this is a topic wherein it tackles on how to measure the item analysis

2. The teacher normally
prepares a draft of the test.
Such a draft is subjected to
item analysis and
validation to ensure that
the final version of the test
would be useful and
functional.

3. Try-out phase
Item analysis phase
Item revision phase

4. Item Difficulty
Discrimination Index

5. defined as the number
of students who are
able to answer the
item correctly divided
by the total number of
students.

6. Item
=
Difficulty
# of students w/ correct answer
total number of students

7. What is the item difficulty
index of an item if 25
students are unable to
answer it correctly while
75 answered it correctly?

8. Range of
difficulty index
Interpretation Action
0 – 0.25 Difficult
Revise or
discard
0.26 – 0.75 Right difficulty retain
0.76 - above Easy
Revise or
discard

9. tend to
discriminate between those
who know and those who
does not know the answer.
cannot
discriminate between those
two groups of students.

10. An easy way to derive such
a measure is to measure how
difficult an item is with
respect to those in the upper
25% of the class and how
difficult it is with respect to
those in the lower 25% of the
class.

11. Index
Of
Discrimination
= DU-DL

12. Obtain the index of
discrimination of an item if
the upper 25% of the class had
a difficulty index of 0.60 while
the lower 25% of the class had
a difficulty index of 0.20.

13. The index of
discrimination can range
from -1.0
(when DU =0 and DL = 1)
to 1.0
(when DU = 1 and DL = 0).

14. Index Range Interpretation Action
-1.0 to -.50
Can discriminate
but the item is
questionable
Discarded
-.55 to .45
Non-discriminating
Revised
.46 to 1.0
Discriminating
item
Include

15. Item Options
1
A B* C D
0 40 20 20 Total
0 15 5 0
*The correct response is B.
Upper
25%
0 5 10 5
Lower
25%

16. Item
Difficulty =
# of students w/ correct answer
total number of students
= 40
100
= 40% (within of a “good item”)