Administering, Analyzing,
and Improving Written Test
Subtopics:
3. Scoring the test
4. Analyzing the test (Item Analysis)
Scoring the test
1. Prepare an answer key
- prepare it in advance to save you time as
Tip: Some general you go through and score the test
suggestions to save
scoring time and 2. Check the answer key
improve scoring - make sure there are no issues or potential
accuracy problems in the answer key
and consistency:
3. Score blindly
- keep the name of your students out of
sight to prevent bias
Scoring the test
4. Check machine-scored answer sheets
- make sure it’s properly reading the
Tip: Some general answer key
suggestions to save
scoring time and 5. Check scoring
improve scoring - if you’re scoring it by hand, make sure
accuracy you’re being mindful of how it is being scored
and consistency:
6. Record scores
- record the scores before returning it to the
students
Analyzing the test
Item Analysis
Item analysis can be used to identify items that are deficient in
some way, thus paving the way to improve or eliminate them,
with the result being a better overall test. It is also a process of
examining the student’s response to an individual item in the
test.
Types of Item Analysis
Quantitative Item Analysis Qualitative Item Analysis
• is a technique that will enable us to assess • is a process in which a teacher or expert
the quality or utility of an item. It does so carefully proofreads the test before it is
by identifying distractor or response options administered, to check if there are
that are not doing what they are supposed to typographical errors, to avoid
be doing. grammatical clues that may lead to
giving hints to correct
• A numerical method for analyzing test items answer, and to ensure that the level
employing student response alternatives or of reading materials is appropriate.
options.
Difficulty Index
An item’s difficulty index is obtained by the following
- It refers to the proportion of formula:
the number of students
in the upper and lower groups
who answered an item
correctly.
• The larger the proportion,
the more students, who
have learned the subject are
measured by the item.
Examples
Note: The higher the value
of the difficulty index,
the easier the item is.
The acceptable
difficulty index ranges
from 0.41 – 0.60
(moderately) only.
Discrimination Index
-Discrimination index refers to the
power of the item to discriminate
against the students between
those who scored high and those
who scored low in the overall test.
-It is the difference of the
proportion on the “correct
response” between the students in
the upper group (UG) and the
proportion of the students in the
lower group (LG).
Discrimination Index
Discrimination Index
Examples
Examples
Examples
Note:
STEPS in ITEM ANALYSIS
U-L METHOD
1. Arrange the scores from highest to lowest.
2. Separate the scores into the upper and lower group. If a class consists of 30 students (or
below) who took the exam, divide them into two groups. The first half comprises the Upper
Group (UG) while the other half is the Lower Group(LG). If the students are more than 30,
get the top 27% and the lowest 27% and named them as Upper Group (UG) and Lower
Group (LG), respectively.
3. Compute the index of difficulty for each item then describe the level of difficulty as very
easy, easy, average, difficult, or very difficult. Then indicate whether it is acceptable or not.
4. Compute the index of discrimination for each item then describe its power to discriminate.
Then indicate whether it is acceptable, or not.
5. Interpret the results of whether the item is good, fair or poor.
6. Indicate the necessary action if it is to be retained, revised, or rejected.
Distracter Analysis
Analyzing the Test Item
Sample Scenario 1
Compute the Compute the Discriminatory Analyze the level of Difficulty, Discrimination,
Difficulty Index Index and Distracters
Give a
Conclusion
Analyzing the Test Item
Sample Scenario 1
Compute the
Difficulty Index
Analyzing the Test Item
Sample Scenario 1
Compute the Discriminatory
Index
Analyzing the Test Item
Sample Scenario 1
Analyze the level of Difficulty, Discrimination,
and Distracters
Revise/improve the test item changing option D, make
Conclusion? it more realistic to make it effective for the upper and
lower groups. At least 5% of the examinees choose the
incorrect option.
Analyzing the Test Item
Sample Scenario 2
Compute the Compute the Discriminatory Analyze the level of Difficulty, Discrimination,
Difficulty Index Index and Distracters
Give a
Conclusion
Analyzing the Test Item
Sample Scenario 2
Compute the Compute the
Difficulty Index Discrimination Index
8(UG)+4 (LG)= 12 CuG = 8 D = CuG – CLG
CLG = 4 D
n=12 D= 14
N =28 D = 8-4
14
Di= 0.43/ 43%
D = 0.29/ 29%
Analyzing the Test Item
Sample Scenario 2
Thank
You!
Jedahlyn A. Demate
