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Assessment in Learning II PPT 4 (Interpretation and Assessment of Data)

Assessment in Learning II PPT 4 (Interpretation and Assessment of Data)

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Jonel Carballo
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170 views26 pages

Assessment in Learning II PPT 4 (Interpretation and Assessment of Data)

Assessment in Learning II PPT 4 (Interpretation and Assessment of Data)

Uploaded by

Jonel Carballo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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877Central Philippine Adventist College

SCHOOL OF ARTS, SCIENCES AND EDUCATION


SECOND SEMESTER, ACADEMIC YEAR 2023-2024

PROFED 2207:
Assessment in Learning II
JONEL C. CARBALLO
Instructor
2

Course
Outline:

1. Basic Concepts in Assessment


2. Principles of High Quality Assessment
3. Development of Assessment Tools:
Knowledge and Reasoning
4. Interpretation and Assessment of
Data
5. Utilization and Reporting of Test Results
3

4.
Interpretation
and
Assessment of Focus: Item
Analysis
“
The
Question:
Why item
analyze?
6

Points to
Consider

1. The difficulty of the


item
2. The discriminating power of
the item
3. The effectiveness of each
item
7

Benefits of Item
Analysis

1. It gives useful information for class


discussion of the test.
2. It gives data for helping the students
to improve their learning method.
3. It gives insight and skills which lead to
the construction of better test items
for future use.
8

The UL
Method of
Item Analysis
9

The
Scenario
1
0
Procedur
e:
1. Arrange the test scores from highest
to lowest.
1
1
Procedur
e:
2. Get 1/3 of the papers from the highest scores(UG)
and 1/3 from the lowest scores (LG).
1
2
Guide for Taking
Cases
1. The entire group (all subjects) may be used
if the item analysis is
computerized. In this case, economy of time and effort is not
an important
consideration.
2. If the item analysis is not computerized, there are statistical
reasons why one uses the best 27 percent of the examinees in
the group and the poorest 27
percent in the other group. These groups are the extreme of the
distribution. Obviously, the more extreme (or smaller) the
percentage used for the upper and the lower groups for
discrimination purposes, the sharper will be the differentiation.
(But, the use of more extreme (or smaller) groups, such as upper and
1
3
Why Extreme
Cases?
▸ Kelly (1939) has proven that in a normal distribution, the
optimum point at which these two conditions balance is
reached with the upper and lower 27 percent.

▸ Cureton (1957) says, however, that when the distribution is


flatter than the normal curve, the optimum percentage is
slightly greater than 27 and approaches 33.

▸ Michael, Haertzka, and Perry (1953) have shown that all


levels of item difficulty computed on “all” subjects agree
closely with the average of the levels of item difficulty
computed on the “upper” and “lower” 27%.
1
4
Procedur
e:

3. Count the number of students in the


upper and lower groups, respectively,
who chose the options.
1
5
Procedure:

4. Record the frequency on


Step 3.

*Correct
Answer
1
6
Procedur
e:
5. Estimate the index of difficulty.
∑X
Index of Difficulty = ------- X 100
N
Where:
∑ X – sum of correct answers of
the upper and the
lower group
N – number of cases in the upper and
the lower group
“
1
7

∑
Index of X X
Difficulty = N 100
= 7 X
100
20
= 0.35 X
Index of Difficulty 100
=
35%
Take
Note:

▸ Difficulty refers to the percentage


of getting the right answer of each
item.
▹ The smaller the percentage, the more difficult
is the
item.
▹ Use the “majority criterion” in interpreting an
index of
difficulty.
1
9
Interpreting an Index of
Difficulty
2
0
Procedure:

6. Estimate item discriminating


power
RU – RL
Index of Discrimination =
---------
NG
Where:
RU – right responses of the
2
1

RU –

“
RL
N
Index of = 4G
–3
Discrimination = 10
Index of Discrimination =
0.10
Take
Note:
▸ The discriminating power of an item ranges
from [-1, 1].
▸ A discriminating power of 1means none of the
lower group
got the right answer correctly.

▸ A discriminating power of -1 means none of the


upper group
got the right answer correctly.
2
3
Interpreting an Index of
Discrimination
2
4
Procedur
e:
7. Determine the effectiveness of the
distractors.
2
5
A CAUTION in Interpreting Item Analysis
Results

1. Item analysis data are not synonymous


with item validity.
2. The discrimination index is not always
a measure of item quality.
3. Item analysis data are tentative.

▸
**SOURCE
: W. A.Mehrens and I. J. Lehmann. (Measurement and Evaluation in Education and Psychology. New York: Holt, Rinehart and Winston,1973,
333-334)
End of Module
4

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