Development of Summative Assessment Instruments for Science in Elementary Schools Bontotiro District
Keywords:
Development, Summative Assessment Instruments, Science in Elementary Schools, Bontotiro District
Abstract
This study aims to develop a valid and reliable summative assessment instrument for science learning in elementary schools in Bontotiro District. The research employed a development method involving systematic stages, including needs analysis, curriculum review, formulation of indicators, construction of test blueprints, item writing, expert validation, revision, pilot testing, item analysis, and finalization of the instrument. The results indicate that the developed instrument meets content validity criteria and is categorized as valid to highly valid, particularly in terms of alignment with the curriculum, conceptual accuracy, clarity of items, quality of answer keys, and appropriate language use, although several aspects such as distractor effectiveness and readability still require improvement. Furthermore, the item analysis shows that most items have moderate difficulty levels, adequate discrimination power, and functioning distractors, with only a few items needing revision or elimination. The reliability coefficient of the instrument is in the high category, indicating good internal consistency and stability in measuring student learning outcomes. Therefore, the instrument is considered feasible and reliable for use as a summative assessment tool in science learning at elementary schools in Bontotiro District
References
Alt, D. (2018). Teachers’ Practices In Science Learning Environments And Their Use Of Formative And Summative Assessment Tasks. Learning Environments Research, 21(3), 387–406.
Ani, M., Obodo, A., & Enyi, N. (2025). The Practice Of Formative And Summative Assessments In Enhancing Basic Science Teaching And Learning. Journal Of Innovations In Educational Assessment, 7(2), 21–37.
Asiah, S. (2024). Development Of Diagnostic, Formative And Summative Assessment Instruments In The Pjbl Model To Stimulate Students’ Critical And Creative Thinking Skills. Jurnal Penelitian Pendidikan Ipa, 10(10), 7486–7492.
Black, P., Harrison, C., Hodgen, J., Marshall, B., & Serret, N. (2010). Validity In Teachers’ Summative Assessments. Assessment In Education: Principles, Policy & Practice, 17(2), 215–232.
Brownlie, N., Burke, K., & Van Der Laan, L. (2024). Quality Indicators Of Effective Teacher-Created Summative Assessment. Quality Assurance In Education, 32(1), 30–45.
Castleberry, A. N., Schneider, E. F., Carle, M. H., & Stowe, C. D. (2016). Development Of A Summative Examination With Subject Matter Expert Validation. American Journal Of Pharmaceutical Education, 80(2), 29.
Daka, H., Mulenga-Hagane, M. L., Mukalula-Kalumbi, M., & Lisulo, S. (2021). Making Summative Assessment Effective.
De Vries, A. H., Muijtjens, A. M. M., Van Genugten, H. G. J., Hendrikx, A. J. M., Koldewijn, E. L., Schout, B. M. A., Van Der Vleuten, C. P. M., Wagner, C., Tjiam, I. M., & Van Merriënboer, J. J. G. (2018). Development And Validation Of The Toco–Turbt Tool: A Summative Assessment Tool That Measures Surgical Competency In Transurethral Resection Of Bladder Tumour. Surgical Endoscopy, 32(12), 4923–4931.
Dolin, J., Black, P., Harlen, W., & Tiberghien, A. (2017). Exploring Relations Between Formative And Summative Assessment. In Transforming Assessment: Through An Interplay Between Practice, Research And Policy (Pp. 53–80). Springer.
Earle, S. (2014). Formative And Summative Assessment Of Science In English Primary Schools: Evidence From The Primary Science Quality Mark. Research In Science & Technological Education, 32(2), 216–228.
Earle, S. (2020). Balancing The Demands Of Validity And Reliability In Practice: Case Study Of A Changing System Of Primary Science Summative Assessment. London Review Of Education, 18(2), 221–235.
Edwards, F. (2017). The Development Of Summative Assessment Literacy: An Exploration Of The Experiences Of Beginner Secondary Science Teachers In New Zealand. The University Of Waikato.
Erduran, S., & Wooding, S. J. (2021). A Project Calibrate Approach To Summative Assessment Of Practical Science. School Science Review, 102(381), 71–77.
Gallardo, K. (2020). The Importance Of Assessment Literacy: Formative And Summative Assessment Instruments And Techniques. In Workgroups Eassessment: Planning, Implementing And Analysing Frameworks (Pp. 3–25). Springer.
Gorin, J. S., & Mislevy, R. J. (2013). Inherent Measurement Challenges In The Next Generation Science Standards For Both Formative And Summative Assessment. Invitational Research Symposium On Science Assessment.
Harris, K., Bauer, M., & Redman, M. (2008). Cognitive Based Developmental Models Used As A Link Between Formative And Summative Assessment. Proceedings Of The 34th International Association For Educational Assessment (Iaea) Annual Conference, Cambridge, England, September 7, 12.
Ismail, S. M., Rahul, D. R., Patra, I., & Rezvani, E. (2022). Formative Vs. Summative Assessment: Impacts On Academic Motivation, Attitude Toward Learning, Test Anxiety, And Self-Regulation Skill. Language Testing In Asia, 12(1), 40.
Jacobs, C. L., Martin, S. N., & Otieno, T. C. (2008). A Science Lesson Plan Analysis Instrument For Formative And Summative Program Evaluation Of A Teacher Education Program. Science Education, 92(6), 1096–1126.
Kerr, S., Muller, D., Mckinon, W., & Mc Inerney, P. (2016). An Online Formative Assessment Tool To Prepare Students For Summative Assessment In Physiology. African Journal Of Health Professions Education, 8(1), 72–76.
Kibble, J. D. (2017). Best Practices In Summative Assessment. Advances In Physiology Education, 41(1), 110–119.
Leuenberger, T. (2001). Developing And Using Diagnostic And Summative Assessments To Determine Students’ Conceptual Understanding In A Junior High School Earth Science Classroom. In Assessment In Science: A Guide To Professional Development And Classroom Practice (Pp. 197–209). Springer.
Looney, J. W. (2011). Integrating Formative And Summative Assessment: Progress Toward A Seamless System?
Marzano, R. J. (2010). Formative Versus Summative Assessments As Measures Of Student Learning. In Handbook Of Data-Based Decision Making In Education (Pp. 259–271). Routledge.
Straub, J., Marsh, R. A., & Whalen, D. J. (2017). Summative Assessment. In Small Spacecraft Development Project-Based Learning: Implementation And Assessment Of An Academic Program (Pp. 151–173). Springer.
Wilson, M., & Toyama, Y. (2018). Formative And Summative Assessments In Science And Literacy Integrated Curricula: A Suggested Alternative Approach. In Language, Literacy, And Learning In The Stem Disciplines (Pp. 231–260). Routledge.
Ani, M., Obodo, A., & Enyi, N. (2025). The Practice Of Formative And Summative Assessments In Enhancing Basic Science Teaching And Learning. Journal Of Innovations In Educational Assessment, 7(2), 21–37.
Asiah, S. (2024). Development Of Diagnostic, Formative And Summative Assessment Instruments In The Pjbl Model To Stimulate Students’ Critical And Creative Thinking Skills. Jurnal Penelitian Pendidikan Ipa, 10(10), 7486–7492.
Black, P., Harrison, C., Hodgen, J., Marshall, B., & Serret, N. (2010). Validity In Teachers’ Summative Assessments. Assessment In Education: Principles, Policy & Practice, 17(2), 215–232.
Brownlie, N., Burke, K., & Van Der Laan, L. (2024). Quality Indicators Of Effective Teacher-Created Summative Assessment. Quality Assurance In Education, 32(1), 30–45.
Castleberry, A. N., Schneider, E. F., Carle, M. H., & Stowe, C. D. (2016). Development Of A Summative Examination With Subject Matter Expert Validation. American Journal Of Pharmaceutical Education, 80(2), 29.
Daka, H., Mulenga-Hagane, M. L., Mukalula-Kalumbi, M., & Lisulo, S. (2021). Making Summative Assessment Effective.
De Vries, A. H., Muijtjens, A. M. M., Van Genugten, H. G. J., Hendrikx, A. J. M., Koldewijn, E. L., Schout, B. M. A., Van Der Vleuten, C. P. M., Wagner, C., Tjiam, I. M., & Van Merriënboer, J. J. G. (2018). Development And Validation Of The Toco–Turbt Tool: A Summative Assessment Tool That Measures Surgical Competency In Transurethral Resection Of Bladder Tumour. Surgical Endoscopy, 32(12), 4923–4931.
Dolin, J., Black, P., Harlen, W., & Tiberghien, A. (2017). Exploring Relations Between Formative And Summative Assessment. In Transforming Assessment: Through An Interplay Between Practice, Research And Policy (Pp. 53–80). Springer.
Earle, S. (2014). Formative And Summative Assessment Of Science In English Primary Schools: Evidence From The Primary Science Quality Mark. Research In Science & Technological Education, 32(2), 216–228.
Earle, S. (2020). Balancing The Demands Of Validity And Reliability In Practice: Case Study Of A Changing System Of Primary Science Summative Assessment. London Review Of Education, 18(2), 221–235.
Edwards, F. (2017). The Development Of Summative Assessment Literacy: An Exploration Of The Experiences Of Beginner Secondary Science Teachers In New Zealand. The University Of Waikato.
Erduran, S., & Wooding, S. J. (2021). A Project Calibrate Approach To Summative Assessment Of Practical Science. School Science Review, 102(381), 71–77.
Gallardo, K. (2020). The Importance Of Assessment Literacy: Formative And Summative Assessment Instruments And Techniques. In Workgroups Eassessment: Planning, Implementing And Analysing Frameworks (Pp. 3–25). Springer.
Gorin, J. S., & Mislevy, R. J. (2013). Inherent Measurement Challenges In The Next Generation Science Standards For Both Formative And Summative Assessment. Invitational Research Symposium On Science Assessment.
Harris, K., Bauer, M., & Redman, M. (2008). Cognitive Based Developmental Models Used As A Link Between Formative And Summative Assessment. Proceedings Of The 34th International Association For Educational Assessment (Iaea) Annual Conference, Cambridge, England, September 7, 12.
Ismail, S. M., Rahul, D. R., Patra, I., & Rezvani, E. (2022). Formative Vs. Summative Assessment: Impacts On Academic Motivation, Attitude Toward Learning, Test Anxiety, And Self-Regulation Skill. Language Testing In Asia, 12(1), 40.
Jacobs, C. L., Martin, S. N., & Otieno, T. C. (2008). A Science Lesson Plan Analysis Instrument For Formative And Summative Program Evaluation Of A Teacher Education Program. Science Education, 92(6), 1096–1126.
Kerr, S., Muller, D., Mckinon, W., & Mc Inerney, P. (2016). An Online Formative Assessment Tool To Prepare Students For Summative Assessment In Physiology. African Journal Of Health Professions Education, 8(1), 72–76.
Kibble, J. D. (2017). Best Practices In Summative Assessment. Advances In Physiology Education, 41(1), 110–119.
Leuenberger, T. (2001). Developing And Using Diagnostic And Summative Assessments To Determine Students’ Conceptual Understanding In A Junior High School Earth Science Classroom. In Assessment In Science: A Guide To Professional Development And Classroom Practice (Pp. 197–209). Springer.
Looney, J. W. (2011). Integrating Formative And Summative Assessment: Progress Toward A Seamless System?
Marzano, R. J. (2010). Formative Versus Summative Assessments As Measures Of Student Learning. In Handbook Of Data-Based Decision Making In Education (Pp. 259–271). Routledge.
Straub, J., Marsh, R. A., & Whalen, D. J. (2017). Summative Assessment. In Small Spacecraft Development Project-Based Learning: Implementation And Assessment Of An Academic Program (Pp. 151–173). Springer.
Wilson, M., & Toyama, Y. (2018). Formative And Summative Assessments In Science And Literacy Integrated Curricula: A Suggested Alternative Approach. In Language, Literacy, And Learning In The Stem Disciplines (Pp. 231–260). Routledge.
Published
2026-05-05
How to Cite
Nurhapidah, Baso Intang Sappaile, & Mansyur. (2026). Development of Summative Assessment Instruments for Science in Elementary Schools Bontotiro District. International Journal of Education, Vocational and Social Science , 5(02), 1182-1197. https://doi.org/10.63922/ijevss.v5i02.3447
Contact Person +6282139474255
Email : ijevss@citakonsultindo.or.id / editor.ijevss@gmail.com
