DEVELOPING A LOGIC MODEL FOR EVALUATING THE STANDARDIZED ITEM BANK SYSTEM

Abstract

Objectives of this research areticle were: 1. To develop a logic model for evaluating the standardized examination questions bank system, and 2. To evaluate the quality of the developed the standardized iexamination questions bank system. The research process was divided into two phases. Phase1: Developing a logic model for evaluating the standardized examination questions bank system. This phase involved developing a logic model based on a literature review and interviews with six stakeholders who were associated with the standardized examination item bank system in an educational institution. Data were analyzed through content analysis to summarize the components of the logic model. Subsequently, the developed logic model underwent a review by five qualified experts in a focus group discussion, and their feedbacks were documented using a group discussion record form. Data were then analyzed to refine the logic model. Phase 2: Evaluating the quality of the developed standardized examination item bank system. In this phase, the quality of the developed logic model was assessed after it was tested on 31 stakeholders connected to the standardized examination item bank system of an educational institution. Three qualified evaluators and two relevant administrators evaluated the logic model’s suitability. The evaluation covered aspects such as utility, feasibility, propriety, and accuracy, following the evaluation criteria established by the Joint Committee on Standard for Educational Evaluation.

The research findings indicated that: 1. The developed logic model for evaluating the standardized examination item bank system comprised appropriate components in each dimension, including 4 components related to input, 6 components related to activities, 3 components related to outputs, 3 components related to outcomes, and 4 components related to impact; and 2. The developed logic model was of high quality for use in evaluating the standardized examination item bank system. The evaluation standards were at a very high level, with average scores of 4.30, 4.43, 4.35, and 4.42 for utility, feasibility, propriety, and accuracy, respectively.