The Construction of a Thai Reading Diagnostic Test by Using Item Response Theory for Prathomsueksa 6 Students under Buriram Primary Educational Service Area Office 1
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Abstract
The purposes of this research were 1) to create a Thai reading diagnostic test for Grade 6 students in Schools under Buriram Primary Educational Service Area Office1 and 2)
to analyze the quality of a Thai reading diagnostic test for Grade 6 students in Schools under Buriram Primary Educational Service Area Office1 by using Item Response Theory. The samples were 740 Grade 6 students in Schools in the academic year 2024 selected by multi-stage random sampling. The research instrument consisted of two types: an initial test to survey reading deficiencies and the reading diagnostic test which consisted of four sections with 15 items each, totaling 60 items. After testing and quality verification, it consisted of four sections (36 items). The statistics used for the analysis were mean, percentage, content validity, reliability, discrimination, and item difficulty. Additionally, item difficulty parameters, discrimination parameters, and guessing parameters. The results were as follows: 1) The reading diagnostic test for Grade 6 students in Schools under Buriram Primary Educational Service Area Office 1 consisted of four sections (36 items): Section 1 Word Reading (10 items), Section 2 Sentence Reading (9 items), Section 3 Passage and Articles Reading (8 items) and Section 4 Poetic Reading (9 items). The content validity index ranged from 0.60 to 1.00, the item difficulty ranged from 0.20 to 0.79, the discrimination value ranged from 0.21 to 0.64, and the overall reliability was 0.88. 2) The quality of the reading diagnostic test revealed the value of the discrimination parameters (a) ranged from -0.138 to 7.979 with the mean score of 2.144, the value of the item difficulty parameters (b) ranged from -1.517 to 2.152 with the mean score of 0.712 and the value of the guessing parameters (c) ranged from 0.000 to 0.398 with the mean score of 0.188. The reading skills deficiencies of Grade 6 students were found by using the initial test to survey deficiencies and to stem from misunderstanding in word reading, sentence reading, and poetic reading. In passage and article reading, the most common deficiency was due to incorrect interpretation
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