Improving the Quality of Teachers-made Summative Test at the

Senior High School in South Sumatera

Evy Ratna Kartika Waty

Department of Education Technology, Universitas Sriwijaya

Keywords: Summative test, teacher-made

Abstract:

This research has a specific purpose to elaborate the problems related to strategies in solving the quality of

teacher-made summative test. Therefore, more in-depth research is needed on 2 (two) fundamental problems

that can be formulated as follows: (1) What are the obstacles in improving the quality of the teacher-made

summative tests in senior high schools; (2) How is the strategy to improve the quality of summative tests in

senior high schools. The subjects of this study were senior high school teachers who taught in South

Sumatera Province. This research object was a teacher-made summative test for the School Final

Examination for Subjects of Citizenship Education, History Education, and Religious Education are tested

in the School Final Examination. The quality improvement strategy for the teacher-made summative test

made in senior high schools in South Sumatra. The analysis shows that: for the quality of the summative

final exam made by the teacher multiple choice objective form, which was assessed based on the percentage

of valid items. The results of the study also show that different power indices (discrimination) for

summative examinations made by teachers generally have a low stage.

1 INTRODUCTION

The quality of tests plays an important role in

improving school learning programs, which tests

become part of the components in learning and have

a direct influence on student development.

According to Taras (2015) the test is an important

part of the teaching and learning process. Exams

can be done at the beginning of learning to know

past experience or learning or so on at the end of the

lesson as a way to assess the significance of learning

to students and correct weaknesses in aspects of

learning.

The need to take measurements in class and at

school, it is necessary to know the extent of students'

knowledge, skills, attitudes and interests. Because

the test is a tool to get data about individual

behavior, so in coaching the many things that must

be considered such as reference so that the exam has

good quality (Taras, 2015; Kane, 2018).

There are two types of assessments that are

commonly carried out in an educational institution in

making measurements of the stage of progress in

student achievement through continuous assessment

tests during the learning process (formative

assessment) and the final assessment exam

(summative assessment). There are two types of

summative examinations for student performance

assessment, namely the National Examination or

standardized tests made by the central government

and the School Final Examination made by teachers

for graduating students at the Elementary School,

Junior High School and Senior High School.

There is a lot of criticism made against the final

school examinations, both by the masters and

observers of education (Arikunto, 2015). If observed

carefully, there are several problems in the field of

measurement and assessment of education made by

the teacher faced at this time.

First, that education examinations and

assessments are conducted by teachers who

generally lack knowledge and skills in the field of

assessment and measurement. If the assessment is

carried out by an untrained teacher, then it is not

surprising that the quality of the exam is also still

low (Arikunto, 2014). There are times when the

interpretation of the test Results turns out to be

wrong so the results become less precise.

Secondly, with regard to providing and

administering school final examinations made by

teachers who lack pedagogical competence in the

implementation of learning, especially assessing

Waty, E.

Improving the Quality of Teachers-made Summative Test at the Senior High School in South Sumatera.

DOI: 10.5220/0009993600002499

In Proceedings of the 3rd Sriwijaya University International Conference on Learning and Education (SULE-IC 2018), pages 14-18

ISBN: 978-989-758-575-3

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

student achievement and there is a teacher's

motivation/mutation that changes every year.

Therefore, the exam questions are sometimes

provided by the newly teacher who less experienced.

Schneider, (2017), argues, experienced teachers can

generally provide higher quality exam questions.

Teachers who often make formative exams are likely

to have better competencies to provide quality

summative examinations for student achievement

measurements.

Third, the quality of the exam used also affects

the accuracy of the measurement of student

achievement. The role of the teacher as an individual

who makes the test is very important. If the teacher

is able to develop formative exams well in the

learning process, it is expected that the teacher does

not have a big problem when providing school final

exams or summative examinations. Some criticisms

about the exam include what Gullickson, (2016),

said that objective examination procedures do not

test the actual mastery of student competencies. In

addition, the present assessment system should not

only measure aspects of cognitive development.

Therefore, further research is needed on what

strategies are needed to improve the quality of

teacher-made summative tests. This research has a

specific purpose to elaborate the problems related to

strategies in solving the teacher's quality summative

quality test.

Therefore, more in-depth research is needed on

the basic problems that can be formulated as

follows: What is the summative quality

improvement strategy made by teachers in high

schools? What are the obstacles in improving the

quality of the teacher-made summative tests in

senior high schools?

This research has urgencies in terms of

formulating the correct strategy in an effort to

improve the quality of teacher-made summative

tests. In addition, the result soft his study can

provide useful information for the formation of

examination institutions that oversee the quality of

tests at all levels of education, at all levels of school,

all provinces in Indonesia. With this, the teacher is

expected to get guidance in making quality

exam questions. The results of this study are

expected to be a reference material for assessing the

quality of subsequent teacher-made tests for other

subjects at the elementary school, junior high school

and senior high school level in other provinces.

The next urgency is that this teacher-made test

quality improvement strategy can be generalized to

other provinces in Indonesia in general by

considering the characteristics of each province.

More importantly, the teacher-made test as a tool for

measuring student achievement is a guide for

teachers' knowledge and ability to carry out the

learning process at school. By knowing the quality

of the homemade test, the teacher will feel

compelled and motivated to improve their

competence in making the test.

The results of this study will also be useful

information for the Ministry of Primary and

Secondary Education in improving teacher

competency in developing high- quality tests. The

higher the quality, the more appropriate the student's

achievement. The result soft his study can be used as

a useful reference in carrying out the summative test,

and help teachers to develop their own summative

examinations for graduating students at the

elementary school, junior high school, and senior

high school level.

2 RESEARCH METHOD

The research object was a teacher- made summative

test on subjects of Citizenship Education, Historical

Education, and Religious Education. The location of

this study is high school (SMA) located in

Palembang, Prabumulih, Lubuk Linggau, and

Pagaralam in South Sumatra Province, each with 3

(three) schools.

The selection of the four locations

above considers 3 (three) things as follows: (a) is

a high school that is both in the city status area so it

is assumed that the teachers in charge there can be

accessed better and the data needed is easier to

obtain by researchers; (b) teachers in urban areas

are generally certified teachers (Teacher

Certification); (c) access to information in urban

areas is relatively more adequate so that teachers

should not experience significant obstacles in

obtaining material for the preparation and

development of the summative tests they make.

2.1 Research Road Map

There are a number of stages in this research,

namely the stages of (a) literature review and stage

(b) field study. The literature review stage is placed

at the beginning of the study, with the aim of

examining various factors that influence the quality

of the teacher's summative test from various

literature, both books, research reports, and scientific

journals. After obtaining a theoretical foundation as

well as a preliminary picture of the factors that

determine the quality of the teacher's summative

Improving the Quality of Teachers-made Summative Test at the Senior High School in South Sumatera

test, the study continues to the next stage, namely

field studies.

The stages of the field study consisted of 3

(three) steps, namely observation, questionnaire

survey, and in-depth interview. Field studies were

carried out in Palembang City, Prabumulih City,

Lubuk Linggau City, and Pagaralam City. In each

location, a survey will be conducted through a

questionnaire in which respondents are selected

using the Purposive Sampling Non- Probability

method, which is sampling from the population with

closed criteria. Then this research is deepened by

conducting in-depth interviews. Of the total

respondents selected in the questionnaire survey,

selected speakers were selected for in-depth

interviews.

2.2 Data Collection Technique

The Literature Review Stage, consisting of (a)

literature review, was carried out by studying

various research reports published in books,

journals, magazines, bulletins and newspapers both

printed and printed on the internet; and (b) review of

statistical data, carried out by tracing and

inventorying statistical data available at the Central

Bureau of Statistics, study centers, and non-

governmental organizations.

Field study stage, consisting of (a) observations,

carried out from the beginning to the end of the field

study by observing the subject and object of study to

get an overview of the subject and object of the

study; (b) survey, carried out using questionnaires

for each of the 25 (twenty five) teachers who served

in 4 (four) research locations so that there were a

total of 100 (one hundred) respondents; (c) Focus

Group Discussion with teachers in 3 (three) schools

in each research area; (d) In-depth interviews (in-

depth interviews), conducted at each research

location, for each of the 3 (three) teachers who made

represent subjects of citizenship education,

historical education, and religious education. Thus,

there will be a total of 12 (twelve) teachers

interviewed in depth.

2.3 Data Analysis Technique

The analysis carried out in this study is analytical-

comparative, which is analyzing the data with the

aim of finding an overview of the subject and object

of the study and then explaining the various things

that underlie the situation experienced by different

research subjects. Data obtained through literature

review is used as a theoretical basis and an initial

description of the research focus. Data obtained

from observations and surveys are used to verify

pre- existing data on the quality of teacher's

summative tests. Then the data obtained from the

FGD and in- depth interviews are used to formulate

teacher's summative quality improvement strategies.

3 RESULTS AND DISCUSSION

The importance of measurement education, based on

Anastasi (2007), is the process of collecting data by

paying attention to experience (empirical). This data

collection process is carried out to assess what

students have acquired after participating in a lesson

for a certain time. This process can be done by

paying attention to their learning, hearing what they

say and gathering information that is in accordance

with what the students have done.

Measurement is the process of giving value to an

object and its attributes systematically (Anastasi,

2007). Measurement results information will help a

person make reasonable consideration.

Consideration requires information obtained through

measurement. Someone will be able to judge better

if the measurement can provide valid and

reliable information.

Quantitative measurement, it is as stated by

Tuckman (Anastasi, 2007). that measurement is only

a unit or instrument of assessment and is always

related to quantitative data, for example in the form

of student scores. That way, concrete measurements

of nature can support the objectivity of a process of

assessing learning achievement. According to

Mardapi (2008), measurement is basically the

activity of determining score on an object

systematically.

The characteristic contained in the measured

object are moved into a score form so that it is easier

to assess. The aspect contained in individuals such

as cognitive, affective and psychomotor are

converted into scores. While based on the opinion of

Anastasi (2007) that the main characteristic of

measurement is actually a comparison. Thus,

measurement is comparing something that is being

measured with a measuring instrument descriptively.

Descriptive intent is to state the results of the

measurement only by unit or size of size without

giving a quality assessment.

As for the opinion of Gullat & Ballard (2008),

measurement is a quantification process by giving

value to something competency characteristics

and the characteristics of the competency. In

teaching and learning in the classroom, the

SULE-IC 2018 - 3rd Sriwijaya University International Conference on Learning and Education

competence of the material taught by the teacher to

students is quantified by giving a test score. The

need to take measurements at school and in class is

necessary, in terms of measurement to find out

where students 'knowledge, students' ability limits,

student attitudes and interests. From the student's

point of view, the measurement must be precise,

whether it is through an exam or through other

measurement instruments. Where as from the

teacher's perspective, measurement gives feedback

about students. From the measurement results can be

known the obstacles faced by students and can be

used as a principle of assessment of student

achievement and provide feedback for teacher

teaching.

Most measurements of student achievement in

the classroom are carried out through examinations.

Because measurement is an integral part of teaching,

a teacher must be able to carry out the measurement

through the test he made.

The test is a measuring tool that is often used to

obtain empirical evidence for the purpose of

assessing teaching and learning in schools. Gullatt &

Ballard (2008), states that the main purpose of the

exam is to produce evidence that can be used to

make an assessment of teaching and learning in

school. Assessment in class can help teachers

improve their teaching and student learning. In

addition to information for teaching and learning

diagnosis, exam scores are also used as a basis for

the selection of majors, student placement, and

student coaching. Therefore, the right way to ensure

this is by holding a quality exam.

The quality improvement strategy for the teacher-

made summative test made in senior high schools in

South Sumatra. The analysis shows that: for the

quality of the summative final exam made by the

teacher multiple choice objective form, which was

assessed based on the percentage of valid items

which obtained 35 people (58%) the teacher was in

the simple and good stage, 9 people (15%) the

teacher was found has a valid percentage of items at

the good stage, 26 people (43%) teachers are in

sufficient stages, while 25 people (42%) teachers are

in the low stage.

Summative test reliability multiple choice

objective forms made by teachers generally are in

sufficient stage, namely as many as 28 people (47%)

teachers, 23 people (38%) teachers develop

examinations that have reliability at good stage,

while 9 people (15%) teachers are at the stage low

test reliability. The results also show that the

teacher's level of summative exam difficulty level is

generally low. There are 42 people (70%) teachers

who are in the low stage, while 18 people or 30% of

teachers are in the sufficient stage.

The results of the study also show that different

power indices (discrimination) for summative

examinations made by teachers generally have a low

stage. Most teachers, 57 people or 95% of teachers

are at a low level. The teacher in making a test with

a different level of power is one teacher, in enough

stages there are 2 teachers. The effectiveness of

distractor for teacher-made summative examinations

generally has a low stage. Most teachers, 44 people

or 73% of teachers have at a low stage. The teacher's

summative exam in making a test with a Deceiver at

the sufficient stage there are 12 people (20%)

teachers.

The relationship between summative

examination quality and teacher background such as

teacher's latest education, frequency of making

examinations, teacher teaching experience, and

training in evaluation in the last three years of

teaching turned out to be insignificant. Probably the

reason that the teacher is influenced also by other

factors such as affective background in the form of

attitudes, interests, talents, this motivation needs to

be considered. Other factors include socioeconomic

backgrounds such as family expenses, family

education and the number of family members. These

factors are believed to influence teachers in making

high-quality summative exams.

Developing a summative exam, the teacher states

that they consider all aspects as references in

developing good questions. The choice of aspects

that lack consideration in developing the test, is to

determine a different power index, namely there are

41 teachers, and develop an exam at the level of

difficulty, namely there are 26 teachers.

The obstacles faced by the teacher in developing

the summative test are determining the validity

(valid items) and reliability of the test there are 38

teachers, assessing the effectiveness of the distractor

there are 36 teachers, analyzing teacher-made tests

there are 34 teachers, in assessing the quality of

homemade tests there are 30 teachers. The obstacle

is also faced by the teacher in developing and

holding summative examinations in determining the

number of items with the exam time of 28 teachers,

determining the test lattice there are 26 teachers,

choosing the appropriate words on the exam

there are 25 teachers, determining the type of

exam that matches the purpose 23 the teacher,

compiling the exam questions there are 21 teachers,

determining the purpose of the exam there are 16

teachers.

Improving the Quality of Teachers-made Summative Test at the Senior High School in South Sumatera

4 CONCLUSIONS

The quality improvement strategy for the teacher-

made summative test in senior high schools in South

Sumatra. It is expected that the teacher gets guidance

in making quality exam questions. The results of this

study are expected to be a reference material for the

teacher- made summative test quality improvement

model for high schools in South Sumatra, then for

other subjects at the elementary school, junior high

school, and senior high school level in other

provinces. The next urgency is that the strategy to

improve the quality of the teacher-made summative

tests in senior high schools in South Sumatra. This

can be generalized to other provinces in

Indonesia in general by considering the

characteristics of each province. More importantly,

the teacher's test of learning outcomes as a

measuring tool for student achievement is a guide to

the knowledge and ability of teachers to carry out

the learning process in school.

By knowing the quality of their own learning

outcomes, the teacher will feel compelled and

motivated to improve their competence in making

the test. There results of this study will also be

useful information for the Ministry of Primary and

Secondary Education in improving teacher

competency in developing high-quality summative

tests. The higher the quality of the test, the more

appropriate the student achievement.

The results of this study can be used as a useful

reference in carrying out summative tests of teacher-

made learning outcomes at the high school level in

South Sumatra.

It is hoped that this research can be as a process

of evaluating learning outcomes into a textbook with

comprehensive content, ranging from forms of

learning outcomes tests, steps in the process of

preparing learning outcome tests, and teacher-made

test validation models. In addition to publishing in

the form of text books, it also plans to develop a

policy-paper that can be a public policy model

related to strategies to improve the quality of

learning outcomes so that it can be applied in

schools.

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Gullickson, A. R. 2016. Teacher education and teacher-

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D. E. Gullat & L. M. Ballard. 2008. Choosing the right

process for teacher evaluation, Journal American

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Norman E.G. 2002. Constructing Achievement Test.

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Gail T. Schneider. 2017. Teacher involvement in program

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Djamari M. 2008. Teknik Penyusunan Instruments dan

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Studies 53(4), 466-478

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Evaluation in Language Education, Georgetown

University Press,

SULE-IC 2018 - 3rd Sriwijaya University International Conference on Learning and Education