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Purpose
As pointed out by Payne (1992), item analysis is conducted for the following purposes.
To select the best available items for the final form of the test;
To identify structural or content defects in tdiffigitem
To detect learning difficulties of the class as a whole; and
To identify the areas of weaknesses of students in need of remedation.
IDN(CU-CL/NSG)
21 - 40. Difficult
41 - 60. Average
The index of discrimination , as already poimted out, tells a teacher the degree to which a
test item differentiates the high achievers from the low achievers in his/her class.
An item has a positive discrimating power when more students from the upper group got the
right answer than those from the lower group.
And ideal item is one that all students in the upper group answer correctly and all students
in the low group answer wrongly.
The first procedure requires that the answers to the different distractors be counted fo
the upper and lower groups
Another method of analyzing the effectiveness of distractors is by determining the mean
score of the students who respond to each distractor, as well as that those who choose
the correct answer.
While item analysis is undertaken for the purpose of improving-test items, its techniques can
not be used with essay items. The scores obtained by the students from the upper group can be
compared with those of belonging to the lower group without using the index of discrimination
and difficulty.
The type of item, format, and reading level are among the many variables which can influence
test and item difficulty