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Assessment of Learning 1 Unit 3 Topic 4 Item Analysis

This document discusses item analysis, which is a process for examining student responses to test items to identify good and defective items. It provides information on item difficulty, discrimination, and distractor effectiveness. The key steps are to calculate difficulty and discrimination indices for each item, analyze results based on set criteria, and determine whether to retain, revise or discard each item. Overall, item analysis helps improve test quality and provides useful data for instruction.

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Roxanne Mendez
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70 views

Assessment of Learning 1 Unit 3 Topic 4 Item Analysis

This document discusses item analysis, which is a process for examining student responses to test items to identify good and defective items. It provides information on item difficulty, discrimination, and distractor effectiveness. The key steps are to calculate difficulty and discrimination indices for each item, analyze results based on set criteria, and determine whether to retain, revise or discard each item. Overall, item analysis helps improve test quality and provides useful data for instruction.

Uploaded by

Roxanne Mendez
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Assessment

of Learning 1
Presented by:
ALLAN T. TABUYO
Unit 3: Designing
and Developing
Assessments
Topic 4: Item Analysis
Learning Outcomes
• Upon the completion of this topic, you are expected to:
• compute the upper and lower 25% of the group that obtained
the correct answer of a given item;
• solve the difficulty index and discrimination index of a test item;
• identify the level of difficulty of a test item;
• identify the item to be retained, revised and rejected; and
• interpret the results of item analysis.
Item Analysis
• Item Analysis is a scientific way of improving the quality test items
and of the test as a whole.
• It is a process of examining the student’s response to individual
item in the test.
• It helps identify which of the given items are good and
defective.
Item Analysis
• Essential to determine the effectiveness of the test items
• The process of determining the worth and quality of test items
• This is applicable to test formats that require students to choose
the correct or best answer from the given choices.
• Therefore, the multiple-choice test is the most appropriate for this
purpose.
• What pieces of information does item analysis provide?
• The difficulty of the item
• The discriminating power of the item
• The effectiveness of each option
• What others benefits can it give?
• It gives useful information for class discussion of the test.
• It provides data for helping students to improve their learning.
• It gives skills and insights for better test construction.
Steps in Item Analysis
1. Arrange the test scores from highest to lowest.
2. Select 25, 27, or 33 percent of the papers from highest score
(Upper Group). Do the same from the lowest score (Lower
Group).
3. Count the number of students who got the correct answer in
the upper and lower group and record it.
Example
ITEM GROUP OPTION
A B C D
1 Upper Group (10) 5* 1 1 3
Lower Group (10) 2* 2 2 4
2 Upper Group (10)
Lower Group (10)
3 Upper Group (10)
Lower Group (10)
4 Upper Group (10)
Lower Group (10)
5 Upper Group (10)
Lower Group (10)
Index of Difficulty
𝑼𝑮+𝑳𝑮
Index of Difficulty =
𝑵𝑼𝑮+𝑵𝑳𝑮

Where:
UG – no. of examinees in the UG
who got the correct answer
LG – no. of examinees in the LG
who got the correct answer
NUG – total no. of examinees in the UG
NLG – total no. of examinees in the LG
Index of Discrimination
𝑼𝑮−𝑳𝑮
Index of Discrimination =
𝑵

Where:
UG – no. of examinees in the UG
who got the correct answer
LG – no. of examinees in the LG
who got the correct answer
N – no. of examinees either from UG or LG
Evaluating the test items
• Criteria set by Robert Ebel (1967)

INDEX OF DIFFICULTY
CRITERIA DESCRIPTION
0.86 – 1.00 Very easy item
0.71 – 0.85 Easy item
0.40 – 0.70 Desirable item
0.15 – 0.39 Difficult item
0.00 – 0.14 Very difficult item
INDEX OF DISCRIMINATION
CRITERIA DESCRIPTION
0.40 – UP Very good item
0.30 – 0.39 Reasonably good item
0.20 – 0.29 Marginal item (to be
revised)
0.19 – BELOW Poor item (to be
discarded)
Effectiveness of the Distractors
• Effective Distractor – if more students in the LG selected the
wrong answer
• Poor Distractor – if more examinees in the UG selected the wrong
answer
• Ineffective Distractor – if it attracts no one among the students
Improving Test Item
1. Compute the difficulty index.
2. Compute the discrimination index.
3. Make an analysis.
a. Analysis for item’s difficulty.
b. Analysis for item’s discrimination.
c. Analysis for the distractors.
4. Make a conclusion.
Example
A B C D E
UG 3 10 4 0 3
LG 4 4 8 0 4
1. Index of Difficulty =
2. Index of Discrimination =
3. Analysis
a. The item is …
b. The stem is …
c. Retain options ...
4. Retain, revise, or discard …
Retain, Revise, or Discard
• For items to be retained, it should have appropriate level of
difficulty and have high discrimination power.
• For an item to be revised, it should have appropriate difficulty
and marginal discrimination index.
• For an item to be discarded, it is either very easy or very difficult
and has low discriminating power.

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