Abstract:
This paper is based on a research study on a reading test that
evaluates the different cognitive processes prescribed by Khalifa and Weir
(2009). The 25-item test was designed based on a test specification targeted at
the B2 level of the Common European Framework of Reference for Languages
(CEFR). The responses of 50 students were used to check the validity and
reliability of the test. The validity of the test was ascertained through item
analysis involving item difficulty indices, item discrimination indices, and
distractor analysis. Each item was studied to provide detailed information
leading to the improvement of test construction. To achieve test reliability, the
Kuder-Richardson Formula 20 (KR-20) was applied. The results were
achieved by simply using Microsoft Excel. Findings revealed that the test met
the standards for content validity, indicating acceptable item difficulty
indices, with 17 items at the moderate level between the ranges of 0.30 and
0.79. Except for three items, all others functioned well to differentiate between
high- and low-ability students, and only five items had malfunction
distractors. Meanwhile, the reliability value of the test scores was 0.82, which
is deemed a good value, proving the consistency of the test results. It signifies
that more than half, that is 88%, of the test items were well functioning and
that the test proved to be valid and reliable. The present research can
contribute to students, teachers, and test-makers having an insightful
understanding of item analysis and test development.
