INSTITUTE OF LIVER AND BILIARY

SCIENCES

ASSIGNMENT ON ITEM ANALYSIS

SUBMITTED TO- SUBMITTED BY-

MR. JITHIN THOMAS HIMANI SANGWAN
PAREL M.SC NURSING 1ST
(LECTURER) YEAR 1
INTRODUCTION-
Item analysis is a general term that encompasses a variety of methods for summarizing and analyzing the responses of students to test items.
Certain patterns of responses can indicate desirable and undesirable features of the item or of the scoring procedure employed. Often these
methods suggest why an item has not functioned effectively and how it might be improved. Use of item analysis may also help an instructor
improve his or her test writing skill by identifying flaws in items previously written. In addition, a systematic review of student answers may reveal
needed changes in instructional emphasis, especially if nearly all students do poorly on a question.
Characteristics of Item Analysis:-
It is worthwhile knowing that both the validity and reliability of any test depend ultimately on the characteristics of its items. High reliability and
validity can be built into a test in advance through item analysis. Item analysis was used to study two characteristics:

 Item difficulty: The proportion of students who answered an item correctly, i.e. the difficulty level of each item (how hard it is).
 Item discrimination power: Tells whether a particular item differentiates between students who have greater aptitude with the material tested.
It means he discriminating power of each item (whether or not good students get the item right more often than poor students).
Responses of samples selected for item analysis-

S.NO SAMPLE Q1 Q2 Q Q4 Q5 Q6 Q7 Q8 Q9 Q1 Q11 Q1 Q13 Q14 Q15 Q16 Q1 Q18 Q19 Q20
NAME 3 0 2 7
1. Ram kumar b d c a d d b a a a b a a a d c d d d b
2. Sunita a a b c a c c b c b b d c a d b a d a a
3. Seema b b b b b c a d b b a b b b d c d d d a
4. Rajesh b b b d a d d c a c c c c a c c d a a a
5. Sumit b c c a c c c b d a b d d a d d d d a b
6. Rajender c d c c d c a a b d b a a b b c a d c a
7. Jyoti b b b b a c b d c b c c c a d c d c a a
8. Ritika d a c a b c d b a c b d d a c d d d a a
9. Bobby b c b d d d a b b a d b b a d c d d a b
10. Ravi b b c b c c c a a d c a a a d c d d a b
No. of Correct 7 4 5 2 3 7 3 4 3 3 3 3 3 8 7 7 8 8 7 6
answer given
by sample

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Difficulty index-
According to JP Guilford, "The difficulty value of an item is defined as the proportion or percentage of the examinees who have answered the item
correctly. In this method, index of difficulty level of each item is determined on the basis of responses of all the examinees.This formula would be
more accurate to determine the difficulty level of items from the entire sample.
Difficulty Index- R/N x 100 (R=No. of testee who solved correctly, N= Total no. of testee)

Item Formula Difficulty Index

Item -1 7/10 x 100 70%
Item -2 4/10 x 100 40%
Item -3 5/10 x 100 50%
Item -4 2/10 x 100 20%
Item -5 3/10 x 100 30%
Item -6 7/10 x 100 70%
Item -7 3/10 x 100 30%
Item -8 4/10 x 100 40%
Item -9 3/10 x 100 30%
Item-10 3/10 x 100 30%
Item -11 3/10 x 100 30%
Item-12 3/10 x 100 30%
Item -13 3/10 x 100 30%
Item -14 8/10 x 100 80%
Item -15 7/10 x 100 70%
Item -16 7/10 x 100 70%
Item -17 8/10 x 100 80%
Item -18 8/10 x 100 80%
Item-19 7/10 x 100 70%
Item-20 6/10 x 100 60%

Interpretation –
The best item are the items with difficulty index between 40-70 i.e. 40-70%. The item with difficulty index below 10 are very difficult and the items
with difficulty index above 90 are very easy.
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Therefore in the above items, the items-1,2,3,6,8,15,16,19 and 20 are between difficulty index of 40-70 and appropriate.
Items – 4,5,79,10,11,12,13 are below difficulty index of 40 and therefore difficult for samples to answer.
Items – 14,17 and 18 are above difficulty index 70 and therefore easy for samples to answer.
Number of correct answer given by each sample:

Sample Value
Sample-1 40%
Sample -2 45%
Sample -3 60%
Sample -4 50%
Sample -5 50%
Sample -6 45%
Sample -7 50%
Sample -8 50%
Sample -9 65%
Sample -10 55%
Discrimination power: Tells whether a particular item differentiates between students who have greater aptitude with the material tested. It
means he discriminating power of each item (whether or not good students get the item right more often than poor students).
Discriminatory index- Upper group – lower group/0.5 N
Upper group sample= Sample number 3,9
Lower group sample= Sample number 1,2,6

Item Formula Value

Item 1 2-1/2.5 0.4
Item 2 1-0/2.5 0.4
Item 3 0-2/2.5 -0.8
Item 4 1-0/2.5 0.4
Item 5 1-2/2.5 -0.4
Item 6 1-2/2.5 -0.4
Item 7 2-1/2.5 0.4

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Item 8 1-1/2.5 0
Item 9 2-1/2.5 0.4
Item 10 0-1/2.5 -0.4
Item 11 L=0,U=0 0
Item 12 0-1/2.5 -0.4
Item 13 2-1/2.5 0.4
Item 14 1-2/2.5 -0.4
Item 15 2-2/2.5 0
Item 16 2-2/2.5 0
Item 17 2-1/2.5 0.4
Item 18 2-3/2.5 -0.4
Item 19 1-1/2.5 0
Item 20 1-2/2.5 -0.4
The data will be interpreted according to following table-

D= Quality Recommendations
>0.39 Excellent Retain
0.30-0.39 Good Possibilities for improvement
0.20-0.29 Mediocre Need to check/review
0.00-0.20 Poor Discard or review in depth
<-0.01 Worst Definitely discard

 If a negative (or very low) discrimination index occurs for an item, the question may not logically 'fit' with the other items contributing to the
total test score (it may measure another kind of achievement), or the question may not have indicated clearly enough what kind of responses
were desired. Another explanation for a negative D-value is that the better students somehow read into the question something different than
was intended (say a more complex, but unintended, interpretation of a key phrase).
 D-values near zero may indicate that the question had little relationship to the other questions or that it was a very easy (or very difficult)
question so that nearly all students got a large number of points (or very few). In this case, estimating difficulty P will help determine whether
the latter is an appropriate explanation.

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Interpretation –
In the above tested items, Item No. – 1,2,4,7,9,13 and 17 have score above 0.3 that is 0.4. Therefore, these items are of excellent quality and will be
retained.
Item No. – 8,11,15,16 and 19 have 0 score. Therefore, these items are of poor quality and can be discarded or reviewed in depth again.
Item No. – 3,5,6,10,12,14,18 and 20 have score -0.8 and therefore will be discarded.
Use of these indices help reveal flaws in the question or in the scoring method.