Beruflich Dokumente
Kultur Dokumente
Dr. Jebamalar J
Summary
Definition
Objectives
Uses In Education
Terminologies
Steps in Item analysis
Using the result
References
Uses in Education
Select best questions
Identify structural content defect in question
Detect learning difficulties
Identify weakness
Interpretation of students performance
Understand behavior of item
To become better competent teachers.
Control the quality of a test.
Evaluate the students.
ITEM DIFFICULTY
It is measured by calculating the percentage of test-takers
who answer the item correctly.
ITEM DIFFICULTY INDEX:
P=R/N X 100 R - No of pupil who answered the item
correctly, N - Total No of pupil who tried them
DIFFICULTY LEVEL =(Average on the test/ Max. Possible
score) X 100
Difficulty value
The difficulty value of an item is defined as the proportion
Formula
The formula for discrimination index(D.I) D.I = (R.H - R.L)/
(N.H or N.L)
R.H rightly answered in highest group
R.L - rightly answered in lowest group
N.H no of examinees in highest group
N.L - no of examinees in lowest group
improvement
0.20 0.29 Marginal items , need improvement
<0.19 Poor items . Rejected or revised
one
ex: D.V=0.20 20% only answered correctly for that item.
So that item is too difficult
High difficulty value index means, that item is easy one
ex: D.V=0.80 80% answered correctly for that item.
So that item is a too easy one
each other
Both should considered in selecting good items
If an item has negatively discriminate or zero
discrimination, is to be rejected whatever the difficulty
value
DISTRACTOR EVALUATION
In addition to evaluation of correct answers to an item
distracters or wrong answers also individually evaluated
INTER-ITEM CORRELATION
This matrix displays the correlation of each item with
every other item.
This matrix provides important information about a tests
internal consistency, and what could be done to improve
it.
ITEM-TOTAL CORRELATIONS
Point-biserial or item-total correlations assess the
usefulness of an item as a measure of individual
differences in knowledge, ability, or personality
characteristic.
Here each test item (incorrect = 0;correct =1) is correlated
with the persons total test score.
ITEM REVISION
Developing a valid and reliable test is an ongoing process.
It helps the faculty to recall items and student responses
to them.
Item revision should be conducted after item analysis.
References
Sharma R.A (2007);Essential of Scientific Behavioural