Item analysis
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Starting Windows Especially Designed
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Transcript of Item analysis
Starting Windows Especially Designed
Basics of Item
Analysis
Item Analysis
Techniques to improve test items
and instruction
11. Administer Tests12. Conduct Item Analysis
1. Review National
and Professional Standards
7. Develop New Test Questions8. Review Test Questions
13. Standard Setting Study14. Set Passing Standard
9. Assemble Operational Test Forms
10. Produce Printed Tests Mat.
2. Convene
National Advisory Committee
3. Develop Domain, Knowledge and Skills
Statements4. Conduct Job Analysis
5. Establish Test Specifications
6. Develop Test Design
Test Development Process
What is Item Analysis ?
• process that examines student responses to individual test items assessing quality items and the test as a whole
• valuable in improving items which will be used again in later tests and eliminate ambiguous or misleading items
• valuable for increasing instructors' skills in test construction, and
• identifying specific areas of course content which need greater emphasis or clarity.
Several Purposes 1. More diagnostic information on
students – Classroom level:
• determine questions most found very difficult/ guessing on, -
– reteach that concept • questions all got right –
– don't waste more time on this area• find wrong answers students are
choosing-– identify common misconceptions
– Individual level: • isolate specific errors this student
made
2. Build future tests, revise test items to make them better
• know how much work in writing good questions
• SHOULD NOT REUSE WHOLE TESTS --> diagnostic teaching means responding to needs of students, so after a few years a test bank is build up and choose a tests for the class
• can spread difficulty levels across your blueprint (TOS)
3. Part of continuing professional development
– doing occasional item analysis will help become a better test writer
– documenting just how good your evaluation is
– useful for dealing with parents or administrators if there's ever a dispute
– once you start bringing out all these impressive looking stats, parents and administrators will believe why some students failed.
Classical ITEM Analysis Statistics
• Reliability (test level statistic)
• Difficulty (item level statistic)
• Discrimination (item level statistic)
Test level statisticQuality of the Test
• Reliability and Validity–Reliability
Consistency of measurement
–ValidityTruthfulness of response
Overall Test QualityIndividual Item Quality
Reliability refers to the extent to which the
test is likely to produce consistent scores.
Characteristics: 1. The intercorrelations among the items --
the greater/stronger the relative number of positive relationships are, the greater the reliability.
2. The length of the test – a test with more items will have a higher reliability, all other things being equal.
3. The content of the test -- generally, the more diverse the subject matter tested and the testing techniques used, the lower the reliability.
4. Heterogeneous groups of test takers
Types of reliability
• Stability1. Test – Retest
• Stability2. Inter – rater / Observer/ Scorer
• applicable for mostly essay questions• Use Cohen’s Kappa Statistic
• Equivalence3. Parallel-Forms/ Equivalent
Used to assess the consistency of the results of two tests constructed in the same way from the same content domain.
• Internal Consistency• Used to assess the consistency of
results across items within a test. 4. Split – Half
• 5. Kuder-Richardson Formula 20 / 21Correlation is
determined from a single administration of a test through a study
of score variances
• 6. Cronbach's Alpha (a)
ReliabilityIndices Interpretation
.91 and above Excellent reliability; at the level of the best standardized tests
.81 - .90 Very good for a classroom test
.71 - .80 Good for a classroom test; in the range of most. There are probably a few items which could be improved.
.61 - .70Somewhat low. This test needs to be supplemented by
other measures (e.g., more tests) to determine grades. There are probably some items which could be improved.
.51 - .60Suggests need for revision of test, unless it is quite
short (ten or fewer items). The test definitely needs to be supplemented by other measures (e.g., more tests) for grading.
.50 or below Questionable reliability. This test should not contribute heavily to the course grade, and it needs revision.
Test Item statistic
Item DifficultyPercent answering correctly
Item DiscriminationHow well the item
"functions“How “valid” the item is
based on the total test score criterion
WHAT IS A WELL-FUNCTIONING
TEST ITEM?
• how many students got it correct?
(DIFFICULTY) • which students got it correct?
(DISCRIMINATION)
Three important information on quality of test items
• Item difficulty: measure whether an item was too easy or too hard.
• Item discrimination: measure whether an item discriminated between students who knew the material well and students who did not.
• Effectiveness of alternatives: Determination whether distracters (incorrect but plausible answers) tend to be marked by the less able students and not by the more able students.
Item Difficulty• Item difficulty is simply the percentage
of students who answer an item correctly. In this case, it is also equal to the item mean.
Diff = # of students choosing correctly total # of students
• The item difficulty index ranges from 0 to 100; the higher the value, the easier the question.
Item Difficulty Level: Definition
The percentage of students who answered the item correctly.
High(Difficult)
Medium(Moderate)
Low(Easy)
<= 30% > 30% AND < 80% >=80%
0 10 20 30 40 50 60 70 80 90 100
Item Difficulty Level: Sample
Item No.
No. Correct Answers
% Correct
Difficulty Level
1 15
2 25
3 35
4 45
Number of students who answered each item = 50
30 High
50 Medium
70 Medium
90 Low
Item Difficulty Level: Questions/Discussion
• Is a test that nobody failed too easy?
• Is a test on which nobody got 100% too difficult?
• Should items that are “too easy” or “too difficult” be thrown out?
Item Discrimination
• Traditionally, using high and low scoring groups (upper 27 % and lower 27%)
• Computerized analyses provide more accurate assessment of the discrimination power of items since it accounts all responses rather than just high and low scoring groups.
• Equivalent to point-biserial correlation. It provides estimate the degree an individual item is measuring the same thing as the rest of the items.
What is Item Discrimination?
• Generally, students who did well on the exam should select the correct answer to any given item on the exam.
• The Discrimination Index distinguishes for each item between the performance of students who did well on the exam and students who did poorly.
Indices of Difficulty and Discrimination
(by Hopkins and Antes)
Index Difficulty Discrimination0.86 above Very Easy To be discarded
0.71 – 0.85 Easy To be revised
0.30 – 0.70 Moderate Very Good items
0.15 – 0.29 Difficult To be revised
0.14 below Very Difficult To be discarded
Item Discrimination: Questions / Discussion
• What factors could contribute to low item discrimination between the two groups of students?
• What is a likely cause for a negative discrimination index?
ITEM ANALYSIS PROCESS
Sample TOSRemember Understand Apply Total
Section A
4(1,3,7,9)
6 10 20
Section B
5(2,5,8,11,15)
5 4 14
Section C
3(6,17,21)
7 6 16
Total 12 18 20 50
Steps in Item analysis
1. Code the test items:- 1 for correct and 0 for
incorrect- Vertical – columns (item
numbers)- Horizontal – rows
(respondents/students)
TEST ITEMSNo. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 . . . . 50
1 1 0 1 1 1 0 0 0 0 1 1 1 0 0 0 0 0 1 1
2 1 1 0 1 1 1 0 1 1 1 0 1 1 1 1 0 1 1 1
3 0 0 0 1 0 0 0 1 0 0 0 1 1 1 1 1 1 1 0
4 0 1 0 0 0 1 0 0 0 1 0 0 1 0 0 0 1 0 0
5 1 0 1 1 1 0 1 1 1 0 1 1 0 1 1 1 0 1 0
6 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1
7 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1
8 1 1 0 1 1 1 0 1 1 1 0 1 1 0 0 0 1 0 0
2. IN SPSS:
Analyze Scale Reliability analysis (drag/place variables to Item box) Statistics Scale if item deleted ok.
• ****** Method 1 (space saver) will be used for this analysis ******• R E L I A B I L I T Y A N A L Y S I S - S C A L E (A L P H A)• Item-total Statistics• Scale Scale Corrected• Mean Variance Item- Alpha• if Item if Item Total if Item • Deleted Deleted Correlation Deleted• VAR00001 14.4211 127.1053 .9401 .9502• VAR00002 14.6316 136.8440 .7332 .9542• VAR00003 14.4211 141.5695 .4774 .9574• VAR00004 14.4737 128.6109 .6511 .9508• VAR00005 14.4737 128.8252 .8274 .9509• VAR00006 14.0526 130.6579 .2236 .9525• VAR00007 14.2105 127.8835 .2533 .9511• VAR00008 14.1053 128.6673 .1906 .9515• VAR00009 14.4211 129.1410 .7311 .9513• .....................• VAR00022 14.4211 129.1410 .7311 .9513• VAR00023 14.4211 127.1053 .4401 .9502• VAR00024 14.6316 136.8440 -.0332 .9542• VAR00047 14.4737 128.6109 .8511 .9508• VAR00048 14.4737 128.8252 .8274 .9509• VAR00049 14.0526 130.6579 .5236 .9525• VAR00050 14.2105 127.8835 .7533 .9511• Reliability Coefficients• N of Cases = 57.0 N of Items = 50• Alpha = .9533
3. In the output dialog box:
• Alpha placed at the bottom
• the corrected item total correlation is the point biserial correlation as bases for index of test reliability
4. Count the number of items discarded and fill up summary item analysis table.
Test Item Reliability Analysis Summary (sample)
Test Level of Difficulty
Number of Items
% Item Number
Math Very Easy 1 2 1
(50 items) Easy 2 4 2,5
Moderate 10 20 3,4,10,15…
Difficult 30 60 6,7,8,9,11,…
Very Difficult
7 14 16,24,32…
5. Count the number of items retained based on the cognitive domains in the TOS. Compute the percentage per level of difficulty.
Remember Understand Apply
N Ret N Ret N Ret
A 4 1 6 3 10 3B 5 3 5 3 4 2C 3 2 7 4 6 3
Total 12 6 18 10 20 8% 50% 56% 40%
Overall
24/50 = 48%
• Realistically: Do item analysis to your most important tests
–end of unit tests, final exams --> summative evaluation
–common exams with other teachers(departmentalized exam)• common exams gives bigger
sample to work with, which is good
• makes sure that questions other teacher wrote are working for YOUR class
ITEM ANALYSIS is one area where even a lot of otherwise very good classroom teachers fall down:
– they think they're doing a good job;
– they think they've doing good evaluation;
–but without doing item analysis, – they can't really know
ITEM ANALYSIS is not an end in itself, –no point unless you use it to revise items, and
–help students on basis of information you get out of it.
END OF PRESENTATION…
THANK U FOR LISTENING…
HAVE A RELIABLE AND ENJOYABLE DAY….
L/O/G/O
