An Analysis of Test Item Validity in the English Summative Assessment for the Seventh Grade at SMPN 4 Bukittinggi

Nurul Fadila, 2322065 (2026) An Analysis of Test Item Validity in the English Summative Assessment for the Seventh Grade at SMPN 4 Bukittinggi. Sarjana thesis, Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi.

	Text Nurul Fadila 2322065 cover.pdf Download (222kB)
	Text Nurul Fadila 2322065 abstrak.pdf Download (268kB)
	Text Nurul Fadila 2322065 full.pdf Restricted to Repository staff only Download (4MB) | Request a copy

Abstract

Content validity refers to the extent to which the content of an assessment represents the learning objectives and competencies intended to be measured. In classroom assessment, examining the alignment between test items and learning objectives can provide evidence of whether the assessment reflects the competencies expected to be achieved by students. At SMPN 4 Bukittinggi, a preliminary examination of the Grade VII English mid-semester examination revealed several test items that did not align with the Semester I learning objectives and included content that had not yet been taught in the classroom. This finding raised concerns about the extent to which the assessment represented the competencies intended to be measured. Therefore, the researcher continued the investigation by examining the English summative assessment administered at the end of Semester I to determine the extent to which its test items were aligned with the intended learning objectives. This study employed a descriptive quantitative research design. The research data consisted of 50 multiple-choice English summative test items and the corresponding Semester I learning objectives. The data were analyzed using the Test Item Validity Criteria proposed by Haladyna and Rodriguez (2013), including content relevance, objective clarity, content coverage, and language appropriateness. The results were presented in the form of frequencies and percentages to describe the extent to which the test items fulfilled the established validity criteria. The findings revealed that 43 of the 50 test items (86%) were categorized as aligned, while 7 items (14%) were not aligned, indicating a very high level of alignment between the test items and the learning objectives. The analysis further showed that content relevance reached 86%, objective clarity reached 98%, content coverage reached 82%, and language appropriateness reached 78%. The misaligned items mainly assessed competencies belonging to the Semester II curriculum, particularly demonstrative pronouns, which reduced the overall content validity.

Actions (login required)

View Item