Theerthanker Mahaveer College Of Nursing

Theerthanker Mahaveer University

LESSON PLAN ON:- ITEM ANALYSIS

Submitted To, Submitted By,

Mrs. Mukta kulkarni ma’am Bikash Kumar
Associate professor Msc(N) 1st year
TMCON TMCON
Submitted on:-1/11/2020 Time:- 1hour
General objectives
• At the end of session the students will be able to learn the concept of Item analysis.
Specific objectives
• At the end of sessions the students will be able to explain about Item analysis.
1. Introduction of item analysis.
2. Definition of item analysis.
3. List out the purposes of item analysis.
4. Explain Item difficulty, item difficulty index, difficulty value and facility value.
5. Explain Item discrimination and discrimination index
6. List out Criteria for selection and rejection of items..
7. Elaborate distractor evaluation.
8. List out the steps of item analysis.
9. Using item analysis result
10. General guidelines for difficulty index and discriminating index
11. Summary
12. Conclusion
13. References
S.No Specific Time Content Teaching A.V Aids Evaluation
Learning activity
Objectives

1. Introduction of
Item analysis is the act of analyzing Students L What is
item analysis student responses to individual exam teacher will E Introduction of
questions with the intention of give C item analysis?
evaluating exam quality. It is an
introduction T
important tool to uphold test
on item U
effectiveness and fairness.
analysis. R
Item analysis is likely something E
educators do both consciously and
unconsciously on a regular basis. In A
fact, grading literally involves N
studying student responses and the D
pattern of student errors, whether to
a particular question or particular Student will D
types of questions. write Notes. I
S
But when the process is formalized,
C
item analysis becomes a scientific
U
method through which tests can be
S
improved, and academic integrity
upheld. S
I
O
N
S.No Specific Time Content Teaching Learning A.V.Aids Evaluation
Activity
Objectives

Definition of -A type of analysis used to assess Students L What is definition

2. whether items on a scale are tapping of item analysis?
item analysis teacher will E
the same construct andare sufficiently Define item C
discriminating. (pollit and Beck) analysis T
U
R
E
Student will
-The procedure used judge the quality write Notes. A
of an item or item analysis is the process N
of looking at the item responses of a D
test. (Neerja k.p)
D
I
S
C
U
S
S
I
O
N
S.No Specific Time Content Teaching Learning A.V.Aids Evaluation
Activity
objectives

3. ➢ Selects best questions Students L What is the

List out the
➢ Identify structural content of teacher will E purposes of item
purposes of analysis?
defect questions list out the C
item analysis. ➢ Detect learning difficulties purposes of T
➢ Identify weakness item analysis. U
➢ Interpretation’s of students R
performance E
➢ Understands behaviour of item
➢ To become better competent of A
teachers N
➢ Control the quality of test D
➢ Evalauate the students Students will
➢ Find out performance of group write notes. D
➢ Reveals the facility value of each I
item and the discrimination S
C
U
S
S
I
O
N
S.No Specific Time Content Teaching Learning A.V.Aids Evaluation
Activity
objective

4. Explain item I.Item difficulty value L Explain about Item

Students E Difficulty index
difficulty, item “The difficulty value of an item is teacher will C and value?
difficulty defined as the proportion or percentage explain item T
index, of the examinees who have answered difficulty and U
difficulty value the item correctly” difficulty R
and facility - J.P Guilford index. E
value. It is measured by calculating the
percentage of test – takers who A
answered the item correctly. N
D
II. item difficulty index
D
P=R/N × 100 I
S
P=percentage C
R=No.of pupil who answered the item Students will U
correctly. write Notes. S
N= Total no.of pupil who tried them S
I
III. Difficulty level O
Average on the test × 100 N
Maximum possible score
S.No Specific Time Content Teaching Learning A.V.Aids Evaluation
Activity
Objective

Difficulty index

Difficulty index= H+L×100

N

H=No.of correct answers to the high

group
L= No.of correct answers to the low
group
N=Total No.of students in both group

facility value

No.of students answering questions

correctly × 100
No.of students who have taken the test
S.No Specific Time Content Teaching Learning A.V.Aids Evaluation
Activity
Objective

The way an item differentiates students Students L Explain item

5. Explain item
who know the content from who don’t teacher will E discrimination and
discrimination Item index?
know. explain item C
and item Discrimination index discrimination T
index. and item U
“index of discrimination is the ability of index. R
an item of the basis of which E
discrimination is made between
superiors and inferiors” -Blood and A
Budd N
Types of discrimination index (D.I) D
a. Zero discrimination or No Students will
discrimination write Notes. D
b. positive discrimination I
c. Negative discrimination S
A.zero discrimination or No C
discriminatio U
➢ the item of the test is answered S
correctly or know the answers by S
all the examines. I
➢ an item is not answered by any of O
the examinee. N
S.No Specific Time Content Teaching Learning A.V.Aids Evaluation
Activity
Objective
B.positive discrimination index
An item is correctly answered by L
superior and is not answered correctly E
by inferiors. C
T
C.Negative discrimination U
An item is correctly answered by R
inferiors and is not answered correctly E
by superiors.
A
Discrimination index N
DI= 2× (H-L) D
N
H= Number of correct answers in high D
group I
L=Number of wrong answers in Low S
group C
N=Total Number of students in both Students U
groups teacher will S What is criteria for
List out Criteria Criteria for selection and rejection of list out S selection and
6. item I
for selection and criteria for rejection of item?
rejection of item • Positive discrimination item only selection and O
selected. rejection of N
• Negative and zero discrimination item.
item is rejected.
• High and low value item are Students will
rejected. write notes.
S.No Specific Time Content Teaching Learning A.V.Aids Evaluation
Activity
Objective

In addition to evaluation of correct Students L Elaborate about

Elaborate
answers am item distractors or wrong teacher will E distractor
7. distractor elaborate evalaution?
answers also individually evalauated. C
evaluation distractor T
Inter item co-rrelation evaluation. U
➢ This matrix displays the R
correlation of each item with E
every other item.
➢ The matrix provide information A
about test internal consistency N
and what could be done to D
improve it.
Item total co-rrelation D
I
➢ Asses the usefullnes of an item as Students will S
measure of individual differences write notes C
in knowledge ,ability or U
personality characteristics. S
Item Revision S
I
➢ Developing a valid and reliable O
test is an ongoing process. N
➢ It helps the faculty to recall items
and students response to them.
➢ Item revision should conduct
after item analysis.
S.No Specific Time Content Teaching Learning A.V.Aids Evaluation
Activity
Objective
➢ Arrange the test scores in rank Students What re the steps
8. List out the order from highest to lowest. teacher will L of item analysis?
➢ Divide the score into high scoring list out the E
Steps of item
half and low scoring half. steps of item C
analysis ➢ For each item telly the numbers analysis and T
of students in each group who and using U
choose each alternative. item analysis R
➢ Records the count on a copy of result. E
test item next to each response
item. A
➢ Calculate the difficulty index for N
each item. D
➢ Calculate the discrimination index
for each item. D
I
9. A. Judge the worth or quality of a S
test C
B. Aids in subsequent test revision U
Using item C. Increase sills test construction Students S
D. Planning future activities teacher will S
analysis result E. Basis for discussing test results write Notes. I
F. Promotion of students to the next O
higher grade N
G. Improving teaching methods and
technique.
S.No Specific Time Content Teaching Learning A.v Aids Evaluation
Activity
Objective
Difficulty
index
Students teacher
General
Difficulty index will explain
guidelines for Range guidelines for
Discriminating Discriminating
Difficulty index 20 & Above Very difficult index and
And discrimination
discrimination 21 & 40 Difficult index.
index.
41 & 60 Average

61 & 80 Very easy

81 & Above Easy

Discrimination Item evaluation Students will

index wrute Notes.

>0.40 Very good items

Good but
O.30 – 0.39 subject to
improvement
0.20 – 0.29 Marginal items
need to be
improvement
<0.19
Poor items need
to be revised.
Conclusion
I want to give thanks to Mrs. Mukta Kulkarni ma’am for giving me such opportunity to make a lesson
plan on item analysis From this lesson plan i conclude that , item analysis provides valuable
information for further item modification and future test development. Quality control is important
for test development. This means that the test should be unidimensional. Items with negative
discrimination indices must be deleted or replaced.

Summary
Item analysis is a process which examines student responses to individual
test items (questions) in order to assess the quality of those items and of the test as a
whole.

References