2. • After administering and scoring the test, the teacher
should also analyze the quality of each test item in the test.
Through this you can identify the item that is good, item
that needs improvement or items to be removed from the
test. But when do we consider that the test is good? How do
we evaluate the quality of each item in the test?
• Why is it necessary to evaluate each item in the test?
• To help teachers determine the quality of a test item known
as item analysis. One of the purposes of item analysis is
to improve the quality of the assessment tools. Through
this process, we can identify the item to be retained, revised
or rejected and also the content of the lesson that is mastered
or not.
• There are two kinds of item analysis, quantitative item
analysis and qualitative item analysis
3. ITEM ANALYSIS
• Item analysis is a process of examining the
student’s response to individual item in the test.
• It consists of different procedures for assessing
the quality of the test items given to the students.
4. ITEM ANALYSIS
• Uses of Item Analysis
1. Item analysis data provide a basis for
efficient class discussion of the test results.
5. ITEM ANALYSIS
• 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.
6. ITEM ANALYSIS
• 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.Itemanalysis data provide a basis for general
improvement of classroom instruction.
7. ITEM ANALYSIS
• 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 data provide a basis for increased skills in
test construction.
8. ITEM ANALYSIS
• 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 data provide a basis for increased skills in
test construction.
5. Item analysis procedures provide a basis for
constructing test bank.
9. ITEM ANALYSIS
• Types of Quantitative Item Analysis
There are three common types of quantitative item
analysis which provide teachers with three different types
of information about individual test items. These are:
1. difficulty index
2. discrimination index
3. response options analysis
10. ITEM ANALYSIS
• 1) Difficulty Index
�
�
It refers to the proportion of the number of students in the
upper and lower groups who answered an item correctly.
The larger the proportion the more students who have
learned the subject is measured by the item. To compute
the difficulty index of an item use the formula:
DF = 𝑵
where:
DF =difficulty index
n-=number if the students selecting item correctly in the upper
and lower group
N=Total number of students who answered the test
11. ITEM ANALYSIS
• Level of Difficulty
• To determine the level of difficulty of an item, find first
the difficulty index using the formula and identify
the level of difficulty using the range given below.
Level of Difficulty of an Item
Index Range Difficulty Level
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
12. ITEM ANALYSIS
• 2) Discrimination Index
The power of the item to discriminate the students
between those who scored high and those who scored low
in the overall test. In other words, it is the power of the
item to discriminate the students who know the lesson
and those who do not know the lesson. It also refers to the
number of students in the upper group who got an item
correctly minus the number of students in the lower group
who got an item correctly.
13. ITEM ANALYSIS
Divide the difference by either the number of the students
in the upper group or number of students in the lower
group or get the higher number if they are not equal.
Discrimination index is the basis of measuring the validity
of an item.
This index can be interpreted as an indication of the extent
to which overall knowledge of the content area or mastery
of the skills is related to the response on an item.
14. ITEM ANALYSIS
• Types of Discrimination Index
1.Positive Discrimination happens when more
students in the upper group got the item correctly those
students in the lower group.
2.Negative Discrimination occurs when more students
in the lower group got the item correctly those students
in the upper group.
3.Zero Discrimination happens when a number
of students in the upper group and lower group who
answer the test correctly are equal. hence, the test item
cannot distinguish the students who performed in the
overall test and the students whose performance are very
15. ITEM ANALYSIS
• Discrimination Index Formula
�
�
�
�
=
𝑪𝑼𝑮−𝑪𝑳𝑮
�
�
where:
DI =discrimination index value
CUG = number of the students selecting the correct answers in the UG
CLG = number of the students selecting the correct answers in the LG
D = number of students in either the lower or upper group
16. ITEM ANALYSIS
• Level of Discrimination
Index Range Discrimination Level
0.19 and below Poor item, should be eliminated or
need to be revised
0.20 – 0.29 Marginal item, needs revision
0.30 – 0.39 Reasonably good item but possibly
for improvement
0.40 and above Very good item
17. ITEM ANALYSIS
• Steps in Solving Difficulty Index and Discrimination Index
• 1. Arrange the scores from highest to lowest.
• 2. Separate the scores into UG and LG. There are different
methods to do this:
• A) if a class consists of 30 students who takes an exam,
arrange their scores from highest to lowest, then
divide them into two groups. The highest score
belongs to the upper group. The lowest score
belongs to the lower group.
• B) other literatures suggested to use 27%, 30%, or 33% of
the students for the UG and LG. However, in the LET
the test developers always used 27% of the
students who participated in the examination for the
UG and LG.
18. ITEM ANALYSIS
• Steps in Solving Difficulty Index and Discrimination Index
• 3. Count the number of those who chose the
alternatives in the upper and lower group for each
item and record the information using the template:
Options A B C D E
Upper Group
Lower Group
19. ITEM ANALYSIS
• Steps in Solving Difficulty Index and Discrimination Index
• 4. Compute the value of the difficulty index and
the analysis of each
discrimination index and also
the response in the distracters.
• 5. Make an analysis for each item.
20. ITEM ANALYSIS
• Checklist for Discrimination Index
• It is very important to determine whether the test item will
be retained, revised or rejected. Using Discrimination Index
we can identify the non-performing question items; just
always remember that they seldom indicate what is the
problem. Use the given checklist below:
Yes No
1. Does the key discriminate positively?
2. Does the incorrect options discriminate negatively?
• If the answers to questions 1 and 2 are either YES or
NO, revise the item.
• If the answers to questions 1 and 2 are both NO, eliminate or
reject the item.
21. ITEM ANALYSIS
• 3) Analysis of Response Options
• Aside fromidentifying the difficulty
discrimination index, another way to
index
and evaluate
the
performance of the entire test item is through the
analysis of the response options. It is very important to
examine the performance of each option in a multiple-
choice item. Through this, you can determine whether
the distracters or incorrect options are effective or
attractive to those who do not know the correct answer.
The attractiveness of the incorrect options is
determined when more students in the lower group
than in the upper group choose it. Analyzing the
incorrect options allows the teachers to improve the
test items so that it can be used again in the future.
22. ITEM ANALYSIS
• Distracter Analysis
• 1) Distracter
• Distracter is the term used for the incorrect options in the
multiple choice type of test while the correct answer
represents the key. It is very important for the test writer to
know if the distracters are effective or good distracters.
Using quantitative item analysis we can determine if the
options are good or if the distracter are effective.
• Item analysis can identify non-performing test items, but this
item seldom indicates the error or the problem in the given
item. These are factors to be considered why students failed
to get the correct answer in the given question.
23. ITEM ANALYSIS
• A. it is not taught in the class properly.
• B. it is ambiguous.
• C. the correct answer is not in the given options.
• D. it has more than one correct answer.
• E. it contains grammatical clues to mislead the students.
• F. The student is not aware of the content.
• G.The students were confused by the logic of
the question because it has double negatives.
• H. the student failed to study the lesson.
24. ITEM ANALYSIS
• 2) Miskeyed Item
• The test item is a potential miskey if there are more
students from the upper group who choose
the incorrect than the key.
• 3) Guessing Item
• Students from the UG have equal spread of choices
among the given alternatives. Students from the UG
guess their answers because the following reasons.
• A. the content of the test is not discussed in the class or in
the test.
• B. the test item is very difficult.
• C. the question is trivial.
25. ITEM ANALYSIS
• 4) Ambiguous Item
• This happens when more students from the UG choose
equally an incorrect option and the keyed answer.
26. ITEM ANALYSIS
• Qualitative Item Analysis
• Qualitative Item Analysis is a process in which the
teacher or expect carefully proofreads the test before
it is administered, to check if there are
typographical errors, to avoid grammatical clues
that may lead to giving away the correct answer, and
to ensure that the level of reading materials
is appropriate. These procedures can also include
small group discussions on the quality of the
examination and its items, with examinees that
have already took the test.
27. ITEM ANALYSIS
• IMPROVING TEST ITEMS
• Toimprove multiple choice test item we shall
consider the stem of the item, the distracters and the
key answer.
28. • How to Improve the Test Item
• Example 1: A class is composed of 40 students. Divide
the group into two(UG/LG). Option B is the
correct answer. Based from the given data on the
table, as a teacher, what would you do with the test
item?
Options A B* C D E
Upper Group 3 10 4 0 3
Lower Group 4 4 8 0 4
• 1) Compute the difficulty index.
n = 10 + 4 = 14
N = 40
F
𝑛
D = �
�
F
14
D = 4
0
F
D = 0.35
29. LEVEL OF DIFFICULTY OF AN
ITEM
Index Range Difficulty Level
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
30. • How to Improve the Test Item
• Example 1: A class is composed of 40 students. Divide
the group into two(UG/LG). Option B is the
correct answer. Based from the given data on the
table, as a teacher, what would you do with the test
item?
Options A B* C D E
Upper Group 3 10 4 0 3
Lower Group 4 4 8 0 4
• 1) Compute the difficulty index.
n = 10 + 4 = 14
N = 40
F
𝑛
D = �
�
F
14
D = 4
0
D = 0.35
F
Difficult item
31. Options A B* C D E
Upper Group 3 10 4 0 3
Lower Group 4 4 8 0 4
�
�
𝐷
=
𝐶𝑈𝐺 −
𝐶𝐿𝐺
�
�
�
�
2
0
• How to Improve the Test Item
• Example 1: A class is composed of 40 students. Divide
the group into two(UG/LG). Option B is the
correct answer. Based from the given data on the
table, as a teacher, what would you do with the test
item?
DF = 0.35
• 2) Compute the discrimination index.
CUG = 10 CLG = 4
D = 20
10 − 4
𝐷 = =
0.3
32. ITEM ANALYSIS
• Level of Discrimination
Index Range Discrimination Level
0.19 and below Poor item, should be eliminated or
need to be revised
0.20 – 0.29 Marginal item, needs revision
0.30 – 0.39 Reasonably good item but possibly
for improvement
0.40 and above Very good item
33. • 3. Make an analysis about the level of
difficulty, discrimination and distracters.
DF =
0.35
DI =
0.30
• a. Only 35% of the examinees got the answer correctly,
hence, the item is difficult.
• b. More students from the upper group got the answer
correctly. Hence, it has a positive discrimination.
• c. Retain options A, C and E because most of the
students who did not perform well in the
Options A B* C D E
Upper Group 3 10 4 0 3
Lower Group 4 4 8 0 4
34. DF = 0.35
DI = 0.30
• 4. Conclusion: Retain the test item but change option
D, make it more realistic to make it effective for
the UG and LG. At least 5% of the examinees
choose the incorrect option.
Options A B* C D E
Upper Group 3 10 4 0 3
Lower Group 4 4 8 0 4
35. • How to Improve the Test Item
• Example 2: A class is composed of 50 students. Use 27%
to get the upper and the lower groups. Analyze the
item given the following results. Option D is the
correct answer. What will you do with the test item?
Options A B C D* E
Upper Group(27%) 3 1 2 6 2
Lower Group(27%) 5 0 4 4 1
• 1) Compute the difficulty index.
n = 6 + 4 = 10
N = 28
F
𝑛
D = �
�
F
10
D = 2
8
F
D = 0.36
36. • How to Improve the Test Item
• Example 2: A class is composed of 50 students. Use 27%
to get the upper and the lower groups. Analyze the
item given the following results. Option D is the
correct answer. What will you do with the test item?
Options A B C D* E
Upper Group(27%) 3 1 2 6 2
Lower Group(27%) 5 0 4 4 1
• 2) Compute the discrimination index.
�
�
𝐷
=
𝐶𝑈𝐺 −
𝐶𝐿𝐺
�
�
�
�
6 −
4
𝐷 = 1
4
DF = 0.36
CUG = 6 CLG = 4
D = 14
=
0.14
37. • 3. Make an analysis about the level of
difficulty, discrimination and distracters.
DF = 0.36 DI = 0.14
• a. Only 36% of the examinees got the answer correctly,
hence, the item is difficult.
• b. More students from the upper group got the answer
correctly, hence, it has a positive discrimination.
• c. Retain options A and C because most of the students
who did not perform well in the overall
examination selected it. A and C are effective
distracters.
Options A B C D* E
Upper Group(27%) 3 1 2 6 2
Lower Group(27%) 5 0 4 4 1
38. • 3. Make an analysis about the level of
difficulty, discrimination and distracters.
DF = 0.36 DI = 0.14
Options A B C D* E
Upper Group(27%) 3 1 2 6 2
Lower Group(27%) 5 0 4 4 1
• d. Modify option B and E because mores students from
the upper group chose them compare with the
lower group, hence, they are not effective distracters
because most of the students who performed well
in the overall examination selected them as their
answers.
39. DF = 0.36 DI = 0.14
Options A B C D* E
Upper Group(27%) 3 1 2 6 2
Lower Group(27%) 5 0 4 4 1
• 4. Conclusion: Revised the item by modifying options B
and E.
40. • How to Improve the Test Item
• Example 3: A class is composed of 50 students. Use 27%
to get the upper and the lower groups. Analyze the
item given the following results. Option E is the
correct answer. What will you do with the test item?
Options A B C D E*
Upper Group(27%) 2 3 2 2 5
Lower Group(27%) 2 2 1 1 8
• 1) Compute the difficulty index.
n = 5 + 8 = 13
N = 28
F
𝑛
D = �
�
F
13
D = 2
8
F
D = 0.46
41. LEVEL OF DIFFICULTY OF AN
ITEM
Index Range Difficulty Level
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
42. • How to Improve the Test Item
• Example 3: A class is composed of 50 students. Use 27%
to get the upper and the lower groups. Analyze the
item given the following results. Option E is the
correct answer. What will you do with the test item?
• 2) Compute the discrimination index.
�
�
𝐷
=
𝐶𝑈𝐺 −
𝐶𝐿𝐺
�
�
�
�
1
4
DF = 0.46
CUG = 5 CLG = 8
D = 14
5 − 8
𝐷 = =
−0.21
Options A B C D E*
Upper Group(27%) 2 3 2 2 5
Lower Group(27%) 2 2 1 1 8
43. • 3. Make an analysis about the level of
difficulty, discrimination and distracters.
DF = 0.46 DI = – 0.21
• a. Only 46% of the examinees got the answer correctly,
hence, the item is moderately difficult.
• b. More students from the lower group got the answer
correctly, so, it has a negative discrimination.
• c. No need to analyze the distracters because the item
discriminates negatively.
Options A B C D E*
Upper Group(27%) 2 3 2 2 5
Lower Group(27%) 2 2 1 1 8
44. • 3. Make an analysis about the level of
difficulty, discrimination and distracters.
DF = 0.46 DI = – 0.21
Options A B C D E*
Upper Group(27%) 2 3 2 2 5
Lower Group(27%) 2 2 1 1 8
• d. Modify all the distracters because they are not
effective. Most of the students in the upper
group choose the incorrect options. The options
are effective if most of the students in the LG
chose the incorrect options.
45. DF = 0.46 DI = – 0.21
Options A B C D E*
Upper Group(27%) 2 3 2 2 5
Lower Group(27%) 2 2 1 1 8
• 4. Conclusion: Reject the item because it has a negative
discrimination index.
47. ITEM ANALYSIS
• Level of Discrimination
Index Range Discrimination Level
0.19 and below Poor item, should be eliminated or
need to be revised
0.20 – 0.29 Marginal item, needs revision
0.30 – 0.39 Reasonably good item but possibly
for improvement
0.40 and above Very good item
48. LEVEL OF DIFFICULTY OF AN
ITEM
Index Range Difficulty Level
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
49. • Potential Miskeyed Item
• Example 4: Make an item analysis about the table below.
Options A* B C D E
Upper Group 1 2 3 10 4
Lower Group 3 4 4 4 5
• 1) Compute the difficulty index.
n = 1 + 3 = 4
N = 40
F
𝑛
D = �
�
F
D =
4
4
0
F
D = 0.10
50. • Potential Miskeyed Item
• Example 4: Make an item analysis about the table below.
Options A* B C D E
Upper Group 1 2 3 10 4
Lower Group 3 4 4 4 5
• 2) Compute the discrimination index.
�
�
𝐷
=
𝐶𝑈𝐺 −
𝐶𝐿𝐺
�
�
�
�
2
0
DF = 0.10
CUG = 1 CLG = 3
D = 20
1 − 3
𝐷 = =
−0.10
51. • 3. Make an analysis about the level of
difficulty, discrimination and distracters.
DF = 0.10 DI = – 0.10
• a. More students from the UG choose option D than
option A even if A is the correct answer.
• b. Most likely teacher has written the wrong answer
key.
• c. The teacher checks and finds out that he did not
miskey the answer that he thought is the
correct answer.
Options A* B C D E
Upper Group 1 2 3 10 4
Lower Group 3 4 4 4 5
52. • 3. Make an analysis about the level of
difficulty, discrimination and distracters.
DF = 0.10 DI = – 0.10
Options A* B C D E
Upper Group 1 2 3 10 4
Lower Group 3 4 4 4 5
• d. If the teacher miskeyed it, he must check and retally
the scores of the students’ test papers before
giving them back.
• e. If option A is really the correct answer, revise to
weaken option D, distracters are not supposed to
draw more attention than the keyed answer.
53. • 3. Make an analysis about the level of
difficulty, discrimination and distracters.
DF = 0.10 DI = – 0.10
Options A* B C D E
Upper Group 1 2 3 10 4
Lower Group 3 4 4 4 5
• f. Only 10% of the students got the answer
correctly, hence the test item is very difficult.
• g. More students from the LG got the item
correctly, therefore, a negative discrimination resulted.
• h. Noneed to analyze the distracters because the
test item is very difficult and discriminates negatively.
54. • 4. Conclusion: Reject the item because it is very difficult
and has a negative discrimination index.
DF = 0.10 DI = – 0.10
Options A* B C D E
Upper Group 1 2 3 10 4
Lower Group 3 4 4 4 5
55. • Ambiguous Item
• Example 5: Make an item analysis about the table below.
Options A B C D E*
Upper Group 7 1 1 2 8
Lower Group 6 2 3 3 6
• 1) Compute the difficulty index.
n = 8 + 6 = 14
N = 39
F
𝑛
D = �
�
F
14
D = 3
9
F
D = 0.36
56. • Ambiguous Item
• Example 5: Make an item analysis about the table below.
Options A B C D E*
Upper Group 7 1 1 2 8
Lower Group 6 2 3 3 6
• 2) Compute the discrimination index.
�
�
𝐷
=
𝐶𝑈𝐺 −
𝐶𝐿𝐺
�
�
�
�
2
0
DF = 0.36
CUG = 8 CLG = 6
D = 20
8 − 6
𝐷 = =
0.10
57. • Ambiguous Item
• Example 5: Make an item analysis about the table below.
Options A B C D E*
Upper Group 7 1 1 2 8
Lower Group 6 2 3 3 6
DF = 0.36
• a. Only 36% of the examinees got the answer correctly,
hence, the item is difficult.
• b. More students from the upper group got the answer
correctly, so, it has a positive discrimination.
• c. About equal numbers of top students went for option A
and option E, this implies that they could not tell which is
the correct answer. The students do not know the content
of the test, thus, a reteach is needed..
DI = 0.10
58. • Ambiguous Item
Options A B C D E*
Upper Group 7 1 1 2 8
Lower Group 6 2 3 3 6
DF = 0.36
• 4. Conclusion: Revise the test item because it
is ambiguous.
DI = 0.10
59. • Guessing Item
• Example 6: Make an item analysis about the table below.
Options A B C* D E
Upper Group 4 3 4 3 6
Lower Group 3 4 3 4 5
• 1) Compute the difficulty index.
n = 4 + 3 = 7
N = 39
F
𝑛
D = �
�
F
D =
7
3
9
F
D = 0.18
60. • 2) Compute the discrimination index.
�
�
𝐷
=
𝐶𝑈𝐺 −
𝐶𝐿𝐺
�
�
�
�
2
0
DF = 0.18
CUG = 4 CLG = 3
D = 20
4 − 3
𝐷 = =
0.05
• Guessing Item
• Example 6: Make an item analysis about the table below.
Options A B C* D E
Upper Group 4 3 4 3 6
Lower Group 3 4 3 4 5
61. DF = 0.18
DI = 0.05
• Guessing Item
• Example 6: Make an item analysis about the table below.
Options A B C* D E
Upper Group 4 3 4 3 6
Lower Group 3 4 3 4 5
• a. Only 18% of the examinees got the answer correctly,
hence, the item is very difficult.
• b. More students from the upper group got the answer
correctly, so, it has a positive discrimination.
• c. Students respond about equally to all alternatives, an
indication that they are guessing.
• d. If the test item is well-written but too
difficult, reteach the material to the class.
62. • Guessing Item
• Three possibilities why student guesses the answer on
a test item:
• a. the content of the test item has not yet been
discussed in the class because the test is
designed in advance;
• b. test item was badly written that students have no
idea what the question is really all about; and
• c. test item was well-written but too difficult, as shown
by the DI.
63. • 4. Conclusion:
difficult, and the discrimination index is very poor, and
options A and B are not effective distracters.
DI = 0.05
DF = 0.18
Reject the item because it is
very
• Guessing Item
Options A B C* D E
Upper Group 4 3 4 3 6
Lower Group 3 4 3 4 5
64. • Ineffective Distracters
• Example 7: Make an item analysis about the table below.
Options A B C* D E
Upper Group 5 3 9 0 3
Lower Group 6 4 6 0 4
• 1) Compute the difficulty index.
n = 9 + 6 = 15
N = 40
F
𝑛
D = �
�
F
15
D = 4
0
F
D = 0.38
65. • 2) Compute the discrimination index.
�
�
𝐷
=
𝐶𝑈𝐺 −
𝐶𝐿𝐺
�
�
�
�
2
0
DF = 0.38
CUG = 9 CLG = 6
D = 20
9 − 6
𝐷 = =
0.15
• Ineffective Distracters
• Example 7: Make an item analysis about the table below.
Options A B C* D E
Upper Group 5 3 9 0 3
Lower Group 6 4 6 0 4
66. DF = 0.38
DI = 0.15
• a. Only 38% of the examinees got the answer correctly,
hence, the item is difficult.
• b. More students from the upper group got the answer
correctly, so, it has a positive discrimination.
• c. Options A,B and E are attractive and
effective distracters.
• d. Option D is ineffective; therefore, change it
with more realistic one.
• Ineffective Distracters
• Example 7: Make an item analysis about the table below.
Options A B C* D E
Upper Group 5 3 9 0 3
Lower Group 6 4 6 0 4
67. DF = 0.38
• 4. Conclusion: Revise the item by changing option D.
DI = 0.15
• Ineffective Distracters
Options A B C* D E
Upper Group 5 3 9 0 3
Lower Group 6 4 6 0 4
