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Seock-Ho Kim
The University of Georgia
March 19, 1999
Copyright (c) 1999 by Seock-Ho Kim. This computer program and the
manual may be reproduced for noncommercial use without the author's
permission.
1. Introduction
The computer program CIA provides results of classical item
analysis. The classical item statistics can be obtained using CIA
are as follows:
(1) item difficulty
(2) item discrimination indices; the point biserial and
biserial correlations
(3) proportions, point biserial and biserial correlations for
distractors
CIA can also provide summary statistics of test scores, the
alpha reliability estimate and the standard error of measurement as
well as the quintile information. Please note that this manual
does not contain equations or descriptions of item statistics and
other statistics or estimates. There are many measurement texts
that contain the equations of the statistics and methods used in
this manual. Henrysson (1971) presented an extensive discussion of
the item statistics. Also Allan and Yen (1979), Crocker and Algina
(1986), Gulliksen (1987), Lord and Novick (1968), and Magnusson
(1967) contain descriptions and equations of nearly all statistics
and methods used in the program. For quintile information, see
Coffman (1971) and Wainer (1989). For the entry level introduction
to item analysis, refer to Payne (1997), Sax (1997), and Thorndike
(1997).
It is assumed that the user has a data file. The data file
contains basically an identification variable and a set of item
responses from a test with multiple-choice or true-false (i.e.,
dichotomously scored) items. The item responses can be 1 to 9 or
A to I that depends on the total number of choices. Note that the
lower characters (e.g., a to i) cannot be used. The total possible
number of choice of an item must be less than or equal to nine.
Each item can have a different number of choices. Before using the
data, it is recommended that a blank response be classified as
either the omitted response or the unreached response, and be
recoded using respective alphabet characters (e.g., O for the
omitted response and U for the unreached response). All
other unspecified responses will be treated as the invalid
responses.
The correlation indices of item discrimination can be
corrected for the spuriousness. In addition, CIA computes
optionally the quintile information. The user is queried by the
program to ascertain the availability of these options.
22341253153121
32332542232544
51341413125135
22452551222135
22521432524145
22341252151243
22543413353111
51133511421341
22243442323131
22142122133145
Overall there are 765 examinees in the file. The first eight
characters are examinees first names. These are used as the
identification (ID) variable. There are two blank columns between
ID and the actual item responses. There are 14 items and each item
have five choices. Please note that the blank responses appeared
in the data file have been replaced by O and U. All other illegal
responses will be treated as the invalid responses. If you have
some blank or other responses, but do not want to differentiate
them as the omitted, unreached, and invalid responses, you may
analyze them as invalid responses.
PROP
0.868
RPBI
0.468
RBIS
0.741
RES
1
2+
3
4
5
O
U
I
PROP
0.050
0.868
0.012
0.005
0.059
0.007
0.000
0.000
RPBI
-0.277
0.468
-0.166
-0.110
-0.270
-0.112
0.000
0.000
RBIS
-0.587
0.741
-0.582
-0.528
-0.542
-0.491
0.000
0.000
score. The alpha and the standard error of measurement are also
reported. In addition, the mean item difficulty, the mean point
biserial correlation, and the mean biserial correlation are
reported. The end of this part, you can find the title of the run,
and date and time.
N PERSONS
N ITEMS
MEAN
VARIANCE
SD
MINIMUM
MAXIMUM
ALPHA
SEM
MEAN P
MEAN RPBI
MEAN RBIS
765
14
9.31765
8.09646
2.84543
1.00000
14.00000
0.70633
1.54196
0.66555
0.45488
0.61451
SAMPLE RUN
CLASSICAL ITEM ANALYSIS
MONTH= 3 DAY=19 YEAR=1999 TIME=12:57
The last part of SAMPLE.OUT contains the quintile group
analysis. Based on the total score, five groups are formed. The
quintile groups are denoted as Q1 (low) to Q5 (high). Note that
the end of the output, the quintile range (i.e, the range of the
total score for each of the five quintile groups) can be found.
The marginal sum as well as the average score of the examinees who
selected the specific response category can be found. The
following is the cross classification of quintile group and item
response for item 1.
ITEM
1
RES
Q1
1
23
2+
97
3
3
4
2
5
24
O
4
U
0
I
0
SUM
153
[ITEM 2 ... ITEM 14]
QUINTILE RANGE
Q1
LOW,HIGH
1,7
Q2
7
130
2
1
12
1
0
0
153
Q3
7
136
2
1
7
0
0
0
153
Q4
1
150
1
0
1
0
0
0
153
Q5
0
151
1
0
1
0
0
0
153
Q2
7,9
Q3
9,10
Q4
10,12
Q5
12,14
SUM
38
664
9
4
45
5
0
0
765
AVERAGE
5.868
9.837
5.000
5.000
6.244
5.400
0.000
0.000
9.318
References
Allen, M. J., & Yen, W. M. (1979). Introduction to measurement
theory. Monterey, CA: Brooks/Cole
Coffman, W. E. (1971). The achievement tests. In W. H. Angoff
(Ed.), The College Board Admissions Testing Program: A
Technical report on research and development activities
relating to the Scholastic Aptitude Test and Achievement
Tests (pp. 49-77). New York: College Entrance Examination
Board.
Crocker, L., & Algina, J. (1986). Introduction to classical and
modern test theory. New York: Holt, Rinehart and Winston.
Gulliksen, H. (1987). Theory of mental tests. Hillsdale, NJ:
Erlbaum. (Reprinted from Theory of mental tests, by H.
Gulliksen, 1950, New York: Wiley)
Henrysson, S. (1971). Gathering, analyzing, and using data on test
items. In R. L. Thorndike (Ed.), Educational measurement
(2nd ed., pp. 130-159). Washington, DC: American Council on
Education.
Hopkins, K. D. (1998). Educational and psychological measurement
and evaluation (8th ed.). Boston: Allyn and Bacon.
Lord, F. M., & Novick, M. R. (1968). Statistical theories of
mental test scores. Reading, MA: Addison-Wesley.
Magnusson, D. (1967). Test theory (H. Mabon, Trans.). Reading,
MA: Addison-Wesley. (Original work published 1966)
Payne, D. A. (1997).
Wadsworth.
Belmont, CA:
Journal of