TEKNIK PEMBUATAN SOAL BERKUALITAS
Abstract
High-quality test items are essential instruments in ensuring valid and reliable learning evaluation. Poorly constructed questions may lead to inaccurate measurement of student competence and misinformed educational decisions. This study aims to analyze techniques for constructing high-quality test items that align with learning objectives, cognitive levels, and assessment principles. This research employs a qualitative library research method by reviewing national and international scholarly literature on educational assessment and test construction. The findings indicate that quality test construction requires systematic planning, clear indicators, appropriate cognitive demand, linguistic clarity, and empirical item analysis. Well-designed test items significantly contribute to accurate evaluation, instructional improvement, and meaningful student learning outcomes.
References
Brookhart, S. M. (2010). Menilai kemampuan berpikir tingkat tinggi di kelas. ASCD.
Brookhart, S. M. (2018). Menyusun dan menggunakan rubrik penilaian. ASCD.
Crocker, L., & Algina, J. (2008). Pengantar teori tes klasik dan modern. Cengage Learning.
Downing, S. M. (2006). Dua belas langkah pengembangan tes yang efektif. Medical Teacher, 28(1), 5–11.
Haladyna, T. M., Downing, S. M., & Rodriguez, M. C. (2002). Tinjauan kaidah penulisan soal pilihan ganda. Applied Measurement in Education, 15(3), 309–334.
Haladyna, T. M., & Rodriguez, M. C. (2013). Pengembangan dan validasi butir soal. Routledge.
Krathwohl, D. R. (2002). Revisi taksonomi Bloom: Suatu gambaran umum. Theory Into Practice, 41(4), 212–218.
McMillan, J. H. (2014). Penilaian kelas: Prinsip dan praktik pembelajaran berbasis standar. Pearson.
Nitko, A. J., & Brookhart, S. M. (2014). Penilaian pendidikan terhadap peserta didik. Pearson.
Rodriguez, M. C. (2005). Jumlah opsi optimal pada soal pilihan ganda. Educational Measurement: Issues and Practice, 24(2), 3–13.
