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Item Analysis Validation

This document discusses how to analyze test items to evaluate their quality and determine if they should be revised or discarded. It covers calculating the difficulty index and discrimination index of items. The difficulty index indicates what percentage of students answered the item correctly and whether it is too easy, just right, or too difficult. The discrimination index measures how well an item distinguishes between high-performing and low-performing students. The document provides examples of calculating these indexes and interpreting their values to validate test items.

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Charles Magpili
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871 views

Item Analysis Validation

This document discusses how to analyze test items to evaluate their quality and determine if they should be revised or discarded. It covers calculating the difficulty index and discrimination index of items. The difficulty index indicates what percentage of students answered the item correctly and whether it is too easy, just right, or too difficult. The discrimination index measures how well an item distinguishes between high-performing and low-performing students. The document provides examples of calculating these indexes and interpreting their values to validate test items.

Uploaded by

Charles Magpili
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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ITEM ANALYSIS & VALIDATION

ITEM ANALYSIS
• Provides information that will allow the
teacher to decide whether to revise or replace
the item.
• Then, finally, the final draft of the test is
subjected to validation if the intent is to make
use of the test as a standard test for the
particular unit or grading period.
Two Important Characteristics of an
Item
1. Item Difficulty – defined as the number of
students who are able to answer the item
correctly divided by the total number of
students.
It is usually expressed in percentage.
Example: total no. of students = 100
no. of students who got the correct answer = 75
Item Difficulty = 75 ÷ 100 = 0.75
0.75 x 100% = 75%
Item Difficulty = 75%
Range of Difficulty
Interpretation Action
Index

0 – 25% Difficult Revise or discard

26% - 75% Right difficulty Retain

76% - above Easy Revise or discard


Solve for the difficulty index of each number. Write
the interpretation and action to be taken with the
item.
1. Total no. of pupils = 45
No. of pupils who got the correct answer = 25
2. Total no. of pupils = 52
No. of pupils who got the correct answer = 45
3. In a class of 41 pupils, only 12 of them got the
correct answer in item no.5.
4. Grade 8 Sampaguita composed of 27 boys and 24
girls took their First Periodic Test in Mathematics. In
the last item number, 3 boys and 4 girls did not get
the correct answer.
Two Important Characteristics of an
Item
2. Index of Discrimination – it tells whether an item can discriminate
between those who know and those who do not know the answer.
- It is derived through measuring 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.
- If the upper 25% of the class found the item easy yet the lower 25%
found it difficult, then the item can discriminate properly between
these two groups.
Thus: Index of Discrimination = DU – DL
where in DU = no. of students in the upper 25% of the class who got
the item correct ÷ total number of students in the upper 25%
DL = no. of students in the lower 25% of the class who got the item
correct ÷ total number of students in the lower 25%
Index Range Interpretation Action

Can discriminate
-1.0 to -0.55 but item is Discard
questionable

-0.54 to 0.45 Non-discriminating Revise

0.46 to 1.0 Discriminating item Include


Example: In a class of 40 pupils, among the
upper 25% of the class, which is 10, 8 got the
correct answer in the first item, while among
the lower 25% of the class, only 2 got the item
correctly.
DU = 8 ÷ 10 = 0.8
DL = 2 ÷ 10 = 0.2
ID = DU – DL = 0.8 – 0.2 = 0.6
* The item is a discriminating item and should
be included in the standard test.
Solve for the index of discrimination and determine the
appropriate interpretation for each and the action to be
taken.
1. Upper 25% of the class is 20 pupils; 14 of them got the
correct answer in the item.
Lower 25% of the class is 20 pupils; 4 got the correct answer
in the same item.
2. Upper 25% of the class is 13 pupils; 7 of them got the
correct answer in the item.
Lower 25% of the class is 13 pupils; 8 got the correct answer
in the same item.
3. 52 pupils in a class, 13 of the upper 25% got the answer in
item #5 correctly, while only 1 from the lower 25% answered
the same item correctly.
4. A class of 18 boys and 10 girls, among the lower 25%, 6 of
them got the wrong answer in item #30, while among the
upper 25%, only 1 answered incorrectly.

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