Item Discrimnation Ppt

ITEM DISCRIMNATION
Prepared By:- Arooja Hamid

M.Sc Nursing 1st Year
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 functional effectively and how it might be
improved. A systematic review of student answers may reveal
needed changes in instructional emphasis, especially if nearly
all students do poorly on a question.
Definition
 Item analysis is 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.
 The procedure used judge the quality of an item
(Neeraja)
 Item analysis is the process of looking at the item
responses of a test
 Purposes:
 One primary goal of item analysis is to help improve the
test by revising or discarding ineffective items. It involves
detailed and systematic examination of the students
responses to each item.
 Item analysis describes the statistical analyses, which allow
measurement of the effectiveness of individual test items.
Item analysis helps to find out how difficult the test item is.
 It also helps to know how well the item discriminates
between high and low scorers in the test.
 It helps in selecting the best items for the final test, reject poor
items and modify some of the items.
 Item analysis has other useful benefits amongst which are
providing data on which to base discussion of the test results,
remediation of learning deficiencies and subsequent improvement
of classroom instruction.
 The item analysis procedures provide a basis for increase skill in
test construction.
 Item analysis helps to decide whether a test is good or poor.
 Steps
1. Arrange the scores in descending order.
2. Take 27% of the scores out of the higher scores and
27% of the scores falling at bottom.
3. Count the number of examinees in higher (N.H.)
and lower group (N.L.)
4. Count the number of right answer in higher group
(R.H) and count the number of right answer in
lower group (R.L).
5. Count the non-response (N.R) examinees.
Item analysis includes 3 things:
 1.Item difficulty
 2.Item discrimination
 3.Effectiveness of distractors
 Item difficulty:
 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.
 Item difficulty indicates how the test is difficult .
 A difficulty level represents the proportion of examinees
responding correctly to an item.
Determination of difficulty level
 The level of difficulty is represented by a numerical term, which

may range from 0 to 100%.
 An item of test is not answered correctly by any of the examinees, it
means the item is most difficult, the difficulty value is 0% or
proportion is also 0.
 If an item of test is answered correctly by every examinee, it means
the item is very easy the difficulty value is 100% or proportion is 1.
An item answered correctly by 70% of the students is said to have a
difficulty index of 70
 Formula: F= NR/NT x 100
 NR= number of students who got the item right.
 NT= Total number of students
 F is acceptable when it ranges is 30% to 70%.

 More than 70% shows very easy
 Less then 30% shows very tough.
 50% is most appropriate
 D.V = (R.H + R.L) \ (N.H + N.L)
 R.H-rightly answered in higher group

 R.L-rightly answered in lower group
 N.H-no of examinees in higher group
 N.L- no of examinees in lower group
 In case non-response examinees available means,
 D.V = (R.H + R.L) \ (N.H + N.L)-N.R

 N.H-no of examinees in higher group
 N.L – no of examinees in lower group
 N.R-no of non-response examinees
 Ex: D.V-0.10 only 10% individuals answered
correctly. So that item is too difficult
 High difficulty value indicates easy Item.
 Low difficulty value indicates difficult Item.

 Ex: D.V-0.89 89% individuals answered correctly.
So that item is too easy one.
DIFFICULTY VALUE ITEM EVALUATION
0.20 _ 0.30 Most Difficult
0.30 _ 0.40 Difficult
0.40 _ 0.60 Moderate Difficult
0.60 _ 0.70 Easy
0.70 _ 0.80 Most Easy

 Item discrimination:
 Discrimination may be thought of as the degree to which
students with varying levels of achievement perform
differently on a question. That is, do high achieving students
usually produce better responses than lower achieving
students? If so, we say the item is functioning properly in
differentiating between high and low achieving students.
 According to Blood and Budd – Index of discrimination is
that ability of an item on the basis of which the discrimination
is made between superiors and inferiors. It Ranges from +1 to
-1.
 D.I= R.H-R.L/N.H
R.H-R.L/N.L

 N.H – no of examinees in higher group
 N.L -no of examinees in lower group
 D= NH-NL/n
 N= number of high or low achievers
 NH= number of high achievers who got the item right.
 NL=Number of low achievers who got the item right.
 D is acceptable when value is 1-0.30

 Value of 1 indicate 100% discrimination.
 Value less than 0.30 indicates incapability of the item to
discriminate.
DISCRIMINATING INDEX ITEM
0.40 and above Very good item
0.30 _ 0.39 Reasonably good
0.20 _ 0.29 Marginal item
Below 0.19 Poor item

 Types of Discrimination Index (D.I)
1. No discrimination / Zero discrimination: The item of the test is

answered correctly by all the examinee’s or an Item is not
answered correctly by any of the examinee.
2. Positive discrimination: An item is correctly answered by

superiors and is not answered correctly by inferiors.
1.
1. Negative discrimination: An item is correctly answered by

inferiors and is not answered correctly by superiors.
 Effectiveness of distractors:
 If a distractor is ineffective, it would be chosen by both
high and low performers, resulting in a low
discrimination index.
 A highly effective distractor would be selected primarily
by low performers, indicating its ability to differentiate
between students with varying levels of knowledge or
skill.
 A distractor is considered to be a good distractor when it
attracts more pupils from the lower group than the higher
group
 Summary:-
1. Introduction
2. Definition
3. Purposes
4. Steps
5. Item difficulty
6. Determination of difficulty level
7. Item discrimnation
8. Types of discrimnation index
9. Effectiveness of distractors

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ITEM DISCRIMNATION

Prepared By:- Arooja Hamid

methods for summarizing and analyzing the responses of

responses to individual test items (questions) in order to

 The level of difficulty is represented by a numerical term, which

 F is acceptable when it ranges is 30% to 70%.

 R.H-rightly answered in higher group

 In case non-response examinees available means,

 D.V = (R.H + R.L) \ (N.H + N.L)-N.R

 Low difficulty value indicates difficult Item.

0.20 _ 0.30 Most Difficult

0.30 _ 0.40 Difficult

0.40 _ 0.60 Moderate Difficult

0.60 _ 0.70 Easy

0.70 _ 0.80 Most Easy

 R.H-rightly answered in higher group

 D is acceptable when value is 1-0.30

0.40 and above Very good item

0.30 _ 0.39 Reasonably good

0.20 _ 0.29 Marginal item

Below 0.19 Poor item

1. No discrimination / Zero discrimination: The item of the test is

2. Positive discrimination: An item is correctly answered by

1. Negative discrimination: An item is correctly answered by

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