QUALITATIVE ITEM ANALYSIS

Qualitative item analysis (Zurawski, R.M.) is a process in which the teacher or expert
carefully proofreads the test before it is administered to check if there are typographical errors,
to avoid grammatical clues that may lead to giving away the correct answer, and to ensure that
the level of reading materials is appropriate. These procedures can also include small group
discussion on the quality of the examination and its items, with examinees that have already
took the test. According to Cohen, Swerdlik, and Smith (1992) as cited Zurawski, students who
took the examination are asked to express verbally their experience in answering each item in
the examination. This procedure can help the teacher in determining whether the test takers
misunderstood a certain item.

IMPROVING TEST ITEMS (Multiple Choice with 4 options)

As presented in the introduction of this chapter, item analysis enables the teachers to
improve and enhance their skills in writing test items. To improve multiple choice test item we
shall consider the stern of the item, the distracters and the key answer.

HOW TO IMPROVE THE TEST ITEM

Consider the following examples in analyzing the test item and some notes on how to improve
the item based from the results of item analysis.

Example 1. A class is composed of 40 students. Divided the group into two. Option B is
the correct answer. Based from the given data on the table, as a teacher, what would you do
with the test item?

Options A B* C D E
Upper Group 3 10 4 0 3
Lower Group 4 4 8 0 4

1. Compute the difficulty index.

n = 10 + 4 = 14
N = 40

DF = n
N

DF = 14
40

DF = 0.35 or 35%

2. Compute the discrimination index.

CUG = 10
CLG = 4
D = 20

DI = CUG – CLG
D

= 10 – 4
20
= 6
20

= 0.30 or 30%

3. Make an analysis about the level of difficulty, discrimination and distracters.

a. Only 35% of the examinees got the answer correctly, hence, the item is difficult.
b. More students from the upper group got the answer correctly, hence, it has a positive
discrimination.
c. Retain options A, C, and E because most of the students who did not perform well in the
overall examination selected it. Those options attract most students from the lower
group.

4. Conclusion: Retain the test item but change option D, make it more realistic to make it
effective for the upper and lower groups. At least 5% of the examinees choose the incorrect
option.

Example 2. A class is composed with 50 students. Use 27% to get the upper and the
lower groups. Analyze the item given the following results. Option D is the correct answer.
What will you do with the test item?

Options A B* C D E
Upper Group 3 1 2 6 2
Lower Group 5 0 4 4 1

1. Compute the difficulty index.

n = 6 + 4 = 10
N = 28

DF = n
N

DF = 10
28

DF = 0.36 or 36%

2. Compute the discrimination index.

CUG = 6
CLG = 4
D=4

DI = CUG – CLG
D
=6–4
14

= 2
14
DI = 0.14 or 14%

a. Only 35% of the examinees got the answer correctly, hence, the item is difficult.

b. More students from the upper group got the answer correctly, hence, it has a positive
discrimination.

c. Modify options B and E because more students from the upper group chose them
compare with the lower group, hence, they are not effective distracters because most of
the students who performed well in the overall examination selected them as their
answers.

d. Retain options A and C because most of the students who did not perform well in the
overall examination selected them as the correct answers. Hence, options A and C are
effective distracters.

4. Conclusion: Revised the item by modifying options B and E.

Chapter Exercise

A 25 – item multiple – choices test in Elementary Algebra with four options was recorded
below. Listed were number of students in the lower and upper groups who answered A, B, C
and D. The letter or option with an asterisk is the correct answer.

Options A B* C D E
Upper Group (27%) 3 1 2 6 2
Lower Group (27%) 5 0 4 4 1

Based from the given table answer the following:

a. Give the difficulty index.

b. What is the level of difficulty?
c. Indicate the discrimination index.
d. What is the discrimination index?
e. Which group got more correct answer?
f. Which of the option is the most effective?
g. Which of the option(s) is/are ineffective?
h. Is item 10 a positive discrimination or a negative discrimination?
i. What can you say about options A and C? Are they effective distracters? How about
option B? What will you do about option B?

Statistics

STATISTICS – is the art and science of collecting, presenting, analyzing and interpreting data.

MEAN – Is the average, where you add up all the numbers and divided it by the numbers of
numbers.

MEDIAN – is the “middle” value in the list of numbers. To find the median you must arrange
the numbers from smallest to largest.

MODE – the value that occurs most often. If no number is repeated, then there is no mode.