Discussion of Report 2. 3.

1 Weak and good Items Weak items are items where theoretically, the difficulty index is high but the discrimination index is low. A good example is Item 3 which is an easy question, the Difficulty Index is (0.8) easy but the discrimination index is low (0.1). Both stem and options need to be improved. Another one is tem 7 , moderate (0.5) for difficulty index but low(0.1) for discrimination index. Both stem and options need to be improved. Item 10 is a weak item, difficulty index is moderate(0.5) but discrimination index is low(0.1) so question needs to removed or rewritten. Both the stem and options need to be improved. Item 11 is moderate(0.3) for difficulty index but there is no discrimination (0.0) so question has to be removed. To use the same content knowledge, the stem is rephrased to form a slightly different question. Another weak item is Item 12, the difficulty index is moderate(0.35) but the discrimination index is low(0.1). Therefore, question is rephrased and options were further rephrased. Finally, item 6 is a difficult question (0.2) difficulty index and there is no discrimination (0.0) so question is replaced. Good items are items where theoretically, the difficulty level is moderate and the discrimination index is high. Item 1 is moderate (0.6) difficulty Index and moderate (0.4) discrimination index and so item is good and retained. Item 5, difficulty index is moderate (0.7) and discrimination index is high (0.3), so it is a good so item is retained. Item 8 is a good item as the difficulty index is moderate (0.35) and discrimination index is high (0.7) so question is retained. Item 14 is a good question, difficulty index, easy (0,7) index(0.6) so question is retained. Other items fall under moderate or average. Item 2 is moderate for both difficulty Index (0.65) discrimination index (0.35) so options need to be improved. Both difficulty index (0.4) and discrimination index (0.7) are moderate for Item 4. Item 6 is moderate for both difficulty index (0.7) discrimination index(0.3). Question can be further checked or revised if desired. Item 9 is moderate for both difficulty index (0.4) and discrimination index (0.3) so item can be and high discrimination

revised if required. Item 13 is of average level, moderate for difficulty index(0.6) and moderate for discrimination index so question is retained. ( refer to Appendix D for summary ) 2.3.2 Reasons for Weak and good Items As this test is based on the literature component, students need to be familiar with the literary elements and figurative language being used. The target students take literature in the Malay language so should be able to cope. However, the use of figurative language in English might be a little alien for them and could cause misunderstanding. Another reason is maybe due to lack of reading of the novel itself because the content is from the novel. Thirdly, students might be a little confused by the language and structure used. However, some questions such as number 15 tests on higher order thinking skills (evaluation) and this might be one of the reasons for the inability to respond correctly. Meanings are hidden(connotative ) and not surface meanings (denotative). However, some items are good and students could attempt them well. Probably, both stems and options are precisely stated and students could easily identify the answers. Questions that test on knowledge level (1, 2) and Comprehension level (3, 4 and 5) are easily attempted by students. 2.3.3 How the items can be improved Items could be improved by either rephrasing the statement / stem or the options. Language used is simpler and more direct in manner. This is to ensure that the stem and responses are easily understood. The revision of the items are indicated below :Item 1 Moderate difficulty, moderate discrimination index.Options need to be improved.

Who did Pendekar Atan live with when he first came to Bentong ?

A B C D

Pak Kia Towkay Chan Tuk Penghulu Tuan Pekok

Item 3 Easy question but low discrimination. Improve on the stem and options. Item 3 is based on the description below :Usually, it was his huge hands that flew into action, not his tongue. What does it tell you about Pendekar Atan? A B C D He is a friendly person He is quiet and reserved He is an aggressive and violent He likes to quarrel with his brothers

Item 7 Stem and options are improved. Why was the title Pendekar Atan given to Pendekar Atan ? A B C D He was a brave man. He was a real Malay warrior. He helped to save the Ketari villagers He fought off four gangsters and saved Towkay Chans life.

Item 10 Statement/ stem is improved , is more direct and options were slightly improved. 7. The people of Ketari were excited over the money from the sale of their land to Tuan Pekok, yet Zaidi worries about their future. What can be inferred from this statement ? A B C D They spend their money carelessly They buy a lot of things They do not save their money in the bank They lost their land and did not have any money for future use.

Item 11 Item is rephrased

Why do the villagers burn logs under their houses ? A B C D For cooking To frighten wild animals To provide some light for their house. For warmth and to keep the insects away

Item 12 Question is rephrased and options are more direct. Tuk Pawang treats the injury by chewing senduduk leaves into a paste and plasters it on Karims cut. How do you categorise Tuk Pawangs method of treatment ? A Good and effective B Clean and religious C Old-Fashioned and unhygienic D Clean and ineffective

Item 15 Stem is not completely replaced but rewritten. Content is retained. Zaidi realises that Janda Baik will eventually progress. How will this affect the people ? They will A B C D 2.4 move further into the jungle stick to paddy planting rebel and oppose the changes have to adapt to the changes

Relationship between Difficulty Index and Discrimination Index Theoretically, the more difficult a question (or item) or easier the question (or item),

the lower will be the discrimination index. Stanley and Hopkins(1972) provide a theoretical model to explain the relationship( refer to Appendix E ) Based on the figure, as the difficulty index increases from 0.1 to 0.5, the discrimination index increases even more but again, it depends on the type of question. For example, a difficulty index of 0.8(easy), the discrimination index is 0.1(low) so the item is considered as a weak item. Items may be both moderate for difficulty index and discrimination index such as item 4, 0.4 and 0.3 respectively. On the other hand, item 5 is moderate for difficulty index (0.7) but high (0.40 for discrimination index so the item is considered as a good item.

As a conclusion, the more difficult a question, the harder it is for that question or item to discriminate between those students who know and do not know the answer to the question. Similarly, when the difficulty index is 0.8 (easy) , the discrimination index is 0.1 (low) as for item 3 indicates that the question is not suitable and should be removed or replaced. The easier the question or item, the harder is for that question of item to discriminate between those students who know and do not know the answer to the question, without forgetting the fact that though multiple-choice questions enhances thinking skills, there are elements of guessing attached to them.