MM15 Content Module 8
MM15 Content Module 8
I. INTRODUCTION:
Item analysis provides statistics on overall performance, test quality, and individual questions. This
data helps you recognize questions that might be poor discriminators of student performance. In this module,
you will learn how to analyze test items and improve its quality.
II. OBJECTIVES:
Before you proceed to the main lesson, test yourself in this activity.
Activity
Answer:
* Why item analysis is important? Explain your answer.
GREAT!!!
You may now proceed to the main lesson.
Assessment and Evaluation in Mathematics
Administering, Analyzing and Improving Mathematics Tests Page 3 of 14
An item analysis provides three kinds of important information about the quality of test items.
Item difficulty: A measure of whether an item was too easy or too hard.
Item discrimination: A measure of whether an item discriminated between students who knew the
material well and students who did not.
Effectiveness of alternatives: Determination of whether distractors (incorrect but plausible answers)
tend to be marked by the less able students and not by the more able students.
Item difficulty, item discrimination and the effectiveness of distractors on a multiple-choice test are
automatically available with Par Score’s item analysis. An illustration of Par Score’s “Standard Item Analysis
Report” printout is attached.
Difficulty index
Index for measuring the easiness or difficulty of a test question. It is the percentage (%) of
students who have correctly answered a test question; it would be more logical to call it the easiness
index. It can vary from 0 to 100%.
Calculation
The following formula is used:
Discrimination index
An indicator showing how significantly a question discriminates between “high” and “low”
students.
Calculation
Activity 1:
* What is Item Analysis?
Assessment and Evaluation in Mathematics
Administering, Analyzing and Improving Mathematics Tests Page 8 of 14
Activity 2:
* Why item analysis is important?
Activity 3
* What are the steps of item analysis? Explain each step.
Assessment and Evaluation in Mathematics
Administering, Analyzing and Improving Mathematics Tests Page 9 of 14
Student Score
Bong 20
Jessa 19
Randy 15
Ann 11
Ransel 20
Rissa 12
Jess 6
Rina 11
Danna 12
Rosa 9
Frank 18
Peter 15
Rica 13
Ian 17
John 14
Finally, let us summarize the lesson of what we had discussed today.
Assessment and Evaluation in Mathematics
Administering, Analyzing and Improving Mathematics Tests Page 10 of 14
VI. GENERALIZATION
MRI APPROACH
KUDOS!
You have come to an end of Module 8.
OOPS! Don’t forget that you have still an assignment to do.
Here it is….
Assessment and Evaluation in Mathematics
Administering, Analyzing and Improving Mathematics Tests Page 11 of 14
VII. ASSIGNMENT
After your long journey of reading and accomplishing the module, let us now
challenge your mind by answering the evaluation part of this module.
Assessment and Evaluation in Mathematics
Administering, Analyzing and Improving Mathematics Tests Page 12 of 14
VIII. EVALUATION
3. To write effective items, it is not necessary to examine whether they are measuring the fact,
idea, or concept for which they were intended.
A. True
B. False
Answer: _____
5. Item Discrimination delaminates distractors tend to be marked by the less able students and
not by the more able students.
A. True
B. False
Answer: _____
6. Item Difficulty, Item Discrimination and the Effectiveness of Distractors on a multiple-choice test
are automatically available with Par Score’s item analysis.
A. True
B. False
Answer: _____
Assessment and Evaluation in Mathematics
Administering, Analyzing and Improving Mathematics Tests Page 13 of 14
7. After Item Analysis, the questions: (1) Is the wording of the question confusing? (2) Are the
answer options unclear? Are being answered.
A. True
B. False
Answer: _____
8. After awarding the score to each student, it should be rank in order to merit.
A. True
B. False
Answer: _____
9. The Difficulty Index measures the easiness and difficulty of test questions.
A. True
B. False
Answer: _____
10. In Discrimination Index, if the range is 0.35 and over, the question is poor.
A. True
B. False
Answer: _____
13. Who said that when each group consist of 27% of the total, it can be said with the highest degree
of certainty that those in the higher group are really superior?
A) Truman Valley
B) Truman Kelley
C) Kelly Williams
D) Kelly Brint
Assessment and Evaluation in Mathematics
Administering, Analyzing and Improving Mathematics Tests Page 14 of 14
C) H+L / 100
N
D) H+L / 100
N
Answer: ____
A.) 2 x (H - L)
N
B) 2 x (H + L)
N
C) 2 + (H - L)
N
D) 2 - (H - L)
N
Answer: _____
CONGRATULATIONS on reaching the end of this module!
You may now proceed to the next module.
Don’t forget to submit all the exercises, activities and portfolio
on ___________________.
KEEP UP THE GOOD WORK.
Well Done!!!