Item Analysis in Assessment in Learning 1

Assessment in Learning 1

1. TEST ITEM ANALYSIS

2. ITEM ANALYSIS is a statistical technique which is used for selecting and rejecting the items of the test on the basis of their difficulty.

3. 3 CRITERIA IN DETERMINING THE DESIRABILITY OF AN ITEM The difficulty of an item (Di) Discriminating power of an item (Ds) Effectiveness of alternatives

4. The difficulty index (also called the difficulty level or p-value ) is a measure used to determine how difficult a test item (like a multiple-choice question) is for a group of examinees. DIFFICULTY INDEX (Di) The lower the difficulty index, the higher is its level of difficulty. INDEX RANGE DIFFICULTY LEVEL 0.00-0.20 Very Difficult 0.21-0.40 Difficult 0.41-0.60 Average/Moderate 0.61-0.80 Easy 0.81-1.00 Very Easy

5. Solve for the index of difficulty of an item, if among the 75 test takers, only 45 students got the right response. Where: r =total number of students who got the correct answer N =Total number of takers EXAMPLE: Formula:  

6. In a class of 40 students, 28 students answered a particular question correctly. Calculate the difficulty index for this item. Out of 50 students, 20 answered a question correctly. What is the difficulty index for this item? A test item was answered correctly by 35 out of 50 students. What is the difficulty index? EXAMPLE:

7. The difficulty index of a test item is 1. This indicates that . The test item is very easy. The test item is very difficult. The test item is a quality item. Nobody got the item correctly. A

8. The difficulty index of a test item is 0.10. This indicates that . The test item is very easy. The test item is very difficult. The test item is a quality item. Nobody got the item correctly. B

9. The difficulty index of a test item is 0.50. This indicates that .. The test item is difficult. The test item is very easy. The test item is very difficult. The test item is moderate/average . D

10. The discrimination index is a measure used in test analysis to determine how well a particular question (or item) differentiates between high-performing and low-performing test-takers. In other words, it shows whether an item effectively distinguishes between those who understand the material and those who do not. DISCRIMINATION INDEX (Ds)

11. A negative value indicates that low-performing students are more likely to answer the question correctly than high-performing students. A positive value means that students who performed well overall (high scorers) are more likely to answer the question correctly, while students who performed poorly (low scorers) are more likely to get it wrong. Types of Discrimination Index (DI) A DI of 0 means there is no distinction between high and low scorers on that particular question. Essentially, the question does not differentiate the performance between students, as both high and low scorers have the same probability of answering correctly . Positive Discrimination Index Negative Discrimination Index Zero Discrimination Index

12. Teacher Belle found out that more from the upper group got test item no. 6 correctly. What conclusion can be drawn? The test item has a . high difficulty index high facility index positive discrimination index negative discrimination index C

13. In her second analysis, Teacher Belle found out that more from the lower group got test item no. 6 correctly. This means that the test item has a . high difficulty index high facility index positive discrimination index negative discrimination index D

14. EXAMPLE: FORMULA:   Where : Pu =proportion of the no. of students in the upper group who got the correct response Pl =proportion of the no. of students in the lower group who got the correct response N =Total no. of takers ITEM CHOICES UPPER 27% LOWER 27% #15 A 1 9 B 3 C 26 15 D 1 1 E

15. INDEX RANGE DISCRIMINATION LEVEL O.40 and above REJECT 0.30 to 0.39 REVISE 0.20 to 0.29 RETAIN 0.10 to 0.19 REVISE Below 0.10 REJECT

16. EXAMPLE: ITEM CHOICES UPPER 27% LOWER 27% #15 A 6 4 B 11 20 C 10 2 D 2 3 The selected tabulated participant is composed of 58 students. If option B is the correct answer, solve for the Di, Ds, and then give your decision whether the item must retained, revised, or rejected .

17. EXAMPLE: ITEM CHOICES UPPER 27% LOWER 27% #4 A 3 4 B 4 8 C 10 4 D 3 4 A class is composed of 40 students . Divide the group into two, Option C is the correct answer. Based on the given data on the table, as a teacher, what would you do with the test item?

18. EXAMPLE: ITEM CHOICES UPPER 27% LOWER 27% #8 A 24 10 B 5 9 C 3 4 D 2 3 If Option A is the correct answer, what would you do with the test item?

19. Effectiveness of Alternatives Determination whether distracters were effective/ineffective in a particular item. A distracter which no one chooses means its “ineffective” A good item must have distractors that attract more people from the lower group than those at the upper group. Otherwise, it considered an “ambiguous” item.

20. EXAMPLE: ITEM CHOICES UPPER 27% LOWER 27% #8 A 24 10 B 5 9 C 3 4 D 2 3 Distracters

21. THANK YOU

22. REFERENCES: Department of Education. (2015). Policy guidelines on classroom assessment for the K to 12 Basic Education Program ( DepEd Order No. 8, s. 2015). https://www.deped.gov.ph/2015/04/01/do-8-s-2015-policy-guidelines-on-classroom-assessment-for-the-k-to-12-basic-education-program/ Earl, L. M. (2013). Assessment as learning: Using classroom assessment to maximize student learning (2nd ed.). Corwin Press. Nitko , A. J., & Brookhart, S. M. (2014). Educational assessment of students (7th ed.). Pearson Education.

23. Thank You!