An analysis of cognitive assessment readability toward biology learning outcome and process evaluation course

Abstract

Knowledge-based assessment which is constructed into mid-term exam items is validated by expert lecturer as good validity as the verdict. Readability analysis was conducted as the next step to see how practical knowledge assessment based on KKNI is by some students who have completed Biology process evaluation and study result courses with high, average, and low competency. Items readability helps us to see the students’ ability to comprehend items redaction to answer them. The purpose of this research is to analyze KKNI-based knowledge-based assessment. The research method used in this research is analytical descriptive. Mid-term and term test items, as well as knowledge-based assessment readability questionnaire, are used as research instruments. The data analysis technique used is the percentage formula. The result shows that the Knowledge-based assessment readability analysis questionnaire is easy enough to understand 74%. Readability based on respondent’s questionnaire is very good with 92.23% as a result. Easy to use aspect is 96.15%; time allocated 86.55%, and the visual aspect 100%. In a conclusion, the readability of KKNI-based knowledge-based assessment of the Biology Evaluation Process and Learning Outcome is easy to understand and able to be used by the student in answering mid-term and end of semester test items.

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