May 24, 2017, 1:00 – 3:00pm

Item Analysis and

Evaluation of
Test Results
Objectives for this two-hour interaction:
 To characterize a valid and
reliable test item
 To perform a system of
checking the validity and
reliability of a test
 To interpret test results after
item analysis
Let’s test our memory first…
Try remembering
as many words
as you can in
their proper
order within just
3 minutes.
In 2 minutes, write
down the words in
proper order on the
sheet provided.
00:01:10
00:01:20
00:01:30
00:01:40
00:01:50
00:02:00
00:00:20
00:00:30
00:00:40
00:00:50
00:01:00
Demonstration
 Occurring
RandomlyTechnique
Awkward Mnemonics
Let’s try the ROAM Technique

In 3 minutes, try
remembering the 20
words by creating
ROAM links.
 1. clock 11. vase
2. coin 12. umbrella
3. pencil 13. mug
4. egg 14. eyeglasses
5. gun 15. TV
6. lizard 16. tomato
7. orange 17. bridge
8. wallet 18. ice
9. computer 19. dog
10. book 20. paper
In 2 minutes, write
down the words in
proper order on the
sheet provided.

00:01:10
00:01:20
00:01:30
00:01:40
00:01:50
00:02:00
00:00:20
00:00:30
00:00:40
00:00:50
00:01:00
 1. clock 11. vase
2. coin 12. umbrella
3. pencil 13. mug
4. egg 14. eyeglasses
5. gun 15. TV
6. lizard 16. tomato
7. orange 17. bridge
8. wallet 18. ice
9. computer 19. dog
10. book 20. paper
 Creative Assessment

teaching VALID learning

test
strategies
activities
techniques
instruments
 rate
rate of correct of students in a
responses
Properly
Higher =Scored
Lower
amongDhigh P =
Effective Post-reviewed
More
Item
performers
group who answered Difficult Item
compared toHigher
that ofPthe
Lower D = Questionable = Easier Item
in an item correctly
low performers in the test2008)
(Garcia,
Evaluating the
(Garcia, 2008)
ITEM ANALYSIS
Objective-Type of Test

Difficulty
Test difficulties Discrimination
Test deficiencies
detected
Index (P) identified
Index (D)
ITEM ANALYSIS
ITEM ANALYSIS (Garcia, 2008)

Procedure:
1. Arrange the scored papers from highest to
lowest.
2. Group the upper 27% and the lower 27%.
3. Record separately the number of times each
option was chosen by the students per item in
both groups.
4. Add the number of correct answers to each
item by the upper and lower groups combined
ITEM ANALYSIS (Garcia, 2008)

Procedure:

5. Compute the difficulty index (P) using:

P = Nc x 100
T
where:
Nc = no. of correct responses
T = combined total of students in the
upper & lower groups
ITEM ANALYSIS (Garcia, 2008)

Procedure:

6. Compute the discrimination index (D) using:

D = CU - CL
where: T
CU = no. of correct responses, upper grp.
CL = no. of correct responses, lower grp.
T = no. of 27% of the students
 Difficulty of Items
P value range Interpretation
0.00 to 0.20 Very Difficult
0.21 to 0.40 Difficult
0.41 to 0.60 Moderately Difficult
0.61 to 0.80 Easy
0.81 and above Very Easy
 Discrimination by the options
D value range Interpretation
-1.00 to -0.60 Questionable
-0.59 to -0.20 Not Discriminating
-0.19 to 0.20 Moderately Discriminating
0.21 to 0.60 Discriminating
0.61 to 1.00 Very Discriminating
 Let’s try the
ITEM ANALYSIS
in Excel® template
Let’s ponder!
Is the
pencil-and-paper test
the most reliable form of
assessing student
learning?
After the break…
Exploring authentic
assessment