item analysis
DESCRIPTION
TRANSCRIPT
Item Analysis
Item Analysis is a process of examining
the student’s response to individual item in the test. It consists of different procedures for assessing the quality of the test items of the students
There are two types of item analysis:
- Quantitative Item Analysis
- Qualitative Item Analysis
Difficulty Index
refers to the proportion of the number of students in the upper and lower groups who answered an item correctly.
Difficulty Index Formula
DF = n/N, where
DF= difficulty index
n= number of the students selecting item
correctly in the upper group and lower group
N= total number of students of students who
answered the test
Level of DifficultyIndex Range Difficulty Level
0.00-0.20 Very Difficult
0.21-0.40 Difficult
0.41-0.60 Average/Moderately Difficult
0.61-0.80 Easy
0.81-1.00 Very Easy
Discrimination Index
The power of the item to discriminate the students between those who scored high and those who scored low in the overall test.
Types of Discrimination Index
1. Positive Discrimination
2. Negative Discrimination
3. Zero Discrimination
Positive Discrimination
happens when more students in the upper group got the item correctly than those students in the lower group.
Negative Discrimination
occurs when more students in the lower group got the item correctly than the students in the upper group
Zero Discrimination
happens when a number of students in the upper group and lower group who answer the test correctly are equal
Levels of Discrimination
Ebel (1986) and Hetzel (1997)Index Range Discrimination Level
0.19 and below Poor item, should be eliminated or needed to be revised
0.20- 0.29 Marginal item, needs some revision
0.30-0.39 Reasonably good item but possibly for improvement
0.40 and above Very good item
Discrimination Index Formula
DI = CUG - CLG /D , where
DI = discrimination index value
CUG = number of students selecting
the correct answer in the upper group
CLG = number of students selecting the
correct answer in the lower group
Analysis of Response Options
Another way to evaluate the performance of the entire test item is through the analysis of the response options. It is very important to examine the performance of each option in a multiple-choice item.
Distracter Analysis
Distracter- term used for the incorrect options in the multiple-choice type of test while the correct answer represents the key
Factors why students failed to get the correct answer in the given
question:
• It is not taught in the class properly.
• It is ambiguous.• The correct answer is not in
the given in the options.• It has more than one correct
answer.
Factors why students failed to get the correct answer in the given
question:
• It contains grammatical clues to mislead the students.
• The student is not aware of the content.• The students were confused by the logic
of the question because it has double negatives.
• The student failed to study the lesson.
Miskeyed Item
The test item is a potential miskey if there are more students from the upper group who choose the incorrect options than the key.
Guessing itemStudents from the upper group have equal
spread of choices among the given alternatives. The students from the upper group guess their answers because of the following reasons:
• the content of the test is not discussed in the class or in the test.
• The item is very difficult.• The question is trivial.• Ambiguous item
Ambiguous item
This happens when more students from the upper group choose equally an incorrect option and the keyed answer.
Qualitative Item Analysis
is a process in which the teacher or expert carefully proofreads the test before it is administered. (Zurawski R.M.)
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