Scribd Logo
Upload

Welcome to Scribd!

  • 3 views

    Item Analysis

    Uploaded by

    joannamickaperin
    Item Analysis

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Item Analysis

    Uploaded by

    joannamickaperin
    3 views13 pages
    Item Analysis

    Original Title

    Item-Analysis

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Item Analysis

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    3 views13 pages

    Item Analysis

    Uploaded by

    joannamickaperin
    Item Analysis

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    You are on page 1of 13

    ASSESSMENT OF LEARNING

    Item Analysis
    It provides a basis for...
    1. efficient class discussion of the test results
    2. remedial work
    3. general improvement of classroom instruction
    4. increased skills in test construction
    5. constructing test bank

    9/19/2022 9:41 PM 39
    ASSESSMENT OF LEARNING

    Difficulty Index
    • It refers to the proportion of the number of
    students in the upper and lower groups who
    answered the item correctly.
    n
    DF =
    N
    DF = difficulty index
    n = number of the students selecting item
    correctly in the UG and LG
    N = total no. of students who answered the
    test
    9/19/2022 9:41 PM 40
    ASSESSMENT OF LEARNING

    Level of Difficulty

    Index Range Difficulty Level


    0.00 – 0.20 Very Difficult
    0.21 – 0.40 Difficult
    Average/Moderate
    0.41 – 0.60
    Difficulty
    0.61 – 0.80 Easy
    0.81 – 1.00 Very Easy

    9/19/2022 9:41 PM 41
    ASSESSMENT OF LEARNING

    Discrimination Index
    • The power to discriminate the students
    between those who scored high and those who
    scored low in the overall test.
    CUG − C LG
    DI =
    D
    DI = discrimination index value
    CUG = no. of students selecting correct answer in upper
    group
    C LG = no. of students selecting correct answer in lower
    group
    D = no. of students in either the lower group or upper
    group
    9/19/2022 9:41 PM 42
    ASSESSMENT OF LEARNING

    Types of Discrimination Index


    1. Positive Discrimination
    2. Negative Discrimination
    3. Zero Discrimination

    Index Range Discrimination Level


    0.19 and below Poor item
    0.20 – 0.29 Marginal item
    0.30 – 0.39 Reasonably good item
    0.40 and above Very good item

    9/19/2022 9:41 PM 43
    ASSESSMENT OF LEARNING

    Steps in Solving Difficulty Index and Discrimination


    Index
    1. Arrange the scores from highest to lowest.
    2. Separate the scores into upper group and lower
    group.
    3. Count the number of those who chose the
    alternatives in the upper and lower group for
    each item and record information using the
    template below: Note: Put asterisk for the
    correct answer.
    Options A B C D E
    Upper Group
    Lower Group
    9/19/2022 9:41 PM 44
    ASSESSMENT OF LEARNING

    Steps in Solving Difficulty Index and Discrimination


    Index
    4. Compute the value of the difficulty index and
    the discrimination index and also the analysis
    of each response in the distracters.
    5. Make an analysis each item.

    9/19/2022 9:41 PM 45
    ASSESSMENT OF LEARNING

    Checklist for Discrimination Index


    Description YES NO
    1. Does the key item discriminate
    positively?
    2. Do the incorrect options discriminate
    negatively?

    Interpretation:
    BOTH YES – Retain the item
    either YES or NO – Revise the item
    BOTH NO – Reject the item

    9/19/2022 9:41 PM 46
    ASSESSMENT OF LEARNING

    Distracter Analysis
    1. Miskeyed Item
    – There are more students from the upper group who
    choose the incorrect options than the key
    2. Guessing Item
    – Students from the upper group have equal spread of
    choices among the given alternatives. Why?
    3. Ambiguous Item
    – More students from the upper group choose equally
    an incorrect option and the keyed answer

    9/19/2022 9:41 PM 47
    ASSESSMENT OF LEARNING

    Example:
    A class is composed of 40 students. Divide the
    group into two. Option B is the correct answer.
    Based on the given data on the table, as a
    teacher, what would you do with the test item?

    Options A B* C D E
    Upper Group 3 10 4 0 3
    Lower Group 4 4 8 0 4

    9/19/2022 9:41 PM 48
    ASSESSMENT OF LEARNING

    Example: Options A B* C D E
    Upper Group 3 10 4 0 3
    Lower Group 4 4 8 0 4

    1. Compute the item difficulty.


    n
    DF =
    N
    2. Compute the discrimination index.
    CUG − C LG
    DI =
    D
    9/19/2022 9:41 PM 49
    ASSESSMENT OF LEARNING

    Example: Options A B* C D E
    Upper Group 3 10 4 0 3
    Lower Group 4 4 8 0 4
    3. Make an analysis about the level of difficulty,
    discrimination and distracters.
    – Only 35% of the examinees got the answer correctly
    hence, the item is difficult.
    – More students from the upper group got the answer
    correctly hence, it has positive discrimination.
    – Retain options A, C, and E because students who
    did not perform well in the overall examination
    selected them.
    9/19/2022 9:41 PM 50
    ASSESSMENT OF LEARNING

    Example: Options A B* C D E
    Upper Group 3 10 4 0 3
    Lower Group 4 4 8 0 4

    3. Conclusion: Retain the test item but change


    option D.

    9/19/2022 9:41 PM 51

    You might also like

    pFad - Phonifier reborn

    Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

    Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


    Alternative Proxies:

    Alternative Proxy

    pFad Proxy

    pFad v3 Proxy

    pFad v4 Proxy