Written Report ITEM ANALYSIS AND VALIDATION

DON HONORIO VENTURA STATE UNIVERSITY
Cabambangan, Villa de Bacolor, Pampanga, Philippines COLLEGE OF EDUCATION

Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211 CHED Center of Development in Teacher Education
URL: http://dhvsu.edu.ph DHVSU Main Campus, Villa de Bacolor, Pampanga
E-Mail Address: coe@dhvsu.edu.ph
EDUC 313c
Assessment in Learning 1
Chapter 6
ITEM ANALYSIS AND VALIDATION
I. Introduction
For an effective, useful and functional test for the student, teacher always
prepares a draft of test and it will go through the process of Item Analysis and
Validation. Item analysis is a process that examines the response of students in there
individual test items. Item analysis makes it easier to evaluate both the individual test
items' and the test's overall quality. Additionally, the test is typically first-drafted by
the teacher in order to guarantee that the final test will be useful and functional.
After performing item analysis and revising the items which need revision, the
next step is to validate the instrument or questionnaire. In validation, it is the extent to
which test measure or as referring to the appropriateness, meaningfulness, and
usefulness of the specific decisions a teacher makes based on the test results.
In this chapter, we shall dig deeper and explore what is item analysis and basic
item analysis statistics. We'll go into greater detail on difficulty index and
discrimination index. Also, we will define validation, validity and reliability.
II. Objectives:
At the end of the chapter, students are expected to:

a. Understand the meaning of Item Analysis, Validation and Reliability;
b. Differentiate Item Difficulty and Discrimination Index;
c. Value the importance of giving an effective test in the future;
d. Identify the essence of doing Item Analysis;
e. Validate the usefulness of a test;
f. Perform the process in Item Analysis.
III. Chapter Outline
a. Item Analysis
b. Basic Item Analysis Statistics
c. More Sophisticated Index
d. Validation
e. Reliability
IV. Content
What is Item Analysis?

It is a statistical technique which is used for selecting and rejecting the items of the
test on the basis of their difficulty value and discriminated power.
Item Analysis talks about the process of investigating the student response to each
item of the test. It help us to know the desirable characteristic of an item and if it is a good
item it can be retain. And those has undesirable characteristics can either be revise or
rejected. If we understand the importance of item analysis it may help us to provide an
quality assessment to our students, improve their learning and discuss the test to them.
Purpose of Item Analysis?
• Evaluates the quality of each item.
• May suggest ways of improving the measurement of a test.
Phases of Item Analysis

1. Try-out phase
2. Item analysis phase (level of difficulty)
3. Item revision phase
2 Important Characteristics of an Item
a. Item Difficulty- number of students who are able to answer the item correctly
divided by the total number of students. Thus:
Item difficulty = no. of students with correct answer/total no. of students
Arbitrary Rule
Range Of Difficulty Interpretation Action
0 - 0.25 Difficult Revise Or Discard
0.26 - 0.75 Right-Difficulty Retain
0.76 - Above Easy Revise Or Discard
b. Discrimination Index- It is the difference of the proportion on the "correct

response" between the students in upper group (DU) and the proportion of the
students in lower group (DL).
Discrimination Index= DU- DL

Rule of Thumb
Index Range Iterpretation Action
-1.0 - 0.50 Can Descriminate But Item Is Questionable Discard
-.55 - 0.45 Non-Descriminating Revise
0.46 – 1.0 Descriminating Item Include
Basic Item Analysis Statistics
The Michigan State University Measurement and Evaluation Department

reports a number of item statistics which aid in evaluating the effectiveness of an item. The
first of these is the index of difficulty which MSU defines as the proportion of total group
who got the item wrong. Thus a high index indicates a difficult item and low index indicates
easy item. Some
Whichever index is selected is shown as the INDEX DIFFICULTY on the item

analysis print-out. Classroom achievements test, most test constructors desire items with
indicates of difficulty no lower than 20 nor higher than 80 with an average index of
difficulty from 30 or 40 to a maximum of 60.
The INDEX OF DISCRIMINATION is the difference between the proportion of

the upper group who got an item right and the proportion of the lower group who got the
item right.
More Sophisticated Discrimination Index

Item discrimination – refers to the ability of an item to differentiate among students on
the basis of how well they know the material being tested.
• Various hand calculation procedures have traditionally been used to compare item
responses to total test scores using high and low scoring groups of students.
• Computerized analyses provide more accurate assessment of the discrimination
power of items because they take into account responses of all students rather than
just high and low scoring groups.
• The Item discrimination index provided by ScorePak® is a Pearson Product
Moment correlation between student responses to a particular item and total scores
on all other items on the test. It provides an estimate of the degree to which an
individual item is measuring the same thing as the rest of the items.
Discrimination Coefficients
Two indicators of the item’s discrimination effectiveness are point biserial correlation and
biserial correlation coefficient.
1. Point biserial – The point biserial (rpbis) correlation is used to find out if the right
people are getting the items right, and how much predictive power the item has and
how it would contribute to predictions.
2. Biserial correlation – Biserial correlation coefficients (rbis) are computed to
determine whether the attribute or attributes measured by the criterion are also
measured by the item and the extent to which the item measures them.
ScorePak® Classifies Item Discrimination

“good” if the index is above .30;
“fair” if it is between .10 and.30;
“poor” if it is below .10.
At the end of the Item Analysis report, test items are listed according their degrees
of difficulty (easy, medium, hard) and discrimination (good, fair, poor). These distributions
provide a quick overview of the test, and can be used to identify items which are not
performing well and which can perhaps be improved or discarded.
Summary:
The Item-Analysis Procedure for Norm-Provides the following information
1. The difficulty of the item
2. The discriminating power of the item
3. The effectiveness of each alternative
Benefits derived from Item Analysis

1. It provides useful information for class discussion of the test.
2. It provides data which helps students improve their learning.
3. It provides insights and skills that lead to the preparation of better tests in the
future.
Index of Difficulty
P = (Ru + RL) ÷ T x 100
Where:
Ru — The number in the upper group who answered the item correctly.
RL — The number in the lower group who answered the item correctly.
T — The total number who tried the item.
Index of Item Discriminating Power

D= Ru+RL /1/2 T
Where:
Ru — The number in the upper group who answered the item correctly(Index of
difficulty)
RL — The number in the lower group who answered the item correctly.
T — The total number who tried the item.
P=8/20×100=40%
• The smaller the percentage figure the more difficult the item
Estimate the item discriminating power using the formula below:

D = (Ru — RL) / 1/2T = (6 -2) / 10 = 0.40
• The discriminating power of an item is reported as a decimal fraction;
maximum discriminating power is indicated by an index of 1.00.
Estimate the item discriminating power using the formula below:

D = (Ru — RL) / 1/2T = (6 -2) / 10 = 0.40
• The discriminating power of an item is reported as a decimal fraction;
maximum discriminating power is indicated by an index of 1.00.
VALIDATION
Is a process of collecting and analyzing evidence to support the meaningfulness and
usefulness of the test. Also defined as the quality review of the assessment process and
checking assessment tools. Validation determine the characteristics of the test itself. It is
the extent to which a test measures what it purports to measure or as a referring to the
appropriateness, correctness, meaningfulness and usefulness of the specific decisions a
teacher makes based on the test results.
3 Types of Evidence of Validity

1. Content - related evidence of validity - refers to the content and format of the
instrument. Also refers what's inside the test, not the physical test itself but the content of
it. The items are aligned with the objectives based on the Table of Specifications (TOS).
2. Criterion - related evidence of validity - refers to the relationship between scores
obtained using the instrument and scores obtained using one or more other tests. It is
referred to the idea that the test could really measure the external aspect. In this type, scores
of students on both assessments are correlated.
3. Construct - related evidence of validity - refers to the nature of psychological construct
Grade Point
Average
TEST SCORE VERY GOOD GOOD NEEDS
IMPROVEMENT
HIGH 20 10 5
AVERAGE 10 25 5
LOW 1 10 14
or characteristics being measured by the test. Not referring on how a test is constructed but
a test measures a hypothetical and unobservable variable. It also measuring what you think
you are measuring.
Expectancy Table (suggested by Gronlund)
Type of Criterion- Related Validity

a. Concurrent Validity
b. Predictive Validity
RELIABILITY
Reliability refers to the consistency of the scoresE-Mail Address:—
obtained coe@dhvsu.edu.ph
how consistent they
are for each individual from one administration of an instrument to another and from one
set of items to another.
Spit Half Method or Kuder-Richardson Formulae (KR-20 or KR-21) is the
formula for computing the reliability of a test.
Validity and reliability are related concepts. If an instrument is unreliable, it cannot yet
valid outcomes. As reliability improves, validity may improve (or may not).
However, if an instrument is shown scientifically valid then it is almost certain that it

is also reliable.
REABILITY Interpretation
.90 and above Excellent reliability; at the level of the best standardized tests.
.80-90 Very good for a classroom test

.70-80 Good for a classroom test; in the range of most. There are
probably a few items which could be improved.
.60-70 Somewhat low. This test needs to be supplemented by other

measures. (e.g., more tests) to determine grades. There are
probably some items which could be improved.
.50-60 Suggests needs for revision of test, unless it is quite short (ten or
fewer items). The test definitely needs to be supplemented by
other measures (e.g., more tests) for grading.
.50 and below Questionable reliability. This test should not contribute heavily to
the course grade, and it needs revision.
Item reliability is the consistency of a set of items (variables); that is to what extent
they measure the same thing. When a set of items are consistent, they can make a
measurement scale such as a sum scale.
The table below is a standard followed almost universally in educational tests and
measurement
V. Activity/Exercises
At the end of the discussion, there will be a short activity to measure what the
students have understood and learned.
Mechanics:
The activity will have a little twist called "Amazing Race" where there will be a
queue of students outside the classroom. There will be ten questions hanging in each
corner and these are the ones they must answer and it will be answered on the crosswise
paper.
However, the student will have a maximum of 15 seconds before moving to the
next question. Next to the last question, the teacher will collect the pasted papers
containing the answers of those who have finished answering to prevent them from
copying outside with those who have not yet answered.
Whoever is caught cheating or found to have two students in each hanging

question will be automatically removed from the activity.
1. It refers to the ability of an item to differentiate among students of how well they
know the material being tested.
Answer: Item Discrimination
2. At the end of the _____, report test items are listed according to their degrees of
difficulty (easy, medium, hard) and discrimination (good, fair, poor).
Answer: Item Analysis
3. It is the extent to which a test measures what it purpots to measure or as referring to

the appropriateness, correctness, meaningfulness and usefulness of the specific decision
made by the teacher based on the test.
Answer: Validity
4. These are related concepts.

Answer: Criterion and Reability
5. The (bigger/smaller) the percentage figure, the more difficult the item.
Answer: Smaller
6. If 25 students are unable to answer an item correctly while 75 answered it correctly,

what is it's item difficulty index? And what action will it be taken?
Formula for item difficulty index: no. of correct answer divide no. of students took the
exam
Answer: 0.75 and Retain
7. Teacher Samantha gave a multiple choice type of test to her 60 students and 40 got the
correct answer, what is the interpretation if they got 0.66 as item difficulty index?
Answer: Right difficulty/Average
8. If 12 students got the correct answer in diagnostic test that Teacher Mark gave to 75
students, what is the item difficulty index, interpretation and action it has?
Answer: 0.16; difficult; Revised or discord
9.The raw score of students that taken the summative test of Teacher Angel is in the
following table. In which 35 students got the correct answer in the upper group that has
40 students taken that exam while 5 students got correct answer in lower group which 16
students taken it, what is the discrimination index and action? (2 points)
Formula : DU-DL
Answer : 0.56 ; Include
VI. Reference:
Basic concepts in item and test analysis. (n.d.). Retrieved November 7, 2022, from
http://ericae.net/ft/tamu/Espy.htm
Brophy, T., (n.d.), Module 4C: Analyzing Item Difficulty and Discrimination. Retrieve from:
https://www.google.com/url?sa=t&source=web&rct=j&url=https://teach.ufl.edu/wp-
content/uploads/2019/05/Module-4c_-Analyzing-Item-Difficulty-and-Discrimination.pdf&ved
2ahUKEwjDqYTQ0pv7AhWTtlYBHRGdDLcQFnoECC0QBg&usg=AOvVaw0GPOXobSh-
_1gduygtZqaE&client=ms-android-vivo-rev1
Center for Innovation in Teaching and Learning. (n.d.). Teaching tips articles. CITL. Retrieved
November 7, 2022, from https://citl.illinois.edu/citl-101/teaching-learning/resources/teaching-across-
modalities/teaching-tips-articles/teaching-tips/2021/08/11/assessment-validity-and-
alignment#:~:text=Assessment%20validity%20refers%20to%20the,11).
Criterion related validity. Criterion Related Validity - an overview | ScienceDirect Topics. (n.d.).
Retrieved November 7, 2022, from https://www.sciencedirect.com/topics/nursing-and-health-
professions/criterion-related-
validity#:~:text=Criterion%20validity%20is%20made%20up,graduate%20school%20has%20predictive
%20validity.
Item analysis. Special Connections. (n.d.). Retrieved November 7, 2022, from

https://specialconnections.ku.edu/assessment/quality_test_construction/teacher_tools/item_analysis#:~:te
xt=Discrimination.
Item reliability. Statistics add-in software for statistical analysis in Excel. (n.d.). Retrieved November 7,
2022, from https://analyse-it.com/docs/user-guide/multivariate/item-
reliability#:~:text=Item%20reliability%20is%20the%20consistency,such%20as%20a%20sum%20scale.
Noor, A. M., Charles, Nancy, Vyas, D., Magaji, Duarte, G. A., Ardila, G., Cat, Sara, Agness, K., &
Miraveles, P. J. (n.d.). Aishah Mohd Noor. Real Statistics Using Excel. Retrieved November 7, 2022,
from https://www.real-statistics.com/reliability/item-analysis/item-analysis-basic-
concepts/#:~:text=Item%20analysis%20is%20a%20technique,item%20difficulty%20and%20item%20dis
crimination.
Pearson's correlation coefficient. Statistics Solutions. (2021, June 9). Retrieved November 7, 2022, from
https://www.statisticssolutions.com/free-resources/directory-of-statistical-analyses/pearsons-correlation-
coefficient
Point-biserial correlation. StatsTest.com. (2021, April 28). Retrieved November 7, 2022, from
https://www.statstest.com/point-biserial-correlation
Tamayo, A., (n.d.). Item analysis and validation. Share and Discover Knowledge on SlideShare.
Retrieved November 8, 2022, from https://www.slideshare.net/ricanice16/item-analysis-and-validation-
53094605
Understanding item analyses. Office of Educational Assessment. (n.d.). Retrieved November 7, 2022,
from https://www.washington.edu/assessment/scanning-scoring/scoring/reports/item-analysis/
Prepared by:
Capidos, Danica Wendell

Fermin, Leslie Anne
Guinto, Danica S.
Justo, Carlo James
Nicdao, Gennielyn P.
Quilao, Carrie Jennalyn
Tulud Jhanell Carlene

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DON HONORIO VENTURA STATE UNIVERSITY

Cabambangan, Villa de Bacolor, Pampanga, Philippines COLLEGE OF EDUCATION

At the end of the chapter, students are expected to:

III. Chapter Outline

What is Item Analysis?

Phases of Item Analysis

2 Important Characteristics of an Item

0 - 0.25 Difficult Revise Or Discard

0.26 - 0.75 Right-Difficulty Retain

0.76 - Above Easy Revise Or Discard

b. Discrimination Index- It is the difference of the proportion on the "correct

Discrimination Index= DU- DL

Index Range Iterpretation Action

-1.0 - 0.50 Can Descriminate But Item Is Questionable Discard

-.55 - 0.45 Non-Descriminating Revise

0.46 – 1.0 Descriminating Item Include

Basic Item Analysis Statistics

The Michigan State University Measurement and Evaluation Department

Whichever index is selected is shown as the INDEX DIFFICULTY on the item

The INDEX OF DISCRIMINATION is the difference between the proportion of

More Sophisticated Discrimination Index

ScorePak® Classifies Item Discrimination

Benefits derived from Item Analysis

Index of Item Discriminating Power

Estimate the item discriminating power using the formula below:

Estimate the item discriminating power using the formula below:

3 Types of Evidence of Validity

Expectancy Table (suggested by Gronlund)

Type of Criterion- Related Validity

However, if an instrument is shown scientifically valid then it is almost certain that it

.80-90 Very good for a classroom test

.60-70 Somewhat low. This test needs to be supplemented by other

Whoever is caught cheating or found to have two students in each hanging

3. It is the extent to which a test measures what it purpots to measure or as referring to

4. These are related concepts.

6. If 25 students are unable to answer an item correctly while 75 answered it correctly,

Item analysis. Special Connections. (n.d.). Retrieved November 7, 2022, from

Capidos, Danica Wendell

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