The scoring model of weighting by difficulty and number right to assess professional competency among prospective science teachers based on international benchmarking survey standards

• Main Authors: Setyawarno, Didik, Rosana, Dadan, Widodo, Eko
• Format: Conference Proceeding
• Language: English
• Subjects: Benchmarks; Biophysics; Normality; Random sampling; Science education; Science teachers; Scoring models; Students; Teachers; Undergraduate study; Weighting
• ISSN: 0094-243X; 1551-7616
• DOI: 10.1063/5.0110963

This study aims at enhancing the quality of science learning in order to meet the standard of international benchmarking surveys. The assessment analysis in this study used Rasch Model based on the responses from the test takers of prospective science teachers towards the assessment results of their professional competency. The research population was the Undergraduate students of Science Education in the Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta. There were 67 students through cluster random sampling from 105 students who joined Biophysics courses. The scoring model to assess the students’ professional competency used Weighting by Difficulty (WD) and Number-Right (NR). The results of this study showed that the average WD score was higher than the NR score, but the score was more spread than its average. The data from the normality test both WD and NR score models were normally distributed meaning that the score distribution was close to the median scores. The application of the two scoring model resulted in dissimilar results that influenced the ranking of the test-takers and the scoring consistency between the estimated score using the NR scoring model and the WD model can be categorized as fair agreement. The distribution of the WD scoring model tended to slope to the right compared to the NR model, and the distribution of the NR scoring model tended to widen down compared to the WD model.