TEST ITEM

ANALYSIS
Activity 1
1.What are the elements to be
considered in analyzing test
items?

2.When do we say that the test

items are reliable?

3.When do we say that the test

items are valid?
 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.
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.
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.
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).
MAIN
ELEMENTS
First Draft
Name: ______________Year & Section: __________ Score: __________
Multiple Choice: Write the letter of the correct answer on the space provided
before each number.

______ 1. The statement that is true of science and technology

a. Science is based on theories while technology is based on facts.
b. Technology searches for the truth while science deals with products
and processes.
c. Science is the application of scientific findings while technology is
accumulated knowledge based on investigation.
d. Science deals with knowledge based on scientific investigation while
technology is the application of such knowledge.

______ 2. Basically, chemistry involves the study of the

a. evolution of living things.
b. changes that matter undergo.
c. forces and changes of matter.
d. fundamental composition of life.
Second draft
Revised Copy
Name: _____________________Year & Section: ______ Score: __________
Multiple Choice: Write the letter of the correct answer on the space provided
before each number.

______1. Which of the following statements is true about science and

technology?
A. Science is based on theories while technology is based on facts.
B. Technology searches for the truth while science deals with products
and processes.
C. Science is the application of scientific findings while technology is
accumulate knowledge based on investigation
D. Science deals with knowledge based on scientific investigation while
technology is the application of such knowledge.

______2. Which of the following is directly involved in the study of chemistry?

a. evolution of living things
b. changes that matter undergo
c. forces and changes of matter
d. fundamental composition of life
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
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)
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%.
 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.
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.
 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.
Table 5
Over-all Evaluation
of the Items
TABLE 2.
STANDARD DEVIATION RESULTS

• Based on the results,

– The following are the calculations that were
utilized to analyze the findings:
• Mean: 3.4
• (x -x )2 = 87.6
• SD = ∑ (X-X)2
N-1
= 1.5
TABLE 6
(KR20)
Test
Reliability
Estimate
Kuder Richardson Formula 20

rxx = _n__ SD2 – Σpiqi

n-1 SD2

Where:
n = the number of items;
2 = the variance of scores on test defined as
SD 2
∑( X – X)
__________
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 .

 Suggestions to Improve the
Reliability of a Test
 Ensuring that questions are clear and suitable to the
level of the students;
 Checking to make sure test time limits are realistic;
Writing test instructions that are simple, clear and
unambiguous;
Developing a marking skill of high quality ( e.g.
explicit and agreed criteria, checking or marks, several
skilled markers);
Keeping choices within a test paper to a minimum;
When using less reliable test methods increasing the
number of questions, observations or examination
time
 Validity of a Test

 the degree of accuracy by which it

measures what it is intended to
measure.

 validity of a test concerns what

the test measures and how well it
does so.
 Validity of a Test
 Generally speaking, no test can be said to have
a “high” or “low” validity in the abstract.

Its validity must be determined with reference to

the particular use for which the test is being
considered in relation to the purpose it is so serve

 Validity is always specific in relation to some

definite situation.

Likewise, a valid test is always valid.

Four Types of Validity

1. Content Validity (Face Validity, Logical

Validity)

 the extent to which of the test is truly a representative

of the content of the course.

 involves essentially the systematic examination of the

test content to determine whether it covers a
representative sample of a behavior domain to be
measured.
Four Types of Validity

1. Content Validity (Face Validity, Logical

Validity)

 very important that the behavior to be tested must be

systematically analyzed to make certain that all major
aspects are covered by the test items and in correct
proportions.

The domain under consideration should be fully

described in advance, rather than being defined after the
test has been prepared.
 1. Content Validity

described by the relevance of a test different

types of criteria, such as thorough judgment
and systematic examination of relevant course
syllabi and textbooks pooled judgments with
subject-matter experts

statements of behavioral objectives

 1. Content Validity

 analysis of teacher-made test questions

 content validity depends on the relevance of

the individual’s test responses to the behavior
area under consideration rather than on the
apparent relevance of item content.
2. Concurrent Validity

 the degree to which the

test agrees with or correlates
with a criterion which is set
up as an acceptable
measure.
3. Predictive Validity
the degree of accuracy of how a test
predicts the level of performance in a
certain activity which it intends to
foretell.
 evaluated by relating the test to
some actual achievements of the
student of which the test is supposed
to predict his success.
4. Construct Validity
 the extent to which the test
measures a theoretical trait.

involves such tests as those of

understandings, appreciation and
interpretations of data. For instance,
intelligence tests and mechanical
aptitude test.
Workshop…
THANK
YOU!