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ANALYZING AND
INTERPRETING OF
TEST ITEMS
LEONCIO P. LUMABAN, Ph.D.
Education Program Supervisor II
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Meaning of Numbers
Numbers ascodesfor labeling purposes(nominal)
1= girl 2=boy
1= RURAL 2= URBAN
1=PGMA 2=RR 3=EV 4=PL 5=FPJ
1 = 11 2
Stud
No.
Gender Location Choice
1 1 1 1
2 2 2 1
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Meaning of Numbers
Numbers ascodesfor labeling purposes(nominal)
1= girl 2=boy
1= RURAL 2= URBAN
1=PGMA 2=RR 3=EV 4=PL 5=FPJ
1 = 11 2
Stud
No.
Gender Location Choice
1 1 1 1
2 2 2 1
What can you infer from the data givenon table below?
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Application in the classroom
Numbers to label
categories
1 = Fail
2 = Pass
3 = Advanced level
2 = Intermediate
1 = Beginning
Frequency distribution
by group
Stud.
No
Lang
Prof
Grade
1 2 2
2 1 1
3 3 2
N 1 1
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Application in the classroom
Numbers to label
categories
1 = Fail
2 = Pass
3 = Advanced level
2 = Intermediate
1 = Beginning
Frequency distribution
by group
Stud.
No
Lang
Prof
Grade
1 2 2
2 1 1
3 3 2
N 1 1
Based on the table, when do you fail orpass a student?
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Numbers asarbitrary measuresfor
indicating amount or degree based onan arbitrary zero point (interval)
Math = 60
Attitude Scale = 25
temperature = 30 degrees
0 n
0
If your score is zero in ameasuring instrument thatis in interval scale, how
will you interpret it?
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Numbers astrue measures
indicating
measures using scales with true zero
point ( ratio)
5 meters
3 kilos
true numerical scales
0 n
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Numbers astrue measures
indicating
measures using scales with true zero
point ( ratio)
5 meters
3 kilos
true numerical scales
0 n
If your score is zero in a measuring
instrument that is in ratio scale, howshould you interpret it?
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Test Results Raw scores
Raw score(RS)numerical summary of astudents test performance
number of items correctly answered ( one
correct item gets one point)30correct items out of 50items
number of points received on a test ( regardless
of the number of points given to an item/task)30points out of 50possible points
( Each task = 10 max points)
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Some assumptions prior to analysis..
Scores are coming from good tests!
A good test consists of good items!
What is a good item?
Measures a significant learning outcome.
(CONTENT VALIDITY)
Discriminates between one who knows and one who
doesnt know; between high-achieving and low-
achieving (CONSTRUCT VALIDITY)
Distracters effective (multiple-choice items)
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ITEM ANALYSIS for Summative
Tests (norm-referenced perspective)
Item analysis is good for planning future norm-
referenced tests
Can be used for instructional purposes
I-A data provide basis for efficient class discussion ofthe test results
I-A data provide a basis for remedial work
I-A data provide a basis for the general improvement
of classroom instruction
I-A procedures provide a basis for increased skill in
test construction
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ITEM ANALYSIS for Summative
Tests (norm-referenced perspective)
Ability to Discriminate It should not be very easyevery one will get it!
It should not be very difficultNo one will get it!
Simplified I-A procedures
Classroom
Compare the performance of the highest-scoring
students and the lowest-scoring students Large classtop ten vs bottom ten
Small classtop half vs bottom half
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Sample Item Analysis Data
Item CardSubject: _____________ Unit: WeatherObjective: Identifies use of instruments
Item:Which of the following is most useful in
weather forecasting?A. Anemometer
* B. BarometerC. ThermometerD. Rain gauge
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Sample
Group A B C D
U-10
L-10
1
2
8
4
0
1
1
3
(Back of item card)Item Analysis Data
Diff.Index
DiscIndex
.60 0.40
1
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Sample
Group A B C D
U-10
L-10
1
2
8
4
0
1
1
3
(Back of item card)Item Analysis Data
Diff.
Index
Disc
Index
0.60 0.401
How was the difficulty/discrimination indexcomputed?
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ITEM ANALYSIS for Summative
Tests (norm-referenced perspective)
Indices:
Difficulty Index = No. of students in upper group
getting item correct + No. of students in lower group
getting item correct/ total no. of students who took the
test
p = RH + RL
N
Discrimination Index = No of students in upper group
getting item correctNo of students in lower group
getting item correct / of the no. of students who
took the test
r = (RHRL)
Ng
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ITEM ANALYSIS for Summative
Tests (norm-referenced perspective)
Where R = # of correct responses
H = high group
L = low group
N = # of students
g = size or # of students in either high/low group
Difficulty (p) indices Discrimination indices0.91 - 0.95 very easy 0.40 or higherVery Good Item0.76 - 0.90 easy 0.300.39 - Good Item0.25 - 0.75 average 0. 200.29 - Reasonably Good Item0.100.24 difficult 0.10- 0.19 Marginal Item0.050.09 very difficult Below 0.10- Poor Item
I h di i f h l f h i l i
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In the discussion of the results of the item analysis,the item needs to be revised or rejected when:
Almost all in both groups are able to answer theitemBoth groups find the item too difficult such thatalmost none are able to answer the item correctly
When a negative d is obtained (i.e., more in thelow group answered the item
Additional information to help you decide which
items to eliminate from a test, before it is againadministered is to analyze the distractors or options.
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Poor distractorSome distractors are not chosenat all by all students in the upper group.
Example : A B C D*4 0 0 9
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ITEM improvement and selection
Guidelines:1. Consideration based on difficulty index and
discrimination index
Discrimination Index Difficulty Index0.24 or lower 0.250.75 0.76 or higher
0.40 and above (Very Good item) Difficult Acceptable Easy
0.300.39 (Good item) Difficult Improvable Easy
0.200.29 (Reasonably Good item) Difficult Marginal Easy
0.10 -0.19 (Marginal Item)
Below 0.10 (Poor item)Rejected Rejected Rejected
(Kept for Mastery)
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