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ITEM ANALYSIS

ITEM ANALYSIS. What is item analysis?. Item analysis is a process which examines the responses to individual test items or question in order to assess the quality of those items and the test as a whole. STEP 1. Correct answers. Item analysis Step 2. finding out the

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ITEM ANALYSIS

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  1. ITEM ANALYSIS

  2. What is item analysis? • Item analysis is a process which examines the responses to individual test items or question in order to assess the quality of those items and the test as a whole.

  3. STEP 1 Correct answers

  4. Item analysisStep 2 finding out the • RU – Right in Upper group • RL- Right in Lower group • difficulty index • discrimination index • effectiveness of distracters

  5. How to find RU & RL • Arrange the answer sheets from the highest score obtained until the lowest score obtained. The paper with the highest score is on top and the paper with the lowest score is at the bottom.

  6. Take out 12 answer sheets from the top of the pile and 12 answer sheets from the bottom of the pile. Call these two piles as a high marks students and low marks students. Refer to Item #1 or Question #1, (i) Count the number of students from the high marks group who selected each of the options (A, B, C or D) (ii) Count the number of students from the low marks group who selected the options A, B, C or D

  7. THE DIFFICULTY INDEXThe difficulty index is a coefficientthat shows the percentage of students who got the correct answer compared to the total number of students in the two groups who answered incorrectly

  8. THE DIFFICULTY INDEX

  9. THE DISCRIMINATION INDEX • The discrimination index is a coefficient that shows the extent to which the question discriminates or differentiates between High Marks‰ students and Low Marks% students.

  10. distracters

  11. What determines the effectiveness of distracters? a good distractor is able to attract more Low Marks students

  12. What determines the effectiveness of distracters? • 24 students selected the options A, B, C and D for a particular question. • Option B is a less effective distracter because many high Marks students (n = 5) • selected option B. • Option D is relatively a good distracter because 2 students from the High Marks • group and 5 students from the Low Marks group selected this option. • No students chose answer C. Option C does not act as a distracter.

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