Item

Analysis
 Item Analysis
is a process of examining the
students response to individual
item in the test. It consists of
different procedures for
assessing the quality of the test
items of the students
 There are two types of item
analysis:

- Quantitative Item Analysis

- Qualitative Item Analysis
 Difficulty Index
refers to the proportion of
the number of students in
the upper and lower groups
who answered an item
correctly.
 Difficulty Index Formula
DF = n/N, where
DF= difficulty index
n= number of the students selecting item
correctly in the upper group and lower group
N= total number of students of students who
answered the test
 Level of Difficulty
Index Range Difficulty Level

0.00-0.20 Very Difficult

0.21-0.40 Difficult

0.41-0.60 Average/Moderately Difficult

0.61-0.80 Easy

0.81-1.00 Very Easy

 Discrimination Index
The power of the item to
discriminate the students
between those who scored
high and those who scored
low in the overall test.
Types of Discrimination Index

1. Positive Discrimination
2. Negative Discrimination
3. Zero Discrimination
 Positive Discrimination
happens when more students in
the upper group got the item
correctly than those students
in the lower group.
Negative Discrimination
occurs when more students
in the lower group got the
item correctly than the
students in the upper group
 Zero Discrimination
happens when a number of
students in the upper group
and lower group who answer
the test correctly are equal
 Levels of Discrimination
Ebel (1986) and Hetzel (1997)
Index Range Discrimination Level

0.19 and below Poor item, should be eliminated or

needed to be revised

0.20- 0.29 Marginal item, needs some revision

0.30-0.39 Reasonably good item but possibly

for improvement
0.40 and above Very good item
 Discrimination Index Formula
DI = CUG - CLG /D , where
DI = discrimination index value
CUG = number of students selecting the
correct answer in the upper group
CLG = number of students selecting the correct
answer in the lower group
 Analysis of Response Options
Another way to evaluate the
performance of the entire test item
is through the analysis of the
response options. It is very important
to examine the performance of each
option in a multiple-choice item.
 Distracter Analysis
Distracter- term used for
the incorrect options in the
multiple-choice type of test
while the correct answer
represents the key
 Factors why students failed to get the
correct answer in the given question:

It is not taught in the class properly.

It is ambiguous.
The correct answer is not in the
given in the options.
It has more than one correct answer.
 Factors why students failed to get the
correct answer in the given question:
It contains grammatical clues to mislead the
students.
The student is not aware of the content.
The students were confused by the logic of
the question because it has double negatives.
The student failed to study the lesson.
 Miskeyed Item
The test item is a potential
miskey if there are more
students from the upper group
who choose the incorrect
options than the key.
 Guessing item
Students from the upper group have equal spread of
choices among the given alternatives. The students
from the upper group guess their answers because of
the following reasons:
the content of the test is not discussed in the
class or in the test.
The item is very difficult.
The question is trivial.
Ambiguous item
 Ambiguous item
This happens when more
students from the upper
group choose equally an
incorrect option and the
keyed answer.
 Qualitative Item Analysis
is a process in which the
teacher or expert carefully
proofreads the test before it
is administered. (Zurawski
R.M.)
 Thank You
And GodBless