Item Analysis - Group 5
Item Analysis - Group 5
ITEM
ANALYSIS
CHABIB
ELFRIDA
GROUP 5 NAFTALIA
TRI SETYA
LIST OF CONTENTS
Reliability Assessment : By
Validity Check : Item analysis can analyzing item statistics, can
reveal whether test items are assess the internal consistency or
measuring what they are intended reliability of the test
to measure.
Identification of Problematic Items
: It helps in identifying items that may
need to be revised or removed from
the test.
ADVANTAGES OF ITEM ANALYSIS
measurement used in item measure used in item analysis the process used in the
analysis to determine how to assess the extent to which context of multiple choice tests
difficult a question or item is an item or question in a test to evaluate the answer options
on a test can differentiate between high- or choices provided for each
achieving test takers from low- test item
achieving test takers
ITEM DIFFICULTY
The item difficulty index is one of the most useful,
and most frequently reported, item analysis
statistics. It is a measure of the proportion of
examinees who answered the item correctly.
Simply it states the level ofdifficulty in answering the
questions by therespondents during their test
FUNCTION
Determining the overall difficulty of the test
Adjusting the test difficulty
Identify items that need revision
Ensuring test equivalency
TO CALCULATE SIMPLY (ITEM DIFFICULTY)
INTERPRETATION
Answer
0.41 – 0.60 MODERATE
Formula : DIFFICULT
Di = r/N
= 45/75 0.61 – 0.80 EASY
= 0,60
Note: 0.81 – 1.00 VERY EASY
#15 A 1 9
B 0 3
C* 26 15
D 1 1
E 0 0
TO SOLVE FOR THE INDISCRIMINATION INDEX,
WE USE FORMULA
Formula
Ds = Pu-PI
N
Where :
Pu = Proportion of the students in the upper group who got the correct
response.
PL = Proportion of students in the lower group who got the correct response.
N = Total number of takers
TO SOLVE FOR THE INDISCRIMINATION INDEX, WE USE
FORMULA
Formula
Ds = Pu-PI
N
= 26-15
56
= 0.20
26 = The total number of student who get the correct response from the upper group.
15 = The total number of student who get the correct response from the lower group.
We divide it to 56 which is the sum of the test takers from UG or Upper Group and
the LG or Lowered group. Which is 28 + 28 that makes it 56.
N =28 + 28 = 56
INTERPRETATION
PURPOSE
Assessing the quality of distractors
Improving test validity and reliability
Identify conceptual problems
Refinement of instructions
FOR EXAMPLE
Item 1
A B C D
Number in
22 3 2 3
Upper group (30)
HOW TO CALCULATE ?
Number in
9 7 8 6
Lower Group (30)
Total (60) 31 10 10 9
% of
53% 16,5 % 16,5 % 15%
selection
FORMULA
Difficulty Index = Ru + RL
T
= Ru+ RL = 22 + 9 = 0.52
60
NOTES
RU = THE NUMBER IN THE UPPER GROUP WHO ANSWERED THE ITEM CORRECTLY
RL = THE NUMBER IN THE LOWER GROUP WHO ANSWERED THE ITEM CORRECTLY
T = THE NUMBER WHO TRIED THE ITEM
INTERPRETATION
INDEX DIFFICULTY
INDEX RANGE DIFFICULTY LEVEL
Descrimination Index = Ru - RL
1/2T
= Ru+ RL = 22 - 9 = 0.43
30
NOTES
RU = THE NUMBER IN THE UPPER GROUP WHO ANSWERED THE ITEM CORRECTLY
RL = THE NUMBER IN THE LOWER GROUP WHO ANSWERED THE ITEM CORRECTLY
T = THE NUMBER WHO TRIED THE ITEM
INTERPRETATION
DISCRIMINATION INDEX
Item 2
A B C D
Number in
11 28 0 0
Upper group (30) HOW TO CALCULATE ?
Number in
5 12 0 4
Lower Group (30)
Total (60) 16 40 0 4
% of
26,5 % 67 % 0% 6,5 %
selection
FORMULA
Difficulty Index = Ru + RL
T
= Ru+ RL = 28 + 12 = 0.67
60
NOTES
RU = THE NUMBER IN THE UPPER GROUP WHO ANSWERED THE ITEM CORRECTLY
RL = THE NUMBER IN THE LOWER GROUP WHO ANSWERED THE ITEM CORRECTLY
T = THE NUMBER WHO TRIED THE ITEM
INTERPRETATION
INDEX DIFFICULTY
INDEX RANGE DIFFICULTY LEVEL
Discrimination Index = Ru - RL
1/2T
= Ru-RL = 28 - 12 = 0.53
30
NOTES
RU = THE NUMBER IN THE UPPER GROUP WHO ANSWERED THE ITEM CORRECTLY
RL = THE NUMBER IN THE LOWER GROUP WHO ANSWERED THE ITEM CORRECTLY
T = THE NUMBER WHO TRIED THE ITEM
INTERPRETATION
DISCRIMINATION INDEX
Revising test items refers to the process of reviewing and modifying the
questions or tasks used in a test or assessment.
This is done to ensure that the items are clear, accurate, and aligned with the
intended learning outcomes.
Revising test items may involve making changes to the wording, format, or
content of the questions to improve their validity and reliability.
IMPORTANCE OF REVISING TEST ITEMS
comprehension
5. Alignment with standard : Test items should be aligned with the relevant
standards
EXAMPLE OF REVISING TEST ITEMS
In this example, the original test item had the correct answer as option b) Paris.
However, upon review, it was determined that option d) Berlin was too similar to
option b) and could potentially confuse test takers.
Therefore, the item was revised by replacing option d) with option d) Madrid,
which is the capital of Spain.
IMPLICATIONS FOR MBKM PROGRAM
Importance of analyzing and Potential benefits of analyzing and Challenges and limitations of
revising test items in the context of revising test items for improving analyzing and revising test items
MBKM program student learning outcomes in the context of MBKM program
IMPORTANCE OF ANALYZING Discrimination Power : helps
AND REVISING TEST ITEMS IN determine how well individual test items
THE CONTEXT OF MBKM discriminate between high-performing
PROGRAM and low-performing test-takers
Reliability Assessment : By
Validity Check : Item analysis can analyzing item statistics, can
reveal whether test items are assess the internal consistency or
measuring what they are intended reliability of the test
to measure.
Identification of Problematic Items
: It helps in identifying items that may
need to be revised or removed from
the test.
POTENTIAL BENEFITS OF ANALYZING AND REVISING TEST ITEMS
FOR IMPROVING STUDENT LEARNING OUTCOMES
T h e i m p r o v e m e n t o f l e a r n i n g o u t c o m e s a n d d e e p er comprehension
H e l p s i n s t r u c t o r s e l i m i n a t e i n e f f e c t i v e m e a s u r e s of
student learning outcomes
e n c o u r a g e s s t u d e n t s t o s t u d y a n d p r o v i d e s f e e d b ack to instructors
difficult to ensure that test items are aligned with the goals
of the MBKM curriculum and accurately measure student
learning outcomes
time-consuming and require a
significant amount of effort continuous process that requires
ongoing effort and resources
Hartati, N., & Yogi, H. P. S. (2019). Item analysis for better quality test. English Language in Focus, 2(1), 59-70.
Karim, S. A., Sudiro, S., & Sakinah, S. (2021). Utilizing test items analysis to examine the level of difficulty and
discriminating power in a teacher-made test. EduLite: Journal of English Education, Literature, and Culture, 6
(2), 256-269. http://dx.doi.org/10.30659/e.6.2.256-269