Titin Widyasari, 2201416053 (2020) THE QUALITY OF TEACHER-MADE TEST BASED ON BLOOM’S REVISED TAXONOMY (A Study of Test used in the Eleventh Grade of SMA N 1 Karanggede in the Academic Year of 2019/2020). Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

This study aimed to investigate the quality of English teacher-made test for the second semester of the eleventh grade at SMA N 1 Karanggede based on the cognitive domains of Bloom’s Revised Taxonomy. The objectives of this study are to find out the cognitive levels of Bloom’s Revised Taxonomy contained in the teacher-made test and to find out how is the quality of the teacher-made test. The research employed a qualitative research design. The data was analyzed and the results of the analysis ware presented in the descriptive form. The teacher-made test consists of 40 test items of multiple-choices and was analyzed to categorize into each cognitive level. Each test item was analyzed into four points: (1) the question, (2) the cognitive level in the guideline, (3) the language skill, and (4) the level of the cognitive domain. Regarding the result of the analysis, four cognitive levels of remembering, understanding, analyzing, and evaluating are found in the teacher-made test. Understanding level is more prevalent than the other levels. The two levels of the cognitive domain, applying and creating are absent from the test. Many of the test items were too easy for senior high school students as it found a lot of lower-level questions. Furthermore, the portion of each cognitive level is not balance and the lower-order thinking skills are more dominant than higher-order thinking skills. According to the k13 curriculum, the teacher has successfully made the test based on the k13 curriculum assessment guidelines. However, some of the cognitive levels of the test items did not appropriate with the syllabus. The teacher also did not review the test items before it was tested on the students. So, it can be said that the teacher-made test has good quality but need some improvements particularly in the content of the test items to be appropriate with the syllabus. The researcher suggests the teacher to construct the test based on the curriculum, syllabus, and cognitive levels of Bloom’s Revised Taxonomy so that the test’s objectives can be achieved appropriately.

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