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10 Item Analysis

The document discusses item analysis, which is used to evaluate the quality of test items and make improvements. Item analysis involves both qualitative and quantitative methods. Quantitative analysis calculates difficulty and discrimination indices to identify items that are too easy/hard or don't effectively distinguish students' abilities. It also examines distractor effectiveness. The results can provide feedback to students, teachers, and curriculum developers to improve future assessments.

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Lea Lian Aquino Abejero
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© © All Rights Reserved
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343 views

10 Item Analysis

The document discusses item analysis, which is used to evaluate the quality of test items and make improvements. Item analysis involves both qualitative and quantitative methods. Quantitative analysis calculates difficulty and discrimination indices to identify items that are too easy/hard or don't effectively distinguish students' abilities. It also examines distractor effectiveness. The results can provide feedback to students, teachers, and curriculum developers to improve future assessments.

Uploaded by

Lea Lian Aquino Abejero
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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 Determine whether an item functions as

the teacher intends:


◦ Whether it seems to be testing the intended
instructional objective
◦ Whether it is of the appropriate level of
difficulty
◦ Whether it is able to distinguish those who
have command of the learning objectives
from those who do not
◦ Whether the keyed answer is correct
◦ Whether the distractors are functioning (for
response-choice items)
 Provide feedback to students about
their performance and as a basis for
class discussion
 Provide feedback to the teacher
about student’s difficulties
 Identify areas for curriculum
improvement
 Revise the items
 Improve item-writing skills
 Qualitative Item Analysis
◦ A non-numerical method for analyzing
test items not employing student
responses but considering test
objectives, content validity and
technical item quality

 Quantitative Item Analysis


◦ A numerical method for analyzing test
items employing student response
alternatives or options
Preliminary Steps
1. Check and score test papers and sort them in
numerical order according to total score.
2. Form upper, middle and lower scoring groups.
3. When the number of examinees is between 20 and 40,
select the 10 highest and the 10 lowest scoring papers
and keep the middle group intact.
4. For groups larger than 40, the upper and lower scoring
27% of the group is frequently recommended on
technical grounds.
Preliminary Steps
5. If there are fewer than 20 examinees, item analysis is not
recommended.
6. Summarize the responses to each alternative on the
upper and lower groups, and tabulate the number of middle
group which has chosen the correct alternative.
7. Calculate the difficulty index for each item and perform
distractor analysis.
8. Calculate the discrimination index for each item.
 It is a measure which reveals
whether an item is easy or too
hard.
 It is equal to the proportion or
fraction of students who gave the
correct answer. Thus, the higher
the index, the easier the item is,
and vice-versa.
p = R/T

p = difficulty index
R = total number of students
answering the item right
T = total number of students
answering the item
Index Range Difficulty
Level
0.0 – 0.20 Very Difficult
0.21 – 0.40 Difficult
0.41 – 0.60 Average
0.61 -0.80 Easy
0.81 – 1.00 Very Easy
No. of students
Difficulty
Item No. who got the item Remarks
Index
correct
1 33 0.66 Ave. (Retain)
2 34 0.68 Ave. (Retain)
Difficult
3 3 .06
(Retain)
Too easy
4 48 0.96 (revise or
replace)
5 29 0.58 Ave. (Retain)
6 22 0.44 Ave. (Retain)
◦ It determines whether the student who have
done well on particular items have also done
well on the whole test.

◦ Another way to examine the value of items is


to ask, “Who gets this item correct?” A good
item discriminates between those who do
well on the test and those who do poorly.

 Discrimination Index
◦ This method compares people who have done
well with those who have done poorly on a
test
 Identify a group of students who have done
well and those that has done poorly on the
test
Ex. those in the 67th percentile and above.
those in the 33rd percentile and below.

 Find the proportion of students in the high


group and the proportion of students in the
low group who got each item correct.

 For each item, find the difference between


the proportions of the two groups.
Item No Proportion Proportion Discrimination
correct for correct for Index
students in the students in the d i = Pt - Pb
top third of class bottom third of
(Pt) class (Pb)
1 0.89 0.34 0.55
2 0.76 0.36 0.40
3 0.97 0.45 0.52
4 0.98 0.95 0.03
5 0.56 0.74 -0.18

 Items 1, 2, and 3 appear to discriminate reasonably well


 Item 4 does not discriminated well because the level of
success is high for both groups; it must be too easy
 Item 5 appears to be a bad item because it is a “negative
discriminator”
Index Range Discrimination Level

0.19 – below Poor Item

0.20 – 0.29 Marginal item

0.30 – 0.39 Reasonably good

0.40 - above Very good item


 Positively discriminating item
◦ Proportion of high scoring group is greater than
that of the low scoring group

 Negatively discriminating item


◦ Proportion of high scoring group is less than
that of the low scoring group

 Not discriminating
◦ Proportion of high scoring group is equal to that
of the low scoring group
 In addition to item difficulty index, multiple
questions should be examined using a distractor
analysis to determine the effectiveness of the
various distractors that were provided.

Distractor analysis involves examining the frequency


with which each of the incorrect responses (or
distractors) is chosen by a group of examinees.

 Key – Correct option in a multiple choice item


 Distractor – incorrect option in a multiple-choice
item
 Every incorrect alternative should
have at least one lower group
person choosing it.

 More lower group persons than


upper group persons should choose
a particular incorrect alternative.
(Thus, more upper group than lower
group persons should choose the
correct alternative.)
A B C D E

Upper 27 % 0 0 32 0 0

Middle 46% 4 5 30 4 7

Lower 27 % 5 4 18 3 5

A B C D E

Upper 27 % 24 2 2 0 3

Middle 46% 20 6 7 1 4

Lower 27 % 8 6 8 4 5
•Good (But more difficult than # 1 & #2,
and why alternative was particularly
effective to the low scoring group.
A B C D E

Upper 27 % 6 18 3 7 5

Middle 46%

Lower 27 % 3 5 3 15 4
•Examine option B for possible
ambiguity or miskeying.

A B C D E

Upper 27 % 2 13 3 2 12

Middle 46%

Lower 27 % 6 7 5 7 7
•Examine option B for possible miskeying

A B C D E

Upper 27 % 3 3 15 4 2

Middle 46%

Lower 27 %
•Guessing occurred (each alternative
equally attractive)

A B C D E

Upper 27 % 9 10 8 8 7

Middle 46%

Lower 27 %

1.Content not covered in class or text


2.Too difficult item
3.So trivial that students are unable to
correctly choose among the options
provided
•B and C are not effective distractors

A B C D E

Upper 27 % 4 0 0 6 15

Middle 46% 10 0 0 7 12

Lower 27 % 8 0 0 9 7
•Poor item

A B C D E

Upper 27 % 15 3 7 0 12

Middle 46%

Lower 27 % 7 7 20 0 6

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