I just wanna share my last assignment
THE
ASSIGNMENT OF ITEM ANALYSIS
By :
Hikhmah
Oky Pravitasari
ENGLISH
DEPARTMENT
LANGUAGES AND ARTS FACULTY
STATE UNIVERSITY OF
SURABAYA
2008
ITEM ANALYSIS
- INTRODUCTION
Testing has an important role in teaching learning process. It
is used as an instrument for measuring and evaluating activities. Brown (2004:
03) states that a test is needed to measure the student’s abilities or performance
which focuses on specific competencies or objectives. Furthermore, a teacher
must have a good or qualified test for the students to get correct information
about student’s abilities. A qualified test means that a test must fulfill some
criteria of a good test.
In this paper I would like to analyze the final English test
items for the ninth year students of SMPN 1 NGORO MOJOKERTO 2008. The format of
the test is multiple choices which consist of 20 items number. The analyses are
about some criteria of good test. They are validity of the test (face, content,
construct), reliability of the test, item analysis and also the revision.
- VALIDITY
Validity refers to whether a test measures what we intend it to
measures (tucker, 1975:229). It means that validity of a test measure that it
is supposed to measure. If a test is able to measure what it its purposes, then
the test has high validity. In this case I’ll discuss the validity of a test
into three types; face validity, content validity, and construct validity.
1. Face Validity
Face validity of a test is that the way of a test is done by
looking at the way of the test is written, whether the test is constructed
based on the step of how to construct a good or not. Harris (1969:20) stated
that face validity can never be permitted is the way the test looks’.
Based
on Haris opinion above, the researcher concludes that the face validity of a
test refers to:
- The way the test ‘looks’ based on the tastes, the test administrator, and the educators’ point of views.
- The way the test is organized. It consists of test and test directions.
After identifying all of the test items, the writer makes an
analysis the validity of the English summative test items for the ninth year
students of SMPN 1 NGORO MOJOKERTO 2008. The test look is enough, because the
test has no cover and it has specific object clearly such as class, subject
lesson, time. The size is of letter is 12, good and can be read easily. The
test direction is enough because it has general instruction and it still there
are many instructions which is not clears enough. A test item type is multiple choices.
It consists of 20 item test. They are presented following the level of
difficulty.
The Result of Analysis of Face Validity
|
No
|
Aspect
of Test and List of Question
|
Characteristic
|
Explanations
|
||
|
Good
|
Enough
|
Poor
|
|||
|
1.
|
Test
Looks
·
How is the test’s cover?
·
How is the size of letter used?
·
How is the size of paper used?
|
x
x
|
|
x
|
o The test has no cover.
o The size is 12, good and can be read easily.
o The paper used is legal size paper
|
|
2.
|
Test
Directions
·
How is the general instruction of the
test?
·
How is the specific instruction of
every part?
·
How is the instruction for going on
for the next section or to next page?
|
x
|
x
|
x
|
o test has no general instruction
o The specific instructions are clear because the test only consist one
part.
o There is no instruction as an ending of the test. For example. This is
the last page.
|
|
3
|
Test
Items Types
·
How are the types of the test item
chosen?
|
x
|
|
|
o Test Item types is multiple choice.
|
2. Content Validity
As we know that the analysis of content validity of a test is
mean to find out the relationship of the test items with the content of
materials based on the curriculum being used. The most important question here
is whether the test item is measuring what should be measured. Heaton (1975:154)
states that content validity is extended to which a test measure a
representative sample of the subject-matter content. A test can be said to have
high content validity if the test items represent almost all of the content of
materials stated in the subject matter.
The Example of analyzing the Content Validity
|
No
|
learning content
|
Learning objectives
|
Number of test items
|
The sum of the items
|
%
|
|
1.
|
Membaca
|
-Siswa
dapat menjawab pertanyaan berdasarkan informasi dalam text
-Siswa
dapat mengidentifikasi makna kata yang terdapat dalam teks bacaan.
|
6,8,10,22,26,
28,34
2,4,12,14,
24,36,40
|
7
7
|
70%
|
|
2.
|
Kosakata
|
-
-Siswa menguasai kosa kata:
# body
# insect
# honey
# eggs
# Useful
# Good
# Important
# Anywhere
# Somewhere
# Anywhere
# Nowhere
# Everywhere
|
16
18
20
|
1
1
1
|
15%
|
|
3.
|
Tata
Bahasa dan penggunaan unsur bahasa
|
-
-Siswa dapat menggunakan Question tag.
-
-
-Siswa dapat menggunakan Oresent perfect.
|
30
38
|
1
1
|
10%
|
|
4.
|
Pengetahuan
umum
|
-siswa
dapat mengungkapkan tujuan teks dialog
|
32
|
1
|
5%
|
Based
on the analysis above, the percentage of content validity is concluded as
follows:
1.
There is no item for listening and speaking skill since the test
is given in the written form (0%).
2.
There are fourteen items for reading skill. It is number 2, 4, 6,
8, 10, 12, 14, 22, 24, 26, 28, 34, 36, 40. (70%)
3.
There are three items for vocabulary usage. They are number 16,
18, 20 (15%).
4.
There are three items for Grammar. They are number 30, 38 (10%).
5.
There is one general knowledge. Its number 32 (5%).
3. Construct Validity
Beside
considering the content validity. A good test must have construct validity.
According to Heaton (1975:154) if a test has construct validity, it is capable
of measuring certain specific characteristics in accordance with a theory of
language behavior and learning. This type of validity assumes the existence of
certain learning theories or constructs underlying the acquisition of abilities
and skills.
|
Item
|
Kompetensi Dasar
|
Indikator
|
Soal
|
Construct
|
|
|
Yes
|
No
|
||||
|
2.
4.
6.
8.
10.
12.
14.
16.
18.
20.
22.
24.
26.
28.
30.
32.
34.
36.
38.
40.
|
MEMBACA
Tidak sesuai dengan kurikulum.
Idem
11.3 Merespon makna dan langkah retorika dalam esei pendek sederhana
secara akurat, lancar, dan berterima untuk berinteraksi dalam konteks
kehidupan sehari-hari dalam teks berbentuk report.
Idem
.
Idem
Idem
Idem
Idem
Idem
Idem
11.3 Merespon makna dan langkah
retorika dalam esei pendek sederhana
secara akurat, lancar, dan berterima untuk berinteraksi dalam konteks
kehidupan sehari-hari dalam teks berbentuk narrative.
Idem
Merespon
makna dalam teks fungsional pendek secara akurat, lancar dan berterima untuk
berinteraksi dalam konteks kehidupan sehari-hari
Idem
Idem
Tidak
sesuai dengan kurikulum.
Merespon
makna dalam teks fungsional pendek secara akurat, lancar dan berterima untuk
berinteraksi dalam konteks kehidupan sehari-hari.
Idem
Idem
Idem
|
Mengidentifikasi makna kata yang terdapat dalam teks descriptive.
Menentukan
makna kata/ sinonim yang terdapat dalam teks report.
Mengidentifikasi informasi tertentu berdasarkan teks report.
Mentukan tujuan/fungsi social dari teks report dengan benar.
Menyusun sebuah paragraph menjadi sebuah teks report yang padu dan benar.
Menentukan
makna kata/ Antonim yang terdapat dalam teks report.
Menentukan
makna kata/ sinonim yang terdapat dalam teks report.
Melengkapi
dengan kosakata yang benar dari sebuah teks rumpang sederhana berbentuk
report.
Idem
Idem
Mengidentifikasi informasi tertentu berdasarkan teks narrative.
Mengidentifikasi makna kata yang digarisbawahi berdasarkan parahraaf
narrative.
Mengidentifikasi informasi tertentu berdasarkan teks fungsional pendek
berbentuk pengumuman.
Idem
Menjawab pertanyaan tentang question tag.
Menentukan tujuan umum dari teks dialogue.
Mengidentifikasi informasi tertentu berdasarkan teks fungsional pendek
surat pribadi.
Menentukan makna kata yang berdasarkan teks fungsional pendek surat
pribadi.
Menentukan past perfect dari paragraph rumpang.
Mengidentifikasi informasi tertentu berdasarkan teks fungsional pendek
tentang pengumuman.
|
The word “gallop” in the last sentence means…
The word” this coloring” in the second paragraph refer to…
From the text above the correct statement is….
The purpose of the writer of the text is…
Chose the right order of the following sentences
…Indonesia Ocean whose huge …
It is well-known for its long beautiful” in the first paragraph.
The synonym of the underlined word is…
Bees give us ….(16) and beeswax.
Some insect are…. (18) Because they spread disease and destroy crops.
If you don’t subscribe newspaper, you can have it…in the town there are
kiosk selling them.
What lesson can we learn from the story?
“When all the animals saw them coming” in the third paragraph, the
underlined word refers to…
“What
does the text tell us about?
What
is the aircraft design for?
Joko:
Did you watch the film last night?
Joyo: Yes, I do
Joko: Lovely……
Joyo: yes it was.
What is the purpose of the dialogue?
In Sue’s opinion, what is the resort like?
I can’t wait to pack my bag and go home.
Rina:
it is hot news. Have you heard it?
Sita:
Not yet. What news?
Rina:
Susi ….. a new dress for the party.
Sita:
Really.
Rina:
Yes I saw it yesterday.
Where
this announcement would be put?
|
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
|
x
x
|
Index of Mean
and Calculation Reliability of the Objective Test
|
No
|
X
|
f
|
fX
|
X
|
d
|
d2
|
|
1.
2.
3.
4.
5.
6.
7.
8.
9.
|
17
16
15
14
13
12
11
10
9
|
1
2
2
3
2
1
1
2
2
|
17
32
30
28
26
24
22
20
18
|
17
16
16
15
15
14
14
14
13
13
12
11
10
10
9
9
|
3,44
2,44
2,44
1,44
1,44
0,44
0,44
0,44
-0,56
-0,56
-1,56
-2,56
-3,56
-3,56
-4,56
-4,56
|
11,82
5,96
5,96
2,1
2,1
0,2
0,2
0,2
0,31
0,31
2,43
6,55
12,67
12,67
20,8
20,8
|
|
|
|
Σx=16
|
Σfx=217
|
|
|
Σd2=105,17
|
Mean : Deviation
x = ΣfX d = X - x
n
x = 217 Where: d =
deviation
16 X
= real score
x = 13,56 x
= mean
- RELIABILITY
Beside we learn the important the importance of validity. We
have to know the other a necessary characteristic any a good test. It is
reliability. Reliable means that the result of the test can be trusted or can
be relied. Reliability of the test is the stability of the test scores (Haris,
1969:14).
Tuckman (1975:157) states that the reliability of the whole test
can be estimated by using the whole KR-21 formula.
KR-21 formula:
|
Note:
X = mean
n = The sum of
the students
Sd = Standard
Deviation
KR-21 = 1 – x(n-x)
n. sd2
= 1 – 13,56 ( 16-13,56)
16(6,6)
= 1- 33,0864
105, 7
= 1-0,313
= 0, 68
|
Σd2
|
105,17
|
|
Sd2
|
6,6
|
|
KR-21 (Reliability
|
0,68
|
D. ITEM ANALYSIS
Item analysis refers to the process of collecting, summarizing,
and using information about individual test item, especially information about
student’s responses to items. Brown (1996:50) states” item analysis is
performed simply to investigate how well the items or a test are working with a
particular group of students.
According to (Heaton, 1975:196) “an item analysis is done in
order to identify the best items. It means that the teacher have to know
whether the item are good or not in order to get the better result.
1. Item of Difficulty
Item
difficulty is also called facility value (the index og difficulty). Facility
value (F.V) is generally expressed as the fraction of the students who answered
correctly. It is calculated by using the formula:
F.V = Correct U +
Correct L
2n
Where:
F.V = the
facility value or the index of difficulty
Correct U = the number of the students in Upper group who answered the item
correctly.
Correct L = the number of the students in lower group who answered the item
correctly.
2. Item Discrimination
According to
Heaton (1975:179) “the discrimination index of an item indicates the extent to
which the item discriminates between the tastes, separating the more able from
the less able”. The index of discrimination (D) tells us whether those students
who performed well on the whole test tended to do well or badly on each items
in the test. It is calculated by using the formula:
F.V = Correct U - Correct
L
n
Where:
F.V = the
facility value or the index of difficulty
Correct U = the number of the students in Upper group who answered the item
correctly.
Correct L = the number of the students in lower group who answered the item
correctly
.
|
Upper Group
1
2
3
4
5
6
7
8
Lower Group
1
2
3
4
5
6
7
8
|
17
16
16
15
15
14
14
14
13
13
12
11
10
10
9
9
|
Data for
Analyzing the Index of Discrimination
|
Item
|
U
|
L
|
U+L
|
F.V
|
U-L
|
D.P
|
COMMENT
|
|
|
F.V
|
D.P
|
|||||||
|
2
|
6
|
6
|
12
|
0,8
|
0
|
0
|
E
|
P
|
|
4
|
8
|
6
|
14
|
0,9
|
2
|
0.3
|
E
|
S
|
|
6
|
4
|
3
|
7
|
0,4
|
1
|
0,1
|
M
|
P
|
|
8
|
8
|
2
|
10
|
0,6
|
6
|
0,8
|
M
|
E
|
|
10
|
8
|
5
|
15
|
0,8
|
3
|
0,4
|
E
|
G
|
|
12
|
8
|
4
|
12
|
0,8
|
4
|
0,5
|
E
|
G
|
|
14
|
6
|
7
|
13
|
0,8
|
-1
|
-0,1
|
E
|
VP
|
|
16
|
7
|
7
|
14
|
0,9
|
0
|
0
|
E
|
P
|
|
18
|
6
|
4
|
10
|
0,6
|
2
|
0,3
|
M
|
S
|
|
20
|
5
|
6
|
11
|
0,7
|
-1
|
-0,1
|
M
|
VP
|
|
22
|
6
|
3
|
9
|
0,6
|
3
|
0,4
|
M
|
G
|
|
24
|
7
|
4
|
11
|
0,7
|
3
|
0,4
|
M
|
G
|
|
26
|
6
|
5
|
11
|
0,7
|
1
|
0,1
|
M
|
P
|
|
28
|
6
|
4
|
10
|
0,6
|
2
|
0,3
|
M
|
S
|
|
30
|
5
|
6
|
11
|
0,7
|
-1
|
-0,1
|
M
|
VP
|
|
32
|
3
|
3
|
6
|
0,4
|
0
|
0
|
M
|
P
|
|
34
|
6
|
3
|
9
|
0,7
|
1
|
0,1
|
M
|
P
|
|
36
|
3
|
2
|
5
|
0,3
|
1
|
0,1
|
D
|
P
|
|
38
|
7
|
5
|
12
|
0,8
|
2
|
0,3
|
E
|
S
|
|
40
|
7
|
2
|
9
|
0,6
|
5
|
0,6
|
M
|
G
|
NOTES:
F.V
The
standard value of the index of difficulty is:
0.00-0.30 = difficult
0.30-0.70 =
good (average)
0.70-1.00. =
easy (Arikunto, 90: 212).
According to
Arikunto (1990: 221), the
criteria of the index
of discrimination are as follows:
D.P
E :
Excellent (0, 7 – 1, 00)
G : Good (0, 4 – 0, 7)
S : Satisfactory (0, 2 – 0, 4)
P : Poor (0, 0 – 0, 2)
VP : Very Poor (Negative)
3. The effectiveness of Distracter
"Distracter efficiency is one more important measure of
multiple-choice items value in test and, one that is related to the item
discrimination" (Brown, 2004; 60). It is really important to know the item
is good, not good or non function. From the table below, it can be seen that
the test is good when the correct answer in upper group is higher than the
lower group. Vise versa, when the uncorrected answer in lower group is higher
than the upper group. The analysis the test item can be said not good if the
correct answer in upper group is lower than the lower group and also the
uncorrected answer in lower group is lower than the upper group. The last, non
function means if the result of upper and lower group are the same.
Table of Function of Key
|
Item
|
Options
|
Upper
|
Lower
|
Comment
|
|
2
|
A*
B
C
D
|
6
1
0
0
|
6
0
2
0
|
NF
NG
G
NF
|
|
4
|
A
B
C*
D
|
0
0
8
0
|
2
0
6
0
|
G
NF
G
NF
|
|
6
|
A
B
C*
D
|
1
0
4
3
|
1
0
3
4
|
NF
NF
G
G
|
|
8
|
A
B
C*
D
|
0
0
8
4
|
0
1
2
0
|
NF
G
G
NG
|
|
10
|
A
B
C*
D
|
0
0
8
0
|
1
1
5
1
|
G
G
G
G
|
|
12
|
A
B
C*
D
|
0
0
8
0
|
1
3
4
0
|
G
G
G
G
|
|
14
|
A*
B
C
D
|
6
1
1
0
|
7
0
1
0
|
NG
NG
NF
NF
|
|
16
|
A
B
C*
D
|
0
1
7
0
|
0
0
7
1
|
NF
NG
NF
G
|
|
18
|
A
B
C
D*
|
0
0
2
0
|
1
1
1
4
|
G
G
NF
G
|
|
20
|
A
B*
C
D
|
0
5
1
2
|
0
6
0
2
|
NF
NG
NG
NF
|
|
22
|
A
B*
C
D
|
2
6
0
0
|
4
3
0
1
|
G
G
NF
G
|
|
24
|
A
B
C
D*
|
0
1
0
7
|
2
1
1
4
|
G
NF
G
G
|
|
26
|
A*
B
C
D
|
6
2
0
0
|
5
3
0
0
|
G
G
NF
NF
|
|
28
|
A
B
C*
D
|
1
0
6
1
|
1
0
4
3
|
NF
NF
G
G
|
|
30
|
A
B
C*
D
|
1
2
5
0
|
0
2
6
0
|
NG
NF
NG
NF
|
|
32.
|
A*
B
C
D
|
3
2
2
1
|
3
1
1
3
|
NF
NG
NG
G
|
|
34
|
A*
B
C
D
|
6
1
1
3
|
5
1
0
1
|
G
NF
NG
NG
|
|
36.
|
A
B*
C
D
|
1
3
2
2
|
4
2
2
0
|
G
G
NF
NF
|
|
38.
|
A
B
C
D*
|
0
0
1
7
|
2
1
0
5
|
G
G
NG
G
|
|
40.
|
A
B
C
D*
|
0
0
1
7
|
2
2
2
2
|
G
G
G
G
|
Where:
G = good
NG = Not Good
NF = Non Function
The analysis and the revision of the items
|
No
|
Question
+ Option
|
The
analysis
|
Revision
|
|
2
|
The word “gallop” in the last sentence
means….
a. run
b. protect
c. fight
d. walk
|
This question is clear; most students can answer the question correctly.
The correct answer between upper and lower group is the same. But from the
content it is not include the curriculum
|
No revision
|
|
4
|
The word “this coloring” in the second paragraph refer to…
a. The big brown eyes
b. I have no doubt
c. I’m absolutely certain
d. I doubt that
|
This item is valid in constructs
validity, but in content it is not include the curriculum. most of students
can answer correctly. And index pf discrimination is satisfactory.
|
No
revision
|
|
6.
|
From the text above the correct statement is….
|
This item is valid in content and
construct, but it is not in index discrimination, this item is poor (it can’t
determinate).
My suggestion, the choices of the answer must be changed.
|
From the text above the correct statement is….
|
|
8.
|
The purpose of the writer of the text is…
|
This item is valid in construct and
content. It is moderate in faculty value and excellent in DP. It can
determinate between upper and lower class.
|
No
revision
|
|
10
|
Chose the right order of the following sentences
|
This item is valid in content and
construct. It includes the curriculum and it includes the reading skill. FV
is moderate, and DP is good, it means that it can determinate between upper
and lower class students.
|
No
revision
|
|
12.
|
…Indonesia Ocean whose huge …
|
This item is valid. It can be seen in
content and construct. It is reading skills that concern the vocabulary. It
can determinate between upper and lower class.
|
No
revision
|
|
14
|
It is well-known for its long beautiful” in the first paragraph.
The synonym of the underlined word is…
|
This item is valid. It can be seen in content and construct. It is
reading skills that concern the vocabulary. All students can answer it
correctly, But it can’t determinate between upper and lower class, this item
must be changed.
|
It is well-known
for its long beautiful” in the first paragraph. The synonym of the underlined
word is…
a. famous
b. popular
c. important
d. interesting
|
|
16
|
Bees give us ….(16) and beeswax.
|
This item is valid. It can be seen in content and construct. It is
reading skill that concern in vocabulary. All students can answer it
correctly. But it can’t determinate between upper and lower class. So this
item must be changed.
|
Bees produce….(16) and beeswax.
a. milk
b. honey
c. eggs
d. silk
|
|
18
|
Some insect are…. (18) Because they spread disease and destroy crops.
|
This item is valid. It can be seen in content and construct. It is
reading skill that concern in vocabulary. Most of students can answer it
correctly. It can determinate between upper and lower group. We can see it
from the faculty value and index of discrimination.
|
No revision
|
|
20
|
If you don’t subscribe newspaper, you can have it…in the town there are
kiosk selling them.
|
This item is valid. It can be seen in content and construct. It is
reading skill that concern in vocabulary. The index of discrimination is very
poor. It can determinate between upper and lower class. So the item must be
changed. The word anywhere and everywhere is ambiguous
|
If you want to look for newspaper, you can have it…in the town there are
kiosk selling them.
.
|
|
22
|
What lesson can we learn from the story?
|
This item is valid. It can be seen in content and construct. It is
reading skill that based on the paragraph narrative. It can determine between
upper and lower group. The question is not too easy and not too difficult.
|
No
revision
|
|
24
|
“When all the animals saw them coming” in the third paragraph, the
underlined word refers to…
|
This item is for reading skill.
The students answer it correctly. The item is already good. So, no revision
for this item.
|
No revision
|
|
26
|
“What
does the text tell us about?
|
This item is for reading skill.
It can’t determinate between the upper and lower class. The distracters make the
students confused because the answers are similar. It means that the students
still confuse to the question.
|
“What
is the main idea of this paragraph?
|
|
28
|
What
is the aircraft design for?
|
This item is reading skill based on the paragraph that concern in the
curriculum. The students can answer it correctly. It doesn’t need to be
revised.
|
No
revision
|
|
30
|
Joko:
Did you watch the film last night?
Joyo: Yes, I do
Joko: Lovely……
Joyo: yes it was.
|
This item is for grammar. The result of the index discrimination is very
poor. It can’t be determinate between the upper and lower class. The students
still confused about the option. It needs
to be revised.
|
Joko:
Did you watch the film last night?
Joyo: Yes, I do
Joko: Lovely……
Joyo:
yes it was
a. isn’t
b. wasn’t
c. was
d. doesn’t
|
|
32
|
What is the purpose of the dialogue?
|
This item is about the general knowledge. The students still confused
about the purpose of dialogue.
|
No
revision
|
|
34
|
In Sue’s opinion, what is the resort like?
|
This item is for vocabulary
mastery based on the short functional text The students still confused
about the vocabulary.
|
No revision
|
|
36
|
I can’t wait to pack my bag and go home.
The underline phrase means……
a. ask someone to bring it.
b. put her clothes in
c. Put her belonging into
d. carry things with
|
This item is for vocabulary mastery based on the
short functional text. This item is too difficult because most of the
students can’t answer correctly. The students still confuse about the 2
option which is similar. It must be changed.
|
I can’t wait to pack my bag and
go home
The underline phrase means……
a. ask someone to bring it.
b. put her clothes in
c. take in.
d. carry things with
|
|
38
|
Rina:
it is hot news. Have you heard it?
Sita:
Not yet. What news?
Rina:
Susi ….. a new dress for the party.
Sita:
Really.
Rina: Yes I saw it yesterday
|
This item is for grammar and language
usage, particularly in present perfect. Most of the students can answer
correctly. It doesn’t need to be revised.
|
No
revision
|
|
40
|
Where this announcement would be put?
|
This item is reading skill. Most of the students can answer correctly.
This item is also valid based on the content or construct. The difference
between upper and lower class is clear.
|
No
revision
|
CONCLUSION
Based on the result of the analysis, it can be concluded that
the final English test for the ninth grade made by the teacher of Junior high
School SMPN 1 NGORO MOJOKERTO has a high content validity. 90% of content validity
of the test based on “standard Isi” curriculum. Almost test items is reading
skill which is including grammar and vocabulary. The item analysis shows that
the test is not good enough since 35% of the test need revising. The
reliability of the objective test of the final English test is 0.68. In
conclusion, it is considered good because the reliability is more than 0,6.
Thus if the the test is given to other students. They will get the score nearly
the same
References
Arikunto, S.1985. Dasar-Dasar Evaluasi
Pendidikan. Jakarta: Bumi Aksara.
Brown, H. D. 2004. Language Assessment
Principles and Classroom Testing. New York: Pearson Education, Inc.
Harris, D. P. 1969. Testing English as a
Second Language. New York : Mc Graw-Hill, Inc.
Heaton, J.B. 1975. Writing English Language
Tests. London: Longman Group Limited.
Tuckman, W. B. 1975. Measuring Educational
Outcomes: Fundamentals of Testing. New York: Harcourt Brace Jovanovich,
Inc.
Weir, C. J. 1993. Understanding and
Developing Language Test. London: Prentice Hall International (UK)
Ltd.
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