TEST ITEM ANALYSIS PRESENTATION 2022.ppt
- 3. What is Test Item Analysis… a process of knowing how good a particular test item measures, what it is supposed to measure. This process is a valuable tool in improving the quality of test items.
- 4. GENERAL PURPOSES OF ITEM ANALYSIS: select the best valuable items for the final form of a test. identify structural or content defects in the items. detect learning difficulties of the class as a whole, identifying general content areas or skills. identify for individual student areas of weaknesses in need of redemption.
- 5. SEVERAL BENEFITS OF ITEM ANALYSIS gives useful information for class discussion of the test. gives data for helping the students to improve their learning method. gives insights which lead to the construction of better items for future work.
- 6. LIMITATIONS OF ITEM ANALYSIS has a maximum application on tests that measure essentially same level of mental function. item formats, reading level and other factors affecting item difficulty . item analysis techniques less applicable to essay tests. cannot be used as diagnostic assessment scheme for student performance (chance could play an important role in taking test and ultimately on student performance).
- 8. TABLE 1. STUDENTS RESPONSES 40 student-respondents randomly selected for this test item analysis activity: BASED ON THE RESULT OF THE TEST: Total Score= 10 HS =6 LS = 0
- 9. TABLE 1-Responses This is where you will encode learners’ responses from the test given.
- 10. TABLE 2-Scores This sheet is for viewing only. The template will automatically check the answers, 0 indicates wrong answer and 1 is correct.
- 11. COPY SORTING This template is equipped with auto-sorting facility. It will sort the scores of the learners from highest to lowest.
- 12. RESPONSES HL-LL This is where you will copy-paste the responses of the learners sorted from the Upper 27% and Lower 27% found in the COPY SORTING SHEET.
- 14. Table 3. Level of difficulty and Discrimination Index Difficulty Level (Dl) the percentage of students responding correctly to each item in the test. The higher this value, the easier is the item (however, extremely high difficulty level could indicate a structural defect in the item)
- 15. Values of difficulty level may be interpreted as follows: 91 – 100%very easy 76 – 90 %easy 25 – 75% average 10 – 24% difficult 0 – 9% very difficult Suggested items to remain: items with index of difficulty values of 20% - 80%.
- 16. Table 3. Level of difficulty and Discrimination Index Discrimination Index the degree in which an item differentiates the high achievers from the low achievers. Can be interpreted as the correlation of the item with the total test score. Describes how well the item discriminates the high achievers from the low achievers.
- 17. Index of discrimination values may be interpreted as follows: 0.60 – 1.00 excellent 0.40 – 0.59 very good 0.30 – 0.39 good 0.20 – 0.29 satisfactory/marginal 0.01 – 0.19 reject Suggested items to retain: items with index of discrimination values greater than or equal to 0.40. Maximum discrimination occurs at index of discrimination equal to 0.50.
- 18. TABLE 2-Scores This sheet is for viewing only. The template will automatically check the answers, 0 indicates wrong answer and 1 is correct.
- 19. Table 4. Distractor Effectiveness Distractor Effectiveness the attractiveness of the alternative responses. Distractor analysis is done to determine the attractiveness of options. This is done to determine whether the item is really a difficult question or it is difficult only because there is a problem in test construction.
- 21. Table 5 Over-all Evaluation of the Items
- 24. Kuder Richardson Formula 20 Where: n = the number of items; SD 2 = the variance of scores on test defined as ∑( X – X) 2 __________ N -1 pi qi = is the proportion of passes fails for item i. the proportion of individuals passing item i is denoted by the symbol pi, and the proportion failing , by qi where qi = 1 - pi . rxx = _n__ SD2 – Σpiqi n-1 SD2
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