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Introduction
This assignment will be useful to analyse and assess the quality and
utility of an item. Quantitative item analysis is used for examining the
usefulness of multiple-choice formats, and interpreting the test data.
3. Test Analysis
The numbers refers to the mean, mode, median and the standard
deviation (STDEV). Table 1 describes the statistics.
Mean 65.7876
Mode 65
Median 65
STDEV 23.314
Table 1: Descriptive statistics
The list
1
descending order:
2
that once we construct a grouped frequency distribution, it
quickly becomes apparent that the class did well on the test
(almost too well). Table 3 shows the frequency related to the
test scores.
The highest score obtained in the test item is 100 %, and the
lowest score is 15 %. The range (R) was obtained by
subtracting the lowest score (L) from the highest score (H).
The range of scores for the 25 student is 85. The number of
intervals the teacher/researcher decided on was 10. The size
of the interval (i) is obtained by dividing the range (R) by the
number of intervals (10), and round to the nearest odd
number, of which the interval width was 8,5 ≈ 9.
Frequency Histogram
4
Frequency
0
15-23 24-32 33-41 42-50 51-59 60-68 69-77 78-86 87-95 96-104
Intervals
3
3.2.4. The Frequency Polygon
Frequency Polygon
4
Frequency
0
19 28 37 46 55 64 73 82 91 100
Middle values
4
3.3 Reliability coefficient
Reliability Interpretation
K 20
K-1 19
Variance 499.553
Test Reliability
1.053
Part 1
Test Reliability
-0.006
Part 2
r
(Reliability -0.006
coefficient)
Table 4: Reliability coefficients
5
The reliability coefficient of the test scores of the 20 multiple
choice test item were -0.006, which means that the reliability of
test is questionable.
4. Item analysis
4.1.Difficulty index
6
Table 5: Difficulty index
7
9. 0.52 Acceptable Fair
10. 0.33 Acceptable Fair
11. 0.92 Unacceptable Too easy
12. 0.76 Unacceptable Too easy
13. 0.60 Acceptable Fair
14. 0.84 Unacceptable Too easy
15. 0.80 Unacceptable Too easy
16. 0.92 Unacceptable Too easy
17. 0.63 Acceptable Fair
18. 0.33 Acceptable Fair
19. 0.52 Acceptable Fair
20. 0.64 Acceptable Fair
Table 6: Interpretation of the difficulty index
Miskeying
Guessing
Ambiguity
5. Conclusion
This multiple choice test item was too easy, with questionable
reliability. The test should not contribute heavily to the course
marks, and it needs revision. The analysis was worthwhile, because
it improves the teacher’s skills in test construction and points out
the shortcomings in the students knowledge on the specific work.
References
2. http://www.stats.gla.ac.uk/steps/glossary/probability_distributions.
html#variance [Accessed: 2008-04-04]