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    Item Analysis AND Validation

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    Myla Velasco
    Item difficulty is measured as the percentage of students who answered an item correctly. An item is considered too difficult if fewer than 25% of students got it right, and too easy if more than 75% got it right. The discrimination index measures how well an item distinguishes between students who know the material and those who don't. It is calculated by finding the percentage of the top 25% of students who answered correctly (DU) minus the percentage of the bottom 25% who answered correctly (DL). A positive discrimination index indicates an item that effectively differentiates levels of knowledge. Both the difficulty index and discrimination index should be considered when evaluating items to ensure they are neither too easy nor too difficult, and that they

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    Item Analysis AND Validation

    Uploaded by

    Myla Velasco
    41 views11 pages
    Item difficulty is measured as the percentage of students who answered an item correctly. An item is considered too difficult if fewer than 25% of students got it right, and too easy if more than 75% got it right. The discrimination index measures how well an item distinguishes between students who know the material and those who don't. It is calculated by finding the percentage of the top 25% of students who answered correctly (DU) minus the percentage of the bottom 25% who answered correctly (DL). A positive discrimination index indicates an item that effectively differentiates levels of knowledge. Both the difficulty index and discrimination index should be considered when evaluating items to ensure they are neither too easy nor too difficult, and that they

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    item analysis

    Original Title

    Item Analysis

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    Item difficulty is measured as the percentage of students who answered an item correctly. An item is considered too difficult if fewer than 25% of students got it right, and too easy if more than 75% got it right. The discrimination index measures how well an item distinguishes between students who know the material and those who don't. It is calculated by finding the percentage of the top 25% of students who answered correctly (DU) minus the percentage of the bottom 25% who answered correctly (DL). A positive discrimination index indicates an item that effectively differentiates levels of knowledge. Both the difficulty index and discrimination index should be considered when evaluating items to ensure they are neither too easy nor too difficult, and that they

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    41 views11 pages

    Item Analysis AND Validation

    Uploaded by

    Myla Velasco
    Item difficulty is measured as the percentage of students who answered an item correctly. An item is considered too difficult if fewer than 25% of students got it right, and too easy if more than 75% got it right. The discrimination index measures how well an item distinguishes between students who know the material and those who don't. It is calculated by finding the percentage of the top 25% of students who answered correctly (DU) minus the percentage of the bottom 25% who answered correctly (DL). A positive discrimination index indicates an item that effectively differentiates levels of knowledge. Both the difficulty index and discrimination index should be considered when evaluating items to ensure they are neither too easy nor too difficult, and that they

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 11

    ITEM ANALYSIS

    AND
    VALIDATION
    (a) item difficulty
    (b) discrimination
    index
    The difficulty of an item or
    item difficulty is defined as
    Item the number of students who
    are able to answer the item
    difficulty correctly divided by the
    total number of students.
     One problem with this type of difficulty index is that it
    may not actually indicate that the item is difficult ( or
    easy). A student who does not know the subject matter
    will naturally be unable to answer the item correctly
    even if the question is easy. How do we decide on the
    basis of this index whether the item is too difficult or too
    easy?
     The following arbitrary rule is often used in the
    literature

    Range of Difficulty Index Interpretation Action


    0-0.25 Difficult Revise or Discard
    0.26 0.75 Right difficulty Retain
    0.76- above Easy Revise or Discard
     Difficult items tend to discriminate between those who
    know and those who do not know the answer.
    Conversely, easy items cannot discriminate between
    these two groups of students. We are therefore
    interested in deriving a measure that will tell us
    whether an item can discriminate between these two
    groups of students. Such a measure is called an index of
    discrimination.
     An easy way to derive such a measure is to measure
    how difficult an item is with respect to those in the
    upper 25% of the class and how difficult it is with
    respect to those in the lower 25% of the class. If the
    upper 25% of the class found the item easy yet the
    lower 25% found it difficult, then the item can
    discriminate properly between these two groups.
    Thus:
     Index of discrimination = DU – DL
     Theoretically, the index of discrimination
    can range rom -I.0 (when DU = 0 and DL =
    1) to 1.0 (when DU = 1and DL = 0). When
    the index of discrimination is equal to -1,
    then is means that all of the lower 25% of
    the students got the correct answer while
    all of the upper 25% got the wrong
    answer. In a sense, such an index
    discriminates correctly between two
    groups but the item itself is highly
    questionable.
     On the other hand, if the index of discrimination is 1.0,
    then this means that all of the lower 25% failed to get
    the correct answer while all of the upper 25% got the
    correct answer. This is a perfectly discriminating item
    and is the ideal item that should be included in the test.
    From these discussions, let us agree to discard or revise
    all items that have negative discrimination index for
    although they discriminate correctly between the upper
    and lower 25% of the class, the content of the item itself
    may be highly dubious.

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