Improving-Test-Item.pdf in Assessment for

Item Analysis

1. Item Analysis
•Is process of examining the student’s response to individual
item in the test.
•Thru item analysis we can identify which of the given item
are good and defective items.
•Good items are to be retained and defective items are to be
improved, to be revise or to be rejected

2. Uses of item analysis
•1. Item analysis data provide a basis for efficient class
discussion of the test results
•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 provide a basis for increased skill in test
construction
•5.Item analysis procedures provide a basis for constructing

3. Types of Quantitative Item Analysis
1.Difficulty Index
2.Discrimination Index
3.Distracter

4. Level of Difficulty Gabuyo(2012)
Index Range Difficulty Index
0.00-0.20 Very difficult
0.21-0.40 Difficult
0.41-0.60 Average,
Moderately
difficult
0.61-0.80 Easy
0.81-1.00 Very Easy
Navarro ( 2017
Range of
Difficulty
Index
Interpretati
on
Action
0-0.25 Difficult Revise or
reject
0.26- 0.75 Right
Difficulty
Retain
0.76-aboveEasy Revise or
Reject

5. L Index Range ( Ebel and Frisbie)
Index
Range
Discrimination Level
0.19 and
below
Poor Item, should be
eliminated or need
revision
0.20-0.29Marginal Item, need
some revision
0.30-0.39Reasonably good item
but possibly for
improvement
0.40 and
above
Very good item
Navarro ( 2017
Range of
Difficulty
Index
Interpretatio
n
Action
- 1.0 - -0.50Can
discriminate
but
questionable
Reject
-0.49 to 0.45Non
discriminating
Revise
0.46- 1.0 Discriminatin
g item
Retain

6. Scoring for index of difficulty and
Discrimination
Difficulty Index
h
Discrimination Index
Index Range Difficulty Index
0.00-0.20 Very difficult
0.21-0.40 Difficult
0.41-0.60 Average,
Moderately
difficult
0.61-0.80 Easy
0.81-1.00 Very Easy
Index
Range
Discrimination Level
0.19 and
below
Poor Item, should be
eliminated or need revision
0.20-0.29 Marginal Item, need some
revision
0.30-0.39 Reasonably good item but
possibly for improvement
0.40 and
above
Very good item

7. Types of Discrimination
•Positive discrimination
•Negative discrimination
•Zero discrimination

8. Steps in item Analysis
•1. Arrange the score from highest to lowest
•2. Separate the score into upper group and lower group
•3. Count the number of student in upper and lower group
that got the correct answer in each item and record it.
•Put asterisk for the correct answer
OptionA B C D E
Upper
Group
Lower
Group

9. •4. Compare the value of the difficulty index and
discrimination index and also the analysis of distracters
•5. Make an analysis for each item

10. Checklist for Discrimination Index
Discrimination index identify the non
performing question.
If the answer to question 1 and 2 are both yes ,
retain the item
YESNO
Does the key discriminate positively
Does the incorrect option discriminate negatively

11. •If the answer to question 1 and 2 are either
YES or NO, revise the item.
•If the answer to question 1 and 2 are both NO
eliminate o`r reject the item

12. Distracter Analysis
Reason why students failed to get correct
answer in the given question.
1.It is not taught in the class properly.
2.It is ambiguous.
3.The correct answer is not in the given
options
4.It has more than one correct answer.

13. Distracter Analysis
Reason why students why failed to get
correct answer in the given question.
5.It contains grammatical clues to mislead the
students
6. The student is not aware of the content
7. The students were confused by the logic of
the question because it has double negatives
8. The students failed to study.

14. Miskeyed Item
Potentially miskeyed if there are more students from
upper group who choose the incorrect option than
key

15. Guessing Item
Students the upper group equal spread of
choices among the given alternatives.
Students make guess because…
1.The content of the test is not discussed
2.The test item is very difficult.
3.The question is trivial.

16. Ambiguous item
This happen when more students from upper group
choose equally .incorrect option and the keyed
answer

17. Improving Test Item

18. 1.0.35- difficult item
2.0.30- positive discrimination=
3.Retain option A, C and E
4. Conclusion. Retain test item but change option D.
Make it more realistic to make effective. At least 5%
of examinee choose the incorrect option
OPTIONS A B* C D E
Upper Group 3 10 4 0 3
Lower Group 4 4 8 0 4
Example 1. 40 students , divided into two groups

19. 1.0.36- difficult item
2.0.14- positive discrimination -poor
3.Modify option B and E Retain option A and C
4. Conclusion. Revise the item by modifying option
B and E
OPTIONS A B C D* E
Upper Group 3 1 2 6 2
Lower Group 5 0 4 4 1
Example 2. 50 students, Upper and lower 27%

20. 1.0.46- moderately difficult item
2.-0.21- negative discrimination
3.No need to analyze distracter because the item
discriminate negatively.
4.Conclusion. Reject the item
OPTIONS A B C D E*
Upper Group 2 3 2 2 5
Lower Group 2 2 1 1 8
Example 2. 50 students, Upper and lower 27%

21. 1.0.10- Very difficult item
2.-0.10- negative discrimination
Analysis
1.More in upper group choose option D than the key
2. Most likely teacher written the wrong key
OPTIONS A* B C D E
Upper Group 1 2 3 10 4
Lower Group 3 4 4 4 5
Example 4 Potential Miskeyed

22. Continuation
3. If A is really he answer revise to weaken
option D, distractors are not supposed
too draw more attention than key
4. Only 10 item of student got the answer
since the item is difficult
Conclusion Reject item because it is very
difficult and has negative discremination

23. 1.0.36- difficult item
2.0.10- positive discrimination
3.About equal equal number of top student went for option A
and E. Do not know the content
Conclusion: Revise because ambiguous
OPTIONS A B C D E*
Upper Group 7 1 1 2 8
Lower Group 6 2 3 3 6
Example 5 Ambiguous Item

24. 1.0.28- difficult item
2.0.0.5- positive discrimination
3.Equal respond to all alternatives ,an indication of guessing the
answer
content of test has not been discussed
-test item badly written
Conclusion: Revise (Very Difficult and poor discrimination)
OPTIONS A B C D E*
Upper Group 4 3 4 3 6
Lower Group 3 4 3 4 5
Example 6 Guessing Item

25. •Test item should be averagely difficult and
with good discrimination index for this to
be retained otherwise reject or revised.