According Slameto "assessment process is a process of comparing, comparing the scores obtained by each student, which results form the value of the numbers. 0 to 4 or. 0 to 10, or A - E ". And also said that: "If in the conduct of the evaluation used a variety of techniques, it is necessary to determine in the first skoringnya weights for each type of assessment".
Based on the above opinion, the scoring of objective tests should be used a certain scale, that is by giving (specify) weight to each issue. According to a six-way Purwanto menskor description questions, namely:
1. Evaluate the answers of questions in relation to learning outcomes being measured
2. For questions with answers limited description, give a score to determine the weight of each question.
3. For answers to questions with an open account, assess by using specific criteria to guide the assessment.
4. Evaluate all the answers for questions about the students, and not the students for students
5. Evaluate the answers to the description answers without knowing the identity or names of students who know the answer to that.
6. Whenever possible, ask two or three other teachers, who know the problem, to assess each answer. This is necessary to check the scoring of answer constraints. Of course, this should be done on the evaluation setup.
Opinions on the show that tests the description pengskoran necessary to determine the weight of each question, according to study results are to be measured. However, if the student answers that were incomplete, given the score will be reduced. In other words, scoring students' responses depending on the completeness of the answer.
From the above description, either objective tests or test description, each has strengths and weaknesses. Therefore it can be concluded that:
1. Test objective and test description (called essay tests jugs), can be used as a meaningful measure alai in the cognitive aspects of low to high. However, in objective tests teachers can not know the steps used in solving problems of students. In this connection Hudojo said that: "in assessing learning achievement concerning religion cognitive domains should use the test description".
2. Both in developing an objective test or tests should be used sentence description that clearly and firmly, so as not to be one interpretation. Thus, the inability to answer questions not because misinterpretation, but was not really ¬ able to finish it. To create a test that does not lead to misinterpretation, there should be another religious teacher who reviewed the test questions.
1. Multiple Choice Tests
Questions in this test consists of the main sentence (the system) in the form, the questions followed by three or more possible answers. Can also be incomplete questions followed by the complementary possibilities. From a possibility that there is only one correct or most correct.
The test consists of multiple choice
a. System or subject matter or the form of reference also
1. Introductory questions
2. Question incomplete
b. Answer-shaped response
1. Answers proposed
2. Charging / supplementary questions.
c. Answers consist of:
1. The key is the answer or answers jawabanyang correct, or the most appropriate answer / correct, and
2. Distraktor or swindler of incorrect answers but allow someone fooled if not mastered the material and the key is called option distraktor.
In the preparation of this objective tests have special requirements, ie
The system should clearly formulate a problem. Determine in advance that there is only one of the most correct answers and appropriate
Whether the system or option should not be a sentence that is too long. Spare the option that had nothing to do with each other. In other words, the option should be homogeneous.
According to the form of questions Suryatna Rafi'i on multiple-choice test there are five variations of the most important are:
1. Completing the five choices (choice of five completion)
2. Analysis of relationships between things (relationship analysis)
3. Analysis diagram (diagram analysis).
4. Association of multiple choice (multiple association)
5. Case analysis (case history analysis).
6. Advantages and disadvantages ganda.15 choice tests
2. Description Objective Test
Form an objective description of the test is where a description of the context and scope of the questions lead to specific areas and not so broad, so the answer is a definite thing. Thus, this test can be given answers framework that serves as an answer key. With this framework will answer students' responses can be checked by different people different ¬ but it still produces the same relative value.
The rule of writing about the same test with the description of writing rules about non ¬ objective. These rules are according Silverius
1. Formulation of questions asked should use the word or command. Avoid the use of words very spefisik the memory measures such as: who, what, where and when.
2. Questions should be formulated with a simple sentence in accordance with the level of language ability. students
3. Formulate sentences about by using the Indonesian language well and correctly in accordance with the applicable rules of language
4. Use words that do not cause a misunderstanding that may obscure the purpose and potential confusion about the student in formulating an answer.
5. Avoid sentences that contain about elements that may offend students.
6. Establish the time allowed to answer these questions and many writing sentences or pages required
7. Not allowed to give an opportunity for students to choose from a number of questions that have to be distinguished
To allow for objectivity in pengskorannya, the use of an objective description of the tests are recommended:
1. Complete each item by the key questions or criteria for scoring the answers as a guide
2. Make A clear instructions on how to do the problems.
Because the test requires a description of a long answer and a long time, usually the test questions are very limited in number, generally amounting to around five to ten questions.
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