Test Item Analysis-Definition and Example.pptx

This presents the definition of test-item analysis and examples.

1. Test Item Analysis

2. Targets: Determine the definition, purpose, procedures and tools of test item analysis. Identify the usage of test item analysis in the RPMS. Apply the procedure of test item analysis in the set of students’ answer sheets.

3. Let’s Work With The Group! Makabayan Group – What is test item analysis? Academic Group – What is the purpose of test item analysis?

4. Test Item Analysis It 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.

5. Purpose of Test Item Analysis improves items to be used again in later tests eliminates ambiguous or misleading items in a single test administration increases instructors' skills in test construction identify specific areas of course content which need greater emphasis or clarity

6. Procedures of Test Item Analysis Arrange the scores in descending order Separate two sub groups of the test papers Take 27% of the scores out of the highest scores and 27% of the scores falling at bottom Count the number of right answer in highest group (R.H) and count the no of right answer in lowest group (R.L)

7. TOOLS of Test Item Analysis The difficulty of the item (Difficulty Value) The discriminating power (Discrimination Index)

8. Difficulty Value percentage of students who answered a test item correctly

9. Difficulty Value where, rH – number of students in the higher group who got the correct answer rL – number of students in the lower group who got the correct answer nH – total number of students in the higher group nL – total number of students in the lower group  

10. Let’s answer this! In the Math test administered by Mr. Reyes, twenty-five students took the test. For test item number 1, s ix students from the higher group and four from the lower group answered it correctly. Find the difficulty value of the test item.

11. Let’s answer this! In the Math test administered by Mr. Reyes, twenty-five students took the test. For test item number 1, s ix students from the higher group and four from the lower group answered it correctly. Find the difficulty value of the test item.   rH = 6 rL = 4 nH = 7 nL = 7

12. Discrimination Index indicates the ability of an item to differentiate between high and low scorers on the test

13. Discrimination Index where, rH – number of students in the higher group who got the correct answer rL – number of students in the lower group who got the correct answer nH – total number of students in the higher group  

14. Let’s answer this! In the Math test administered by Mr. Reyes, twenty-five students took the test. For test item number 1, s ix students from the higher group and four from the lower group answered it correctly. Find the difficulty value of the test item.

15. Let’s answer this! In the Math test administered by Mr. Reyes, twenty-five students took the test. For test item number 1, s ix students from the higher group and four from the lower group answered it correctly. Find the discrimination index of the test item.   rH = 6 rL = 4 nH = 7

16. Use of Test Item Analysis in the RPMS

17. Generat Learning Competencies Code No. of Test Item Number of Students Who Got the Correct Answer Description 1 2 3 4 5 Ave. % 1. Generate patterns M10AL-Ia-1 3 1 4 6 2. Illustrate an arithmetic sequence M10AL-Ib-1 2 2 7 3. Determine arithmetic means and nth term of an arithmetic sequence M10AL-Ib-c-1 5 3 5 8 9 10 Subject: MATH Grade & Section: Grade 10-Coral Total Number of Students: 20

18. Generat Learning Competencies Code No. of Test Item Number of Students Who Got the Correct Answer Description 1 2 3 4 5 Ave. % 1. Generate patterns M10AL-Ia-1 3 1 4 6 16 13 11 2. Illustrate an arithmetic sequence M10AL-Ib-1 2 2 7 15 17 3. Determine arithmetic means and nth term of an arithmetic sequence M10AL-Ib-c-1 5 3 5 8 9 10 14 8 11 17 12 Subject: MATH Grade & Section: Grade 10-Coral Total Number of Students: 20

19. Generat Learning Competencies Code No. of Test Item Number of Students Who Got the Correct Answer Description 1 2 3 4 5 Ave. % 1. Generate patterns M10AL-Ia-1 3 1 4 6 16 13 11 13.3 2. Illustrate an arithmetic sequence M10AL-Ib-1 2 2 7 15 17 3. Determine arithmetic means and nth term of an arithmetic sequence M10AL-Ib-c-1 5 3 5 8 9 10 14 8 11 17 12 Subject: MATH Grade & Section: Grade 10-Coral Total Number of Students: 20

20. Generat Learning Competencies Code No. of Test Item Number of Students Who Got the Correct Answer Description 1 2 3 4 5 Ave. % 1. Generate patterns M10AL-Ia-1 3 1 4 6 16 13 11 13.3 67 2. Illustrate an arithmetic sequence M10AL-Ib-1 2 2 7 15 17 3. Determine arithmetic means and nth term of an arithmetic sequence M10AL-Ib-c-1 5 3 5 8 9 10 14 8 11 17 12 Subject: MATH Grade & Section: Grade 10-Coral Total Number of Students: 20

21. Generat Learning Competencies Code No. of Test Item Number of Students Who Got the Correct Answer Description 1 2 3 4 5 Ave. % 1. Generate patterns M10AL-Ia-1 3 1 4 6 16 13 11 13.3 67 2. Illustrate an arithmetic sequence M10AL-Ib-1 2 2 7 15 17 16 3. Determine arithmetic means and nth term of an arithmetic sequence M10AL-Ib-c-1 5 3 5 8 9 10 14 8 11 17 12 Subject: MATH Grade & Section: Grade 10-Coral Total Number of Students: 20

22. Generat Learning Competencies Code No. of Test Item Number of Students Who Got the Correct Answer Description 1 2 3 4 5 Ave. % 1. Generate patterns M10AL-Ia-1 3 1 4 6 16 13 11 13.3 67 2. Illustrate an arithmetic sequence M10AL-Ib-1 2 2 7 15 17 16 80 3. Determine arithmetic means and nth term of an arithmetic sequence M10AL-Ib-c-1 5 3 5 8 9 10 14 8 11 17 12 Subject: MATH Grade & Section: Grade 10-Coral Total Number of Students: 20

23. Generat Learning Competencies Code No. of Test Item Number of Students Who Got the Correct Answer Description 1 2 3 4 5 Ave. % 1. Generate patterns M10AL-Ia-1 3 1 4 6 16 13 11 13.3 67 2. Illustrate an arithmetic sequence M10AL-Ib-1 2 2 7 15 17 16 80 3. Determine arithmetic means and nth term of an arithmetic sequence M10AL-Ib-c-1 5 3 5 8 9 10 14 8 11 17 12 12.4 Subject: MATH Grade & Section: Grade 10-Coral Total Number of Students: 20

24. Generat Learning Competencies Code No. of Test Item Number of Students Who Got the Correct Answer Description 1 2 3 4 5 Ave. % 1. Generate patterns M10AL-Ia-1 3 1 4 6 16 13 11 13.3 67 2. Illustrate an arithmetic sequence M10AL-Ib-1 2 2 7 15 17 16 80 3. Determine arithmetic means and nth term of an arithmetic sequence M10AL-Ib-c-1 5 3 5 8 9 10 14 8 11 17 12 12.4 62 Subject: MATH Grade & Section: Grade 10-Coral Total Number of Students: 20

25. Rating Description 75 – 100 Mastery 50 - 74 Near Mastery 0 - 49 Below Mastery

26. Generat Learning Competencies Code No. of Test Item Number of Students Who Got the Correct Answer Description Item Number Ave. % 1. Generate patterns M10AL-Ia-1 3 1 4 6 16 13 11 13 65 2. Illustrate an arithmetic sequence M10AL-Ib-1 2 2 7 15 17 16 80 3. Determine arithmetic means and nth term of an arithmetic sequence M10AL-Ib-c-1 5 3 5 8 9 10 14 8 11 17 12 12 60 Subject: MATH Grade & Section: Grade 10-Coral Total Number of Students: 20 Near Mastery Mastery Near Mastery

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