Beruflich Dokumente
Kultur Dokumente
Basic Statistics,
Item Analysis
and Data
Interpretation
Learning Outcome
90 70 60 40 70
60 20 80 30 50
30 50 50 60 60
60 70 40 70 80
20, 30, 30, 40, 40, 50, 50, 50, 60, 60, 60, 60, 60, 70,
70, 70, 70, 80, 80, 90
90, 80, 80, 70, 70, 70, 70, 60, 60, 60, 60, 60, 50, 50,
50, 40, 40, 30, 30, 20
Median refers to the middle score when the number of scores is odd;
or the average of both scores in the middle when the number of scores
is even. To determine the median, the scores should be arranged first
in ascending or descending order.
For the cumulative score, the formula for calculating the standard
deviation is almost the same as the formula for the non-
accumulated score. The difference is only in the use of midpoint
scores for each class interval.
Formula for standard deviation of accumulated score:
The standard deviation value shows how the score disperse, that is,
the extent of the difference in scores between students. Therefore,
the standard deviation is a measure of the variability of the score.
The large standard deviation values indicate that scores vary greatly
from one another, ie the distribution of the scores is wider
(heterogeneous). On the other hand, the small standard deviation
values indicate that scores are not much different from each other
(homogeneous).
In other words, the large standard deviation values indicate that
student achievement is very different, while small values indicate the
achievement of almost uniform pupils.
The area under the curve represents all the scores and 50% of
the scores are above the mean. In addition, 34.13% of the score
is no more than a standard deviation above the mean and
34.13% is not less than a standard deviation below min.
The higher the score than the mean, the less the number of
students earning the score. If student achievement is normally
distributed, the mean, median and mod values are the same.
Supposedly, normal graphs are generated whenever the test
scores are plotted against the frequency.
RA refers to the number of students who get the correct answer for an
item of high achievement students, the upper group. High
achievement students comprise 27% of the students who received the
highest score in the test involved (Wiersma & Jurs, 1990).
If the difficulty index of an item is less than 0.20 or more than 0.80,
then the item needs to be modified or dropped directly.
Items with discrimination index 0.20 and above are acceptable while
items with discrimination index of less than 0.20 are bad items.
Item bank contains test item files stored for future use of
tests.
Test items in item bank are usually coded and arranged
according to subjects, level of difficulties, level of
teaching, topics, teaching objectives tested and other
features such as item difficulties and item discrimination
index (Gronlund, 1998).
In today's era, the use of ICT facilitates the efficient
construction and management of item banks.
Advantage Constraints
Saves time
There is no need to The construction process
prepare the test in a hurry is complicated and takes
Ensuring the same item is a long time
not repeated in the Need a keen effort to
consecutive year ensure that items in the
Added variety of tested bank are of high quality
items and item bank handling
Allows educators to share can run smoothly
items