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Item Analysis Guidelines

The document discusses guidelines for item analysis, which is the process of examining student responses to test items to evaluate the quality of test questions and improve future tests and instruction. It provides information on the purpose of item analysis, factors to consider when selecting test items like appropriate difficulty level, how to measure item difficulty and discrimination, and cautions when interpreting item analysis results. Item analysis helps improve classroom practices, develop better tests, and provide more diagnostic feedback to students.

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Luna Ledezma
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750 views31 pages

Item Analysis Guidelines

The document discusses guidelines for item analysis, which is the process of examining student responses to test items to evaluate the quality of test questions and improve future tests and instruction. It provides information on the purpose of item analysis, factors to consider when selecting test items like appropriate difficulty level, how to measure item difficulty and discrimination, and cautions when interpreting item analysis results. Item analysis helps improve classroom practices, develop better tests, and provide more diagnostic feedback to students.

Uploaded by

Luna Ledezma
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 31

PRESENTED BY:

GROUP 6
Aileen D. Tenorio
Dyna P. Ybanez
Grace E. Chavez
Jesus L. Solomon Jr.
Joseph Magtulis
Kaila Joy Cabrera
Maryann G. Landicho
ITEM ANALYSIS GUIDELINES
Item Analysis
Is the process of examining the
student response to individual item in
the test
Is a completely futile process unless
the results help instructors improve
their classroom practices and item
writers improve their tests
PURPOSE OF ITEM ANALYSIS:

 1. Fix mark for current class that you wrote the


test.

 2. More diagnostic information in students.

 3. Build future test.

 4. Part of Professional Development.


1. Objectives of instruction must keep in mind
when selecting test items

A common error is to teach for behavioral


objectives such as:

 Analysis of data or situations


 Ability to discover trends
 Ability to infer meaning
2. An item must be appropriate difficulty for
the students to whom it administered

ITEM DIFFICULTY

 The percentage of the student who got the item


right can also be interpreted as how easy or how
difficult the item is.

 Refers to the proportion of the number of students


in the upper and lower groups who answered an
item correctly.
3. An item should discriminate between upper
and lower group.

ITEM DESCRIMINATION

 The power of the item to discriminate the student


between those who score high and those who
scored low in the overall test.

 Separates the bright students from the challenge


one’s.
4. All of the incorrect options, or distracters,
should actually be distracting.

DISTRACTOR

 Incorrect alternatives

 Term used for incorrect options in the multiple choice


type of test while the correct answer represents the
key

If, in a five-option multiple-choice item, only one


distracter is effective
derstanding of Item Analyses
Item analysis is a process which examines
ents responses to individual test items
estions) in order to assess the quality to
se items and of the test as a whole.
analysis is especially valuable items which
be used again in later tests ,but it can also
sed to eliminate ambiguous or misleading
s in a single test administration. In addition,
analysis is valuable for increasing instructor
s in test construction, and identifying specific
s of course content which need emphasis or
ity.
Item Statistics

Item Statistics are used to assess the


Performance of individual test items on
The assumption that the overall quality
Of a test derives from the quality of its
Items.
Item Number

This is the question number taken from


Student answer sheet.
Mean & Standard Deviation

The mean is the “average” student


response to an item. It is computed by
adding up the number of points earned by
all students on the
Item, and dividing that the total by the
number of students.

The standard deviation, or S.D. is a


measure of measure of the dispersion of
student scores on that item. That is,
indicates how “spread out” the responses
Items which have more than one correct
alternative
And when scale scoring is use. For this reason
It is not typically used to evaluate classroom test.
Difficulty and Discrimination
Distribution

At the end of the Item Analysis report, test


item
Are listed according their degrees of
difficulty
(easy, medium, hard) and discrimination
( good, fair, poor).
These distributions provide a quick overview
of
The test, and can be used to identify item
which
Are not performing well and which can
ITEM DIFFICULTY
 Item difficulty is relevant for determining
whether students have learned the concept
being tested. The difficulty value of an item is
defined as the proportion of the examinees
who have answered correctly.
FORMULA FOR DIFFICULT VALUE

 D.V = (R.H+ R.L)/(N.H+N.L)

 R.H- rightly answered in highest group


 R.L- rightly answered in lowest group
 N.H- no. of examinees in highest group
 N.L- no. of examinees in lowest group
In case non-response examinees
available means
 The formula for difficulty value (D.V)
◦ D.V = (R.H + R.L)/[N.H + N.L]-N.R

R.H – rightly answer in highest group


R.L – rightly answer in lowest group
N.H – no of examinees in highest group
N.L – no of examinees in lowest group
N.R – no of non- response examinees
Refers to the ability of an item to
differentiate among student on
the basis of how well they known
the material being tested.
Use to compare item responses to

total test scores using high and low


scoring groups of students.

Item discrimination index is a

Pearson Product Moment


correlation.
Item with low discrimination

indices are often ambiguously


worded and should examined.
Standard Error
of Measurement
The standard error of measurement is
directly related to the reliability of the
tests.
It is an index of the amount of variability
in an
individual student’s performance due to
random
measurement error.
If it were possible to administer an
infinite number of parallel tests,
a student’s score would be expected
to change from one administration
to the next due to a number of factors .
For each student, the scores would
form a “normal” distribution.
A Caution in Interpreting Item
Analysis Results
Each of the various item statistics provided by
ScorePak provides information which can be
used to improve individual test items and to
increase the quality of the test as a whole.
●W. A. Mehrens and I. J. Lhemann provide the
following set of cautions in using item analysis
results Measurement and Evaluating in
Education and example, multiplying all test
scores by a constant will multiply the standard
error of measurement by that same constant, but
will leave the reliability coefficient unchanged.
●A general rule of thumb to predict the amount of change
which can be expected in individual test scores is to
multiply the standard error of measurement by 1.5.

●Only rarely would one expect a student’s score to


increase or decrease by more than that amount between
two such similar tests.

●The smaller the standard error of measurement, the


more accurate the measurement provided by the
standards for a single test need not be as stringent.
Reliability Interpretation

Excellent reliability; at the


.90 and above level of the best
standardized tests

.80 - .90 Very good for classroom test

Good for a classroom test;


.70 - .80
in the range of most. There
are probably a few items
which could be improved.
Somewhat low. This test needs to be
supplemented by other measures to
.60 - .70 determine grades. There are
probably some items which could
be improved.

Suggest need for revision of test,


unless it is quite short. The test
.50 - .60 definitely needs to be supplemented
by other measures for grading.

Questionable reliability. This


test should not contribute
. 50 or below heavily to the course grade,
and it needs.
PRESENTED BY:
Aileen D. Tenorio
Dyna P. Ybanez
Grace E. Chavez
Jesus L. Solomon Jr.
Joseph Magtulis
Kaila Joy Cabrera
Maryann G. Landicho

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