Calculate

·         Find

·         Define

·         Clarifying

Example:

ü  Students can show 3 types of solid objects that are nearby.

ü  Students can apply the equation F = ma to solve the problems Newton's Second Law.

ü  Students can calculate the length of additional objects in the expansion process.

d)     Analysis

Operational verbs for analysis include:

·         Analyze

·         Separating

·         Solve

·         Differentiate

·         Selecting

·         Describe

·         Sum

·         Divide

·         Create

·         Choose

Example:

ü  Students can analyze high of shadow when the object height is known, the object distance and focus distance.

ü  Students can create a diagram of the relationship between pressure and volume in the isotherm.

ü  Students can solve problems on the combined circuit in an electrical circuit.

e)      Synthesis

Operational verbs for synthesis include:

·         Summarize

·         Formulate

·         Arrange

·         Categorizing

·         Linking

·         Organizing

·         Formulate

·         Designing

·         Creating

·         Combining

f)       Evaluation

Operational verbs for evaluation include:

·         Comparing

·         Maintain

·         Conclude

·         Predicts

·         Assess

·         Separating

·         Decide

·         Validate

·         Proving

·         Projecting

Example:

ü  Students can conclude the relationship between voltage, current and resistances strong electrical circuit of the experiment.

ü  Students can assess the influence of the greenhouse effect on global temperature rise.

B.       Test grating

Making of the grating test is the first thing you need to do every learning outcome assessment tool making. By using the grating test, making questions will be controlled so as not to get out of the expected objective.

1.      Definition of Grating Test

The first step in the preparation of test materials is the preparation of the test grating (test blue print). Grating is a reference or guidelines that must be followed by the test author. Grating is a matrix whose rows and columns show the specifications of the test is arranged.

A writer must be equipped with a test deployment map items that have been designed so that those items can be determined precisely for student success. In other words, the item writers must follow the constraints specified in the grid.

Preparation of grating is essentially a selection of topics that are presented as well as the determination of specification issues that must be in writing, and the number of questions that will be arranged.

2.      Components of Grating Tests

The components of grating tests are:

a)      Subject matter: the materials discussed in the learning process.

b)      Ability aspects: the level of cognitive domain in the learning process include: knowledge (C1), comprehension (C2), application (C3), analysis (C4), synthesis (C5), and evaluation (C6).

c)      Variety matter: the kinds of questions used are objective (multiple choice), and the essay.

d)     Level of difficulty: namely determining the level of mastery of the aspects that will be measured by the level of difficulty of questions that are based on developmental psychology. Status is determined as follows:

Table I. The difficulty level based on the mastery level

Difficulty level

Aspects

Percentage

Easy

 C1

30%

Medium

 C2, C3

50%

Difficult

 C4, C5, C6

20%

e)      Long time test: the time that is required to do the test, form about objective for math and science requires 2 - 2.5 minutes for each question. Essay form takes 4-5 minutes for each question.

f)       Deployment questions: the number of items about each objective form by distributing those items. This deployment should be considered starting from easy questions and at the end is also a matter of ease. Essay about the numbers consecutively do it.

3.      Examples of Grating Test Preparation

The steps being taken are:

a.       Record the subject matter and indicators of physics materials and present it.

Subject matter/indicators

Percentage (%)

a.       Magnetic force

(60)

1)      Grouping objects with magnetic and non-magnetic

2)      Indicates the strength of the magnetic force to penetrate some objects

3)      Give examples of the use of magnets in everyday life

b. The force of gravity

4)      Comparing the speed of falling objects two different weight, shape and size of a certain height.

5)      Conclude that the force of gravity causes objects to move downward.

20

20

20

(40)

20

20

b.      Determine the level of mastery of the aspects to be measured in the cognitive domain based on the level of difficulty question.

Easy (C1) = 30%

Medium (C2, C3) = 50%

Difficult (C4, C5, C6) = 20%

c.       Determine the amount of questions that will be compiled

There are 33 questions include 30 objective type test and 3 essay questions.

d.      Determine the amount items for each indicator question.

Table Total of question for each basic competencies / indicators

BC/indicator

Total of objective questions

Essay

(1)



(2)



1

(3)



1

(4)



1

(5)



e.       Determine the total of questions for each aspect of the matter any kind of indicator for objective questions

Table total of question for each cognitive aspects

KD/Indikator

Aspek



 x 6 =  1,8  ~ 2


  Jumlah Item Soal

(1)

  C1

         30                                    



 x 6 =  3


          100

  C2, C3

         50                                    



 x 6 =  1,2  ~ 1


          100

  C4, C5, C6

         20                                    

        100

(2)

  C1



 x 6 =  1,8  ~ 2


           30                                    



 x 6 =  3


          100

  C2, C3

         50                                    



 x 6 =  1,2  ~ 1


          100

  C4, C5, C6

         20                                    

        100

(3)

  C1



 x 6 =  1,8  ~ 2


           30                                    



 x 6 =  3


          100

  C2, C3

         50                                    



 x 6 =  1,2  ~ 1


          100

  C4, C5, C6

         20                                    

        100

(4)

  C1



 x 6 =  1,8  ~ 2


           30                                    



 x 6 =  3


          100

  C2, C3

         50                                    



 x 6 =  1,2  ~ 1


          100

  C4, C5, C6

         20                                    

        100

(5)

  C1



 x 6 =  1,8  ~ 2


           30                                    



 x 6 =  3


          100

  C2, C3

         20                                    



 x 6 =  1,2  ~ 1


          100

  C4, C5, C6

         50                                    

        100

f.       For essay, total of questions for each aspects are :

Medium (C2, C3)                    2 questions

Difficult    (C4, C5, C6)          1 question

g.      Total of time for doing tests

Objective         30 x 2, 5 minutes         = 75 minutes

Essay             3   x   5   minutes           = 15 minutes

            Total                                                   = 90 minutes

h.      Making the grating tables that is based on the explanation given above.

Tabel of grating questions for physic subject

No

 

 Cognitive aspect

 


BC/Indicator

Objective

Essay

Total of question

Total

C1

C2, C3

C4, C5, C6

C2, C3

C4, C5, C6

Obj

Essay

1

  Magnetic force

(1)

(2)

(3)

2

2

2

3

3

3

1

1

1

1

1

6

6

6

1

1

6

7

7

2

The force of gravity

(4)

(5)

2

2

3

3

1

1

1

6

6

1

7

6

Total of question

10

15

5

2

1

30

3

35

For the objective questions, a variety of test is used: a). Completing four choices are 15 questions, b). Completing multiple are 10 questions, c). Analysis about the relationship between case are 5 questions.

i.        Spread of objective test items

Tabel 3. Spread of objective test items for physic subject

No

indicator

Numbers of question

Total

C1

C2, C3

C4, C5, C6

1

(1)

(2)

(3)

(4)

(5)

1,25

4,18

27,11

29,15

22,30

2, 14, 26

5, 7, 17

9, 10, 19

12, 13, 24

18, 21, 28

3

6

20

8

18

6

6

6

6

6

Total

10

15

5

For essay, number of question sequentially for (2),(3),(4) with the number of question 1, 2, 3.

4.      Test of Cognitive Domain

·         Test Objective

Objective test is a test that the correction can be done objectively. Form of objective test requires students to choose the answer that has been provided, giving short answers, and complete the questions and statements that have not been perfect.

1.      Advantages of objective tests

a.       Can be used to assess many of lessons or broad scope.

b.      For those in the test can answer freely and guided because of the available answers.

c.       Anyone can be assessed objectively assess the results of the same score.

d.      Forcing students to learn well because it is difficult to do speculation on which part of the whole lesson to be learned.

2.      Disadvantages of objective tests

a.       Not giving enough the opportunity to express the real skills, because students do not make a sentence.

b.      Many opportunities to play chancy in the answer.

c.       Devising tests are not easy, requires precision and a little time.

d.      Less economical because of the cost and a lot of paper.

Remember the disadvantages of objective tests, tester shall perform tips to overcome these disadvantages by way of:

1.      Many practiced continuously until truly proficient.

2.      Using the grating table.

3.      Using the norm (standard) assessment that takes into account factors that are speculative guesses.

3.      Kinds of Objective Test

For good or bad objective test instrument seen by its term. In general, a good test is:

ü  Material question appropriate indicator / learning objectives.

ü  Material question with appropriate levels of schools and grade levels.

ü  There are guidance processes.

ü  Between questions not related to each other, but question the collective.

ü  Using the standard language.

ü  Language communicative, simple and does not cause a double interpretation.

While specific terms, the appropriate kinds of objective tests:

a.       Completing choice

Multiple choice test questions can be used to measure the learning outcomes that are more complex and related to aspects of memory, comprehension, application, analysis, synthesis, and evaluation. In preparing the statement there are several requirements that must be met:

Aspects of statement

A good Requirements

1)      Material

-          Each distractors really works

-          There is only one correct option

 2)  Construction

-          Statement of the questions and options formulated with specifically, clear, and unequivocal.

-          Statement of the questions attempted not use negative statements.

-          Options homogeneous response.

-           Delivery option is not interconnected.

-          Avoid using the option all the answers right or all wrong.

-          Choice of answers in the form of numbers, are sorted.

 3)  Language

-          Using standard language.

-          Communicative, straightforward, and does not give rise to multiple interpretations.

Example question complementary options:

Instructions: Choose one of the options best answer, by providing a cross in a, b, c, or d in the following questions!

The following events are included chemical changes are:

a. Boil water into steam.

b. Sugar dissolves in hot water

c. Paper burned to ashes

d. Lighted candles melt.

b.      Association of Multiple Choice

This type of test is basically exposes the students a number of alternative answers, possible answers incorrectness can be one, two, three, four.

Aspects of statement

A good Requirements

2)      Material

-          Each distractors really works

-          There is only one correct option

 2)  Construction

-          Statement of the questions and options formulated with specifically, clear, and unequivocal.

-          Statement of the questions attempted not use negative statements.

-          Options homogeneous response.

-           Delivery option is not interconnected.

-          Avoid using the option all the answers right or all wrong.

-          Choice of answers in the form of numbers, are sorted.

-          There are clear instructions on how to work

 3)  Language

-          Using standard language.

-          Communicative, straightforward, and does not give rise to multiple interpretations.

Examples of association of multiple choice questions

Instructions:

On the answer sheet that has been available put a cross using letters

a.       If option 2 and 3 of this questions correctly

b.      If option 1 and 3 of this questions correctly.

c.       If option 2 and 4 of this questions correctly.

d.      If option 4 of this questions correctly.

     Changes chemical energy into electricity occurs on:

a.       Voltaic elements

b.      Charging the batteries

c.       Dry battery

d.      Hydropower

c.       Causation

Question tests of interpersonal things, also known as questions of causation. This question requires students to research, analyze how the relationship between the two statements.

Aspects of statement

A good Requirements

1)   Material

-      Contains information about the truth or the deliberate mistake or is made ​​a statement.

2)   Construction

-      Consists of two statements, the first sentence states the cause and the second statement as a result of acts or reason.

-      The two statements are connected with the word for or because

-      As an alternative, both statements can not be connected as a result, one can actually false statements, could even be made both statements false

-      There is a clear indication of the way the process (regarding the relationship between the two types of sentences that are expected as a matter of correct answer).

3)  Language

-      Using standard language.

-      Communicative, straightforward, and does not give rise to multiple interpretations.

Example question of causation

Instructions: Do the following questions by marking a cross in the letters a, b, c, or d with a note

a.       If both statements are true and demonstrate the causal relation.

b.      If both statements are true but do not demonstrate a causal relationship

c.       If any of these statements are true.

d.       If there is no wrong or right statement.

In a conductor, the direction of the electric current in the direction of positive charge because of electric current flows from high potential to low potential.

The third kind of objective test is also called a multiple-choice test.

d.      Short answer

Aspects of statement

A good Requirements

1)   Material

-      Limitation of questions and expect clear answers.

2)   Construction

-      Formulation of the sentence in the form of an open sentence that requires only 1 or a few words as an answer key.

3)  Language

-      Using standard language.

-      Communicative, straightforward, and does not give rise to multiple interpretations.

Examples of short answer questions

Instructions: Complete the following questions with a short answer and a correct

-          Tools to measure the wind velocity is....................

-          Unit of current strength is..................

e.       Match

Match the form consists of a collection of questions and answers that are both set collected on two different columns.

Aspects of statement

A good Requirements

1)   Material

-      Limitation of questions and expect clear answers.

2)   Construction

-      The form of pairing between a series of premises of the series answer questions or pair two series corresponding statement.

-      The question or statement is totally series, in the scope of the discussion, object or issue and homogeneous.

-      Series has a number of wrong answers is much more than the series of questions.

3)  Language

-      Using standard language.

-      Communicative, straightforward, and does not give rise to multiple interpretations.

Example of match question

Instructions: The following are some parts of the electrical concepts, Determine pair of statements on the left with the words on the right.

1.      Total of electric lines of force .........               a. Positive

2.      Current unit......                                               b. Negative

3.      Unit of electrical force.....                               c. Flux

4.      Charged protons......                                       d. Newton

e. Coulomb

f. Ampere

WRITING RULES OF MULTIPLE CHOICE QUESTIONS

QUESTIOS MULTIPLE CHOICE

Writing rules of question

Materials

1.      Question should be in accordance with the indicator means asking about behavior and material to be measured, in accordance with the demands of the indicator.

Indicator: Students can mention the fewest objects absorb heat.

Examples of the less good questions

Heat transfer at the iron being heated occurs....

a.       Conduction

b.      Convection

c.       Radiation

d.      flow

Key: A

Explanation:

Question on less good because it does not fit with the indicator. Indicators ask students to list on the absorption of heat, while asking questions that made ​​the heat transfer.

Example of better question

Objects absorb heat is the least colored objects....

a.       shiny white

b.      dull white

c.       shiny black

d.      dull black

Key: A

2.      Answer choices should be homogeneous and logical in terms of material.

 

Examples of the less good questions

The phenomena of rising magma from deep inside the earth so that the earth's surface and partially emerged partly infiltrated layer of the earth's crust is called ....

a.       Erosion

b.      Reforestation

c.       Volcanism

d.      Urbanization

Key: D

Explanation:

Question above is not good, because the answer choices are less homogeneous. Answer options a, b and d had nothing to do with the events associated with magma.

Example of better question

The phenomena of rising magma from deep inside the earth so that the earth's most magma rise to the surface and partly infiltrated layer is called the crust ....

a.       Lava

b.      Caldera

c.       Volcanism

d.      Tectonics

Key: D

3.      Each question should have the right answer or the most correct.

Examples of the less good questions

The factors that influence the Powerful sound is...

a.       Period

b.      Amplitude

c.       Frequency

d.      resonance

Key: B or D

Explanation:

Question is not good, because it has more than one correct answer.

Example of better question

Among the following factors:

1)      period

2)      amplitude

3)      frequency

4)      resonance

The factors that influence the Powerful sound is ....

a.       (1) and (2)

b.      (1) and (3)

c.       (2) and (3)

d.      (2) and (4)

Key: D

Construction

4.       Subject matter clearly and unambiguously defined.

Examples of the less good questions

Iris function in humans such as ....

a.       Lens on the camera

b.      Diaphragm on camera

c.       Film on camera

d.      Closing / opening the lens

Key: B

Explanation:

Question above is not good, because the subject matter is not formulated clearly and firmly, so as to give rise to a different understanding or interpretation, and less communicative.

Example of better question

Iris of the human eye functions similar to the functions of ....

a.       Lens on the camera

b.      Diaphragm on camera

c.       Film on camera

d.      Closing / opening the lens

Key: B

5.      Formulation of the subject matter and the answer choices should be a statement that needed it.

Examples of the less good questions

Between two electrically charged objects are repulsive forces or attractive forces. Power of repulsive force or attractive force between two electrically charged objects is directly comparable to the charge and always been ....

a.       Comparable to the square of the distance

b.      Inversely comparable to the square of the distance

c.       Inversely comparable to the load

d.      Comparable to the product of the load range

Key: B

Explanation:

Question above is not good, because the subject matter contained in the statement is not required. The first sentence of statement is not required.

Example of better question

Power of repulsive force or attractive forces between two electrically charged objects is directly comparable to the charge and always been ....

a.       Comparable to the square of the distance

b.      Inversely comparable to the square of the distance

c.       Inversely comparable to the load

d.      Comparable to the product of the load range

Key: B

6.      Subject matter should not give clues to the correct answer.

Examples of the less good questions

The phenomena of melting ice become the water is called ....

a.       Freeze

b.      Condense

c.       Yawn

d.      Melt

Key: A

Explanation:

Question above is not good, because the subject matter of giving clues to the correct answer.

Example of better question

The phenomena of substances change from solid state to the liquid state is called ....

a.       Freeze

b.      Condense

c.       Yawn

d.      Melt

Key: D

7.      Subject matter should not contain statements which are double negative.

Examples of the less good questions

The following substances do not include conductors, except ....

a.       Rubber

b.      Plastic

c.       Iron

d.      glass

Key: C

Explanation:

Question above is not good, because it contains a double negative statement.

Example of better question

The following substances classified as insulators, except ....

a.       Rubber

b.      Plastic

c.       Iron

d.      glass

Key: C

8.      The length of the answer choices formula should be relatively the same.

Examples of less good questions

The following statement a law of conservation of energy is ....

a.       Energy can be created

b.      Energy can be transferred

c.       Energy cannot be created and cannot be destroyed

d.      Energy cannot be changed

Key: C

Explanation:

Answer choice C is too long and not homogeneous than the other answers.

Examples of better questions

The following statement a law of conservation of energy is ....

a.       Energy can be created and can be destroyed

b.      Energy can move from one place to another

c.       Energy cannot be created and destroyed

d.      Energy cannot be changed from one form to another

Key: C

9.      The selection of answers do not contain a statement "all the options above answers are wrong "or" all of the above answer choices are correct"

Examples of less good questions

In order to produce the largest replacement value of resistance, the three resistance of equal value must be sequenced ....

a.       Parallel

b.      Series

c.       Two parallel, one series

d.      All of the above answers are correct

Key: B

Explanation:

Answer D is not able to measure whether students actually understand how to calculate a series of resistance other than the three given in a, b, c.

Examples of better questions

In order to produce the largest replacement value of resistance, the three resistance of equal value must be sequenced ....

a.       Parallel

b.      Series

c.       Two parallel, one series

d.      Two series, one parallel

Key: B

10.  The selection of answers in the form of numbers or time must be arranged in order of the size of the numeric value, or chronological time.

Examples of less good questions

A cylinder with a suction pump provides pressurized air 2 atm and volume 0.5 m³. That volumes become four times, How much does pressure under suction pump if the temperature remains?

a.       0.25atm

b.      8 atm

c.       2 atm

d.      0.5atm

Key: D

Explanation:

Question above is not good, because the numbers in the answer choices irregular. To facilitate students, the answer choices are sorted from small to large or from large to small.

Examples of better questions

A cylinder with a suction pump provides pressurized air 2 atm and volume 0.5 m³. That volumes become four times, How much does pressure under suction pump if the temperature remains?

a.       0.25atm

b.      0,5atm

c.       2atm

d.      8atm

Key: B

11.  Images, graphs, tables, diagrams and the kinds of its contained in the matter must be clear and working.

Examples of less good questions

Consider the following picture!



 


   20 cm  

                               

A vessel of water is 1 meter height from the bottom of the vessel. If the water density is 1000 kg / m³ and gravitational acceleration is g = 10 m / s ², then the hydrostatic pressure experienced by a point P which is 20 cm below the surface of the water is ....

a.       10,000 N/m2

b.      8,000 N / m²

c.       6,000 N / m²

d.      2,000 N / m²

Key: D

Explanation:

Question above is less appropriate, because without seeing any picture the students can work on the question. Picture should clarify the matter and of the image obtained information to do the question. So that images can be used properly.

For the question above should be eliminated image, or the image still exists, but in the matter, do not have written all that has been given in the figure.

Example of better question

Consider the following picture!



 

 


                                 20 cm

               

If the water density is 1000 kg / m³ and gravitational acceleration is g = 10m / s ², then the hydrostatic pressure experienced by a point P is ....

a.       10,000 N/m2

b.      8,000 N / m²

c.       6,000 N / m²

d.      2,000 N / m²

Key: D

12.   Those items do not join in the answers to the previous.

Examples of less good questions

1)      On an object, work two forces which same direction each of 15 Newton and 8 Newton. "The second resultant force" are ....

a.       7 newton

b.      13 newton

c.       23 newton

d.      120 newton

            Key: C

2)     If the resultant force on the no.1 cause objects to move as far as 2 meters then the work done by the object is .....

a.       14 joules

b.      26 joules

c.       30 joules

d.      46 joules

            Key: D

Explanation:

Question of No. 2 above is less appropriate, because if students cannot answer the question no.1 so they cannot calculate the question of no.2.

Question No. 2 should be changed:

If on an object work force F = 23 newton causes move as far as 2 meters, then the work done by the object is ....

a.       14 joules

b.      26 joules

c.       30 joules

d.      46 joules

Key: D

Language

13.  Any questions should use the appropriate language to Indonesian rule.

Examples of less good questions

The surface of Basically a board is always made of metal, because metal ....

a.       a conductor

b.      an insulator

c.       more durable

d.      not easily corroded

Key: A

Explanation:

Question above is not good, because it does not use appropriate language to Indonesian rule. The word "ally" in its basic word should be eliminated.

Examples of better questions

Basic surface of a board is always made of metal, because metal ...

a.       a conductor

b.      an insulator

c.       more durable

d.      not easily corroded

Key: A

14.  Do not use language that applicable local, if the item will be used for other regions or nationally.

Examples of less good questions

In a room installed three lamps. Lamp I of 120 watt, lamp II of 80 watt, lamp III of 50 watt, When all three lamp are turned on, then ....

a.       Three lights each pasture

b.      Lamp I over the field of lamp II and III

c.       Lamp II over the field of lamp I and III

d.      Lamp III over the field of lamp I and II

Key: D

Explanation:

Question above is not good, because it uses the local prevailing language. "field" in Javanese language means bright.

Examples of better questions

In a room installed three lamps. Lamp I of 120 watt, lamp II of 80 watt, lamp III of 50 watt, When all three lamp are turned on, then ....

a.       Three lamps as bright

b.      Lamp I is brighter than lamp II and III

c.       Lamp II is brighter than lamp I and III

d.      Lamp III is brighter than lamp I and II

Key : D

15.  The selection of answers does not repeat a word or phrase that is not a sense of unity. Put the word on the subject matter.

Examples of less good questions

On the batteries used to use cars occurred ....

a.       Change of electrical energy into sound energy

b.      Change of electrical energy into heat energy

c.       Change of chemical energy into mechanical energy

d.      Change of chemical energy into sound energy

Key: C

Explanation:

Question above is not good, because the answer choices are openings word repetition is an integral sense. The word should be placed on the subject matter of a better question.

Examples of better question

On the batteries used to run cars there is a change of ....

a.       Electrical energy into sound energy

b.      Electrical energy into heat energy

c.       Chemical energy into mechanical energy

d.      Chemical energy into sound energy

Key: C

f.       Essay test

Essay test is a kind of test learning progress that is requiring an answer that is the discussion or description of words. There are two forms of essay tests is limited descriptions and descriptions unlimited (free).

a)      Limited description

This is a limited form of description essay structure, form this test requires students' answers according to the structure given explicitly.

Example:

- Why does a comet's tail always away from the sun?

- Why is the north magnetic pole needle is always facing the Earth's north pole?

b)      Free description

In this form the student is free to answer his own question with a systematic way, students are frees to express opinions according to his ability, however teachers have a reference or benchmark in correcting students' answers.

Example:

 - What effort should we do to solve the problem of water depletion?

- Why the environment needs to be kept clean?

The advantages of Essay Tests

a.       Relatively easy to construct

b.      Provides the opportunity for students to express widespread response.

c.       It is suitable for measuring the results of a complex learning process.

d.      Students cannot guess the answer.

e.       Degree of accuracy and correctness of students can be seen from the sentences themselves.

The disadvantages of Essay Tests

a.       Subjective influences tend to play a role in the scoring. This is caused by first impressions, personal judgment, writings factor, paper hygiene.

b.      Question preference to one less, so it is less able to cover the material. As a result it is less valid assessment.

c.       Examine long time, making it less economical.

d.      Questions are often vague, difficult to be ascertained which aspects required.

e.       It is hard to accurately and comprehensively assessed.

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