Diagnosing Students’ Ability in Distance Learning with the Winsteps
- DOI
- 10.2991/assehr.k.210423.084How to use a DOI?
- Keywords
- winsteps, diagnosis, ability, learning, corona
- Abstract
The main purpose of this research is to answer the following question. Is Winsteps Software easy for teachers to diagnose the ability of students and questions in distance learning to anticipate the spread of the corona virus today, especially for elementary / MI, SMP / MTs, SMA / MA / SMK teachers in Indonesia. The method used in this study is the library method. The data in this study are in the form of information from 8 related software. After making software that is easy for teachers to use at school, relevant software immediately puts into practice to diagnose it. The data used were student answer data on the 50-item English Middle School test with 4 multiple choice questions, which were answered by 30 students. The analytical method used in this research is a descriptive analysis. Based on the results of the analysis of several software, the presentation of results with the most information is Winsteps. To run the software, most must first write syntax, such as Parscale, ConQuest, Mplus, IRTPRO 3, including Bilog-MG, except Winsteps. Of the 8 software that is easy to use by the teacher is Winsteps software. The conclusion is that the Winsteps program is very practical for teachers to diagnose students’ abilities and questions about aspects of knowledge, skills and attitudes in distance learning to anticipate the spread of the corona virus.
- Copyright
- © 2021, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Safari PY - 2021 DA - 2021/04/26 TI - Diagnosing Students’ Ability in Distance Learning with the Winsteps BT - Proceedings of the International Conference on Educational Assessment and Policy (ICEAP 2020) PB - Atlantis Press SP - 172 EP - 184 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.210423.084 DO - 10.2991/assehr.k.210423.084 ID - 2021 ER -