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Item Analysis

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88 views13 pages

Item Analysis

Uploaded by

2022100064r
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Item Analysis

ITEM ANALYSIS
 A process which examines student
responses to individual test items
(questions) in order to assess the
quality of those items and of the test
as a whole.
Uses of Item Analysis
1. Item analysis data provide a basis for efficient
class discussion of the test result.
2. Item analysis data provide a basis for remedial
work.
3. Item analysis data provide a basis for general
improvement of classroom instruction.
4. Item analysis data provide a basis for increased
skills in test construction.
5. Item analysis procedures provide a basis for
constructing test bank
Steps in Item Analysis (U-L Method)
1. Arrange the scores from highest to lowest.
2. Separate the scores into upper and lower group. If a class
consists of 30 students (or above) 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 lowest 27% and named
them as Upper group and Lower group 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 whether the item is good, fair or poor.
6. Indicate the necessary action if it is to be retained, revised or
rejected.
DIFFICULTY INDEX (DF)
 Refers to the ease or difficulty of a test item. It is defined as the
proportion of the number of students in the upper and lower groups who
answered an item correctly.
 Difficulty index can be obtained using the formula below:

DF = CUG + CLG
N
Where:
DF – difficulty index value
CUG – the number of students in the upper group who answered the item
correctly.
CLG – the number of students in the lower group who answered the item
correctly.
N – the total number of students who are involved in item analysis
Level of Difficulty of an Item
Range of Difficulty Index Level/Description

0.00-0.20 Very Difficult item

0.21-0.40 Difficult item

0.41-0.60 Average/ Moderately


Difficult Item

0.61-0.80 Easy Item

0.81-1.00 Very Easy item


Discrimination Index (DI)
 It is the power of the item to discriminate the students between those who
scored high and those who scored low in the overall test.
 It is the item’s ability to distinguish between those who know the lesson
and those who do not know the lesson.
 It can be obtained using the formula below:

DI = CUG –CLG
n
where:

DI – discrimination index value


CUG – the number of students in the upper group who answered the item correctly
CLG - the number of students in the lower group who answered the item correctly
n- the number of students in either of the two groups
Level of Discrimination Index
Range of Index of Discrimination Level/ Descriptions

-1.00 to -0.01 Questionable Item

0.00 No Discriminating Power

.01-0.19 Very Low Discriminating Power

0.20-0.40 Low Discriminating


Power

0.41-0.60 Moderately
Discriminating Power

0.61-1.00 Very High


Discriminating Power
Types of Discrimination Index
1. Positive discrimination happens when the number
of students in the upper group who answered the item
correctly is Greater than the number of students in the
lower group who answered the item correctly.
2. Negative discrimination happens when the
number of students in the upper group who answered
the item correctly is less than the number of students in
the lower group who answered the item correctly.
3. Zero discrimination happens when the number of
students in the upper group who answered the item
correctly is Equal to the number of students in the lower
group who answered the item correctly.
Interpretation of Difficulty and discrimination Indices

Difficulty Index Discrimination Index Remarks Action

Acceptable Acceptable Good Retain

Acceptable Not Acceptable Fair Revise/Improve

Not Acceptable Acceptable Fair Revise/Improve

Not Acceptable Not Acceptable Poor Reject/Discard


Example: Suppose a 40-item test was given to 40 students in
Mathematics class. Compute the difficulty index and
discrimination index of the following test results. Interpret your
answers and determine what actions you should take.
Item No. Upper Group (CUG) Lower Group (CLG)

1 8 3

2 9 4

3 5 1

4 10 8

5 7 8
Solution:
1. Since there are 40 students in the class, get the
27% of the total number of students to determine the
number of students who are included in the item
analysis.
40 x .27 = 10.8 = 11 (Round to the nearest whole
number)
It means that 11 students from the upper group and
another 11 students from the lower group for a total of
22 students will be involved in the item analysis.
Item No CUG CLG DF Level Interpretation DI Level Interpretati Remark Decisio
on s n

DI = CUG –CLG
DF = CUG + CLG n
n=11 n=11 N

1 8 3 0.50 moderate Acceptable 0.45 moder acceptable Good Retained


ate

2 9 4

3 5 1

4 10 8

5 7 8

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