As a student have you ever felt that the test you studied for was completely or partially unrelated to the class activities you experienced?
As a teacher have you ever heard those complaints from students? This is not an uncommon experience in most classrooms. Frequently there is both a real and perceived mismatch between content examined in class and the material assessed on at the end of chapter /unit test. This lack of coherence leads to a test that fails to provide evidence from which teachers can make valid judgments about students’ progress. One strategy teacher can used to mitigate this problem is to develop a table of specification.
A test supposed to be able to measure learning outcome which distinguish the every single student’s ability between students already mastered and not yet the learning material. Therefore, testing is one of the powerful tools to measure students’ abilities as well as enhance their attitudes towards learning. In short, a test as an instrument of evaluation is a systematic procedure of description, collection and interpretation in order to measure the test taker’s achievement ability, knowledge, and performance what they have been learned in learning process and to get a value judgment. The purpose of a test is able to give the valid information on the students’ abilities and knowledge. Hence, the successfulness of the teaching and learning can be seen in the test’s results. In order to know criteria of a good test for measuring students’ ability has been reached in learning process, a test as an instrument of evaluation has to meet requirements the validity, reliability, and practicality.
