TOPIC 8_Item Analysis Assessment in Learning

test item analysis

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 ACTION 0.00-0.20 Very Difficult REJECT 0.21-0.40 Difficult REVISE 0.41-0.60 Average/Moderate RETAIN 0.61-0.80 Easy REVISE 0.81-1.00 Very Easy REJECT

5. Solve for the index of difficulty of an item, if among the 75 test takers, only 45 students got the right response. Where: Di = Difficulty index 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. SAMPLE LET QUESTIONS

8. 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 1

9. 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 2

10. 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 3

11. In the same test, Item #10 was answered correctly by only 2 out of 30 students. What is the difficulty index of this item? A. 0.90 B. 0.50 C. 0.07 D. 0.20   C 4

12. The discrimination index is a measure that indicates how well a test item differentiates between high-performing and low-performing students. DISCRIMINATION INDEX (Ds)

13. A negative discrimination index means low scorers answered the item correctly more often than high scorers. A positive discrimination index means high scorers answered the item correctly more often than low scorers. . Types of Discrimination Index (Ds ) A discrimination index of 0 means the item does not distinguish between high and low scorers, as both groups have equal chances of answering correctly. Positive Discrimination Index Negative Discrimination Index Zero Discrimination Index

14. SAMPLE LET QUESTIONS

15. 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 1

16. 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 2

17. EXAMPLE: FORMULA:   Where : Ds =discrimination index 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

18. D ISCRIMINATION INDEX I TEM EVALUATION 0.41-1.00 V ery discriminating or Very good item 0.31 to 0.40 D iscriminating or good item 0.20 to 0.30 M oderate Item 0.10 to 0.19 N on-discriminating, Fair item & needs revision Below 0.10 P oor or questionable item, can be rejected or discarded

19. 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?

20. 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?

21. 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 retain, revised, or rejected .

22. 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.

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

24. ASSESSMENT TASK: A. The selected tabulated participant is composed of 54 students. If Option B is the correct answer, solve for the Di, Ds, and then give your decision whether the item must be retained, revised, or rejected.   Options A B C D   Lower Group 9 6 7 5 Upper Group 2 16 3 6    

25. B. The selected tabulated participant is composed of 58 students. If Option C is the correct answer, solve for the Di, Ds, and then give your decision whether the item must be retained, revised, or rejected.   Options A B C D   Lower Group 8 9 6 6 Upper Group 3 4 17 5  

26. THANK YOU

27. 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.

28. Thank You!