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IMPROVING
TESTS
Three Elements in an Test
Analysis
1. Examination of the difficulty level of
the items,
2. Determination of the discriminating
power of each item, and
3. Examination of the effectiveness of
distractors in a multiple choice or
matching items.
Types of Quantitative Item
Analysis
1. Difficulty Index
2. Discrimination Index
3. Analysis of Response Options
Difficulty Index
Df = n
N
Interpretation of the Difficulty
Index
1. Positive discrimination
2. Negative discrimination
3. Zero discrimination
Discrimination Index Formula
DI = CUG – CLG
D
Interpretation of the Index of
Discrimination
or revised?
A test item can be retained when its level of
difficulty is average, difficult and
discriminating power is positive.
UG 3 10 4 0 3
LG 4 4 8 0 4
Analysis
a. Only 35% of the examinees got the items
correctly, hence, the item is difficult.
b. More students from UG got the item
correctly, hence, it has a positive
discrimination.
c. Retain options A, C, and E because most
of the students who did not performed
well in the overall examination selected it.
d. Conclusion: Retain the test item but
change option D, make it more realistic.
A class is composed of 50 students.
Use 27% to get the upper and the
lower groups.
Options A B C D* E
UG 3 1 2 6 2
LG 5 0 4 4 1
Analysis
UG 2 3 2 2 5
LG 2 2 1 1 8
Analysis
a. 46 %, moderately difficult.
b. Negative discrimination.
c. No need to analyze the distracters
because the item discriminate
negatively.
d. Modify all the distracters.
e. conclusion: Reject the item.
Options A B* C D E
UG
LG
Options A B* C D E
UG
LG
Options A B* C D E
UG
LG
Item Group Answers Total No. Difficulty H–L Discrimin
of Index ation
Correct Index
A B C D
Answers
1 H 20 3 14 2 1 21 52.5 7 0.35
L 20 10 7 3 0
2 H 20 0 0 18 2 27 67.5 9 0.45
L 20 0 3 9 8
3 H 20 3 8 4 4 10 25.0 6 0.30
L 20 10 2 4 4
4 H 20 3 3 4 10 14 35.0 6 0.30
L 20 2 4 10 4
5 H 20 15 2 2 1 16 40.0 14 0.70
L 20 1 10 4 5
Limitations of Item Analysis