Test Analysis : An Item Analysis

969 WordsMar 9, 20174 Pages
It’s important to make sure that the assessments are accurately measuring what students know, however, good test items are difficult to write. An item analysis can help improve assessments because it shows which items are too easy or too difficult as well as how well a question distinguishes between students at the top and bottom (Making sense of test analysis, n.d.). This analysis is helpful to understand which questions need to be changed, removed or should be kept (Making sense of test analysis, n.d.). In this way, it is designed to enhance the quality of each question and therefore will help teachers increases the validity and reliability of the full assessment (Making sense of test analysis, n.d.). Thus, item analysis is essential…show more content…
Questions 3,4,5,7 and 10 has a difficulty index of 1 because all students answered those questions correctly. The difficulty index rule states that if the item difficulty is more than .75 (Making sense of test analysis, n.d.), then it is an easy question; thus, questions 1, 3,4,5,7, and 10 are all above .75 and are therefore considered easy questions. It is important to determine when questions are too easy so that they can be modified and better determine the student 's learning. There is technically no difficult question in this assessment because according to the difficulty index rule if the item difficulty is below .25 then the question is considered too difficult (Making sense of test analysis, n.d.). In this evaluation, the question closest to .25 is question 2, which has a difficulty index of 0.40. The score indicates that although the question was quite difficult, it is still an appropriate question to use because it is not below the difficulty score range. The poorest discrimination are questions 3, 4,5,7,9, and 10 because these questions have a discrimination index of 0 and also are the same questions that were determined to be the easiest. The discrimination score indicates that high achieving students performed the same way as low-achieving students and it is logical that the least discrimination occurred in questions where all the student got the correct answer. The same situation