ITEM ANALYSIS

INTRODUCTION: Item analysis is a general term that encompasses a variety of summarizing and
analyzing the process of students to best items. Certain pattern of responses can indicate desirable
and undesirable features of item or of the scoring procedure employee.
DEFINITION:

 Item analysis is the process of analyzing the performance of a multiple-choice item after it has
appeared in a question.
 A type of analysis used to asses weather items on a scale are tapping the same construct and
are sufficiently discriminating. (POLIT &BACK)
 The procedure used to judge the quality of an item. (Neeraj a)
 Item analysis is the process of looking of the item responses of attest
From the above definition give us conclusion on definition of item analysis is that
Item analysis is a statistical technique which is used for selecting & rejecting the items of the test on
the basis of their difficulty value & discriminated power.
PURPOSE:

 Select best questions.

 Detect learning difficulties.
 Identify structural content defect in question. Select best items for the final test &reject poor
items, & modify some of the items.
 Identify weakness.
 Interpretation of student’s performances.
 Understand behavior of item.
 To become better competent teachers.
 Control the quality of test.
 Evaluate the students.
 Point out problems of validity test by revising and eliminating ineffective items.
 Find out performance of group.
 Teacher& pepper setter comes to know whether the item had the right level of difficulty
&whether there was discrimination between the more able & les able students.
 To get the feedback on the functionally at alternatives to the correct response, since lack of
functionality leads to possibility of guessing.
PROCESS/ STEPS OF ITEM ANALYSIS:

 Conduct a test on the items prepared.

 Evaluate the answer sheets objectively.
 Arrange answer sheet based the score obtained in descending order.
 Calculate 27% of the answer sheet.
 For a group of 100 student it will be 27
 Select 27 papers within the highest total score & 27 papers with the lowest total score.
 Count the number of right answers in the higher group (R.H) & count the number of right
answers in lower group (R.L)
 Make a master sheet
 Calculate difficulty index (p)
 Calculate discrimination index(D)

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  Select reject items accordingly
CHARACTERISTICS OF ITEM ANALYSIS: High reliability & validity can be built into a test in advanced
through item analysis. Item analysis is a measure of two important parameters of multiple-choice
item after it has been administered to a group of students. They are:
 Difficulty index
 Discrimination index
Item difficulty: It is measure by calculating the percentage of test takers who answer the item
correctly. The proportion of the students who answered an item correctly i.e., the difficulty level of
each item. (How hard it is)
Item difficulty: D.V=R/N
R= No of students who answer the item correctly.
N=Total no of students who tired them
Item difficulty usually presented in percentage.
Example: What is the item difficulty of an item if 25 students are unable to answer it correctly while
75 answer it correctly?
Solution: Total no of student =100(25+75)
75/100=75%
Item difficulty index is =75%
One problem with this type of difficulty index is that it may not actually indicate that the item is
difficult or easy. How do we decide on the basis of this index weather the item is too easy or too
difficult?
OTHER FORMULA:

DIFFICULTY VALUE:

D.V=(RH+RL)/(NH+NL)

RH=Rightly answer by higher group

RL=Rightly answer by lower group
NH=No of examinees in higher group
NL=No of examinees on lower group
suppose test is taken from 100 student. Right answer in 1 st item of upper group is 20. & Right answer
in first item in lower group is 10.
D.V=(RH+RL)/(NH+NL)
=20+10/27+27
=30/54
=.55

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DIFFICULTY VALUE IN NON-RESPONSE EXAMINEES
suppose test is taken from 100 student. Right answer in 1 st item of upper group is 20. & Right answer
in first item in lower group is 10. &2 student could not attain the item
( RH + RL)
D. V=
( NH + NL )−2
(20+ 10)
=
( 27+27 ) −2
30 30
= = =.57
54−2 52
• RH=Rightly answer by higher group

• RL=Rightly answer by lower group

• NH=No of examinees in higher group

• NL=No of examinees on lower group

• NR=No of non-response examinees

DIFFICULTY INDEX TABLE

ACCORDING TO TABLE

DV ITEM EVALUATION ACTION

.20-.30 MOST DIFFICULT REJECT

.30-.40 DIFFICULT REVISED OR DISCARD
.40-.60 MODERATE DIFFICULT RETAIN
.60-.7O EASY REVISED OR DISCARD
.70-.80 MOST EASY REJECT
DISCRIMINATION INDEX:

The item discrimination is a measure of how well an item is able to distinguish between examinees
who are knowledgeable & those who are not, or between masters & non masters.
An indicator showing how significant a question discriminate between high and low students Varies
from -1 to +1.
 Difficult items tend to discriminate between those who does not know the answer
 Easy items cannot be discriminate between two groups of students.
 We are therefore interested in deriving a measure that will tell us whether an item can
discriminate the students & such a measure is called Index of discrimination.
DI=RH-RL/NH
( RH −RL) ( RH −RL)
=DI= =
NH NL
20−10
=
27
10
= = .37
27
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GENERAL GUIDELINE FOR DISCRIMINATING INDEX:

ACCORDING TO Ebel,

D.I ITEM EVALUATION

.40 OR above very good item
.30-.39 reasonably good (subject to improved)
.20-.29 marginal item (need to improved)
BELOE .19 poor item (reject or revised)
A distractor is considered to be a good distractor when it attracts more pupils from the lower group
than the higher group
TYPES OF DISCRIMINATION INDEX:

 Zero discrimination or no discrimination.

 Positive discrimination
 Negative discrimination
Zero discrimination: An item is not answered correctly any one by examinee.
Positive discrimination index: An item is correctly answer by superiors & and is not answered
correctly by inferior. The discriminative power ranges from +1 to -1
Negative discrimination: An item is correctly answered by inferiors and is not correctly by
superiors.
CRITERIA FOR SELECTION &REJECTION ITEM:
 Positive discrimination index only selected.
 Negative & zero discrimination index items are rejected.
 High &low difficulty value items are rejected.

EFFECTIVE NESS OF DISTRACTOR:

TOTAL A B C D E
NH 27 O 7 17 1 2
NL 27 O 3 7 8 9
ITEM EVALUATION:
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SL NO DIFFICULTY LEVEL DISCRIMINATING SELECTION OR
POWER REJECTION
1
2
3
4
5
6
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BENEFITS OF ITEM ANALYSIS:
 It provides useful information for class discussion of the test
 It provides data which helps student improve their learning
 It provides insight & skills that lead to preparation of better test in the future.
LIMITATION OF ITEM ANALYSIS:
 It can not be used for essay items.
 Teacher must be what damage may be due to the table of the specification when item not
meeting the criteria are deleted from the test. These items are to be written or replaced.
USES OF ITEM ANALYSIS:
1.Creation of item banks
2. Use in classroom teaching & for the teacher
3.In mcqsquestion type
4.True or false item
5.Matching items

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 PRACTICAL WORK OF ITEM ANALYSIS

INTRODUCTION

We M.sc Nursing 1 year Students (Mental Health Specialty),have arranged one class test for the
students of 1st Year BSc Nursing Students. We have taken test into objective type question in
Anatomy & physiology of Parathyroid gland & Thymus. We have prepared ten (10) questions.

OBJECTIVES

To test the performance of the students

To rank the students according to marks

To test the sensitivity of the questions.

PROCESS/ STEPS OF ITEM ANALYSIS:

1.Conduct a test on the items prepared
Test is conducted for the 77 students of 1st year B.Sc. Nursing on 18/02/2022 at 4pm – 4.10pm on the
prepared objective type questions.

2.Evaluate the answer sheets objectively.

Answer sheet has been evaluated objectively.

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3. Arrange answer sheet based the score obtained in descending order.
Sl. Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 TOTAL
No
1 √ √ √ √ √ √ √ √ √ √ 10
2 √ √ √ √ √ √ √ √ √ √ 10
3 √ √ √ √ √ √ √ √ √ √ 10
4 √ √ √ √ √ √ √ √ √ √ 10
5 √ √ √ √ √ √ √ √ √ √ 10
6 √ √ √ √ √ √ √ √ √ √ 10
7 √ √ √ √ √ √ √ √ √ √ 10
8 √ √ √ √ √ √ √ √ √ √ 10
9 √ √ √ √ √ √ √ √ √ √ 10
10 √ √ √ √ √ √ √ √ √ √ 10
11 √ √ √ √ √ √ √ √ √ √ 10
12 √ √ √ √ √ √ √ √ √ √ 10
13 √ √ √ √ √ √ √ √ √ √ 10
14 √ √ √ √ √ √ √ √ √ √ 10
15 √ √ √ √ √ √ √ √ √ √ 10
16 √ √ √ √ √ √ √ √ √ √ 10
17 √ √ √ √ √ √ √ √ √ √ 10
18 √ √ √ √ √ √ √ √ √ √ 10
19 √ √ √ √ √ √ √ √ √ √ 10
20 √ √ √ √ √ √ √ √ √ √ 10
21 √ √ √ √ √ √ √ √ √ √ 10
22 √ √ √ √ √ √ √ √ √ √ 10
23 √ √ √ √ √ √ √ √ √ √ 10
24 √ √ √ √ √ √ √ √ √ √ 10
25 √ √ √ √ √ √ √ √ √ √ 10
26 √ √ √ √ √ √ √ √ √ √ 10
27 √ √ √ √ √ √ √ √ √ √ 10
28 √ √ √ √ √ √ √ √ √ √ 10
29 √ √ √ √ √ √ √ √ √ √ 10
30 √ √ √ √ √ √ √ √ √ √ 10
31 √ √ √ √ √ √ √ √ √ √ 10
32 √ √ √ √ √ √ √ √ √ √ 10
33 √ √ √ √ √ √ √ √ √ √ 10
34 √ √ √ √ √ √ √ √ √ √ 10
35 √ √ √ √ √ √ √ √ √ √ 10
36 √ √ √ √ √ √ √ √ √ √ 10
37 √ √ √ √ √ √ √ √ √ √ 10
38 √ √ √ √ √ √ √ √ √ √ 10
39 √ √ √ √ √ √ √ √ √ √ 10
40 √ √ √ √ √ √ √ √ √ √ 10
41 √ √ √ √ √ √ √ √ √ √ 10
42 √ √ √ √ √ √ √ √ √ √ 10
43 √ √ √ √ √ √ √ √ √ √ 10
44 √ √ √ √ √ √ √ √ √ √ 10
45 √ √ √ √ √ X √ √ √ √ 9
46 √ √ √ √ √ X √ √ √ √ 9
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47 √ √ √ √ √ x √ √ √ √ 9
48 √ √ √ √ √ √ √ √ x √ 9
49 √ √ √ √ √ x √ √ √ √ 9
50 √ √ √ √ √ √ √ x √ √ 9
Sl. Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 TOTAL
No
51 √ √ √ x √ √ √ √ √ √ 9
52 √ √ √ √ √ X √ √ √ √ 9
53 √ √ √ √ √ X √ √ √ √ 9
54 √ √ √ √ √ X √ √ √ √ 9
55 √ √ √ √ √ X √ √ √ √ 9
56 √ √ √ √ √ X √ √ √ √ 9
57 √ √ √ √ √ X √ √ √ √ 9
58 √ √ √ √ √ X √ √ √ √ 9
59 √ √ √ √ √ X √ √ √ √ 9
60 √ √ √ √ √ X √ √ √ √ 9
61 √ √ √ √ √ X √ √ √ √ 9
62 √ √ √ √ √ X √ √ √ √ 9
63 √ √ √ √ √ X √ √ √ √ 9
64 √ X √ √ √ X √ √ √ √ 8
65 √ X √ √ √ x √ √ √ √ 8
66 √ x √ √ √ √ √ √ X √ 8
67 √ √ √ √ √ x x √ √ √ 8
68 √ √ √ x √ √ x √ √ √ 8
69 √ √ √ x √ √ x √ √ √ 8
70 √ x √ √ √ x √ √ √ √ 8
71 √ √ x √ √ x √ √ √ √ 8
72 √ √ √ x √ x √ √ √ √ 8
73 √ x √ √ √ x √ √ √ √ 8
74 √ x √ √ √ √ x √ √ √ 8
75 x x √ x √ √ √ √ √ √ 7
76 √ x √ x √ x x √ √ √ 6
77 x x x x x √ √ √ √ √ 5
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
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95
96
97
98
99
100
4.Calculate 27% of the answer sheet.
For a group of 100 student it will be 27
Select 27 papers within the highest total score & 27 papers with the lowest total score
Therefore for 77 student 27 % = 77x27/100 = 21
So ,Selected 21 papers within the highest total score & 21 papers with the lowest total score.

5. Count the number of right answers in the higher group (R.H) & count the number of right answers in lower
group (R.L)
 Make a master sheet
 Calculate difficulty index (p)
 Calculate discrimination index(D)

Difficulty value of item = RH + RL/NH +NL

RH = Right answer by higher group
RL = Right answer by lower group
NH = Number of examinees in higher group
NL = Number of examinees in lower group

Discriminating value of item = RH - RL/ NH

RH = Right answer by higher group

RL = Right answer by lower group
NH = Number of examinees in higher group

QUESTION CORRECT CORRECT DIFFICULTY DIFFERENTIATING

ANSWER BY ANSWER BY VALUE (RH + VALUE (RH - RL/
HIGHER GROUP LOWER GROUP RL/NH +NL) NH)
(RH) (RL)
Q1 21 19 0.95 0.09
Q2 21 12 0.79 0.43
Q3 21 19 0.95 0.09
Q4 21 14 0.83 0.33

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Q5 21 20 0.98 0.05
Q6 21 7 0.67 0.67
Q7 21 16 0.88 0.24
Q8 21 21 1 0
Q9 21 20 0.98 0.05
Q10 21 21 1 0

6.ITEM ANALYSIS

ITEM DI DISCRI DISCRIMINATION REMARKS

NO. MINATI
ON
POWER
VERY REASON MARGINAL POOR
GOOD ITEM
1 >0.40 = VERY 0.09 √ Reject or Revise
GOOD ITEM
2 0.43 √ Accept or Retain

3 0.09 √ Reject or Revise

0.30 – 0.39 =
4 REASONABLY 0.33 √ Subject to be
GOOD improved
( SUBJECT TO
5 BE IMPROVED) 0.05 √ Reject or Revise

6 0.67 √ Accept or Retain

7 0.20 – 0.29 = 0.24 √ Need to be improved.

MARGINAL ITEM
8 ( NEED TO BE 0 √ Reject or Revise
IMPROVED.
9 0.05 √ Reject or Revise

10 0 √ Reject or Revise
< 0.19 = POOR
ITEM ( REJECT
OR REVISED)

ITEM DIFFICULTY DIFFICULTY VALUE ITEM EVALUATION ACTION

NO VALUE
1 0.20- 0.30(MOST 0.95 MOST EASY REJECT
2 DIFFICUIT) 0.79 MOST EASY REJECT
3 0.95 MOST EASY REJECT
4 0.30- MOST EASY REJECT
0.83
0.40(DIFFICULT)
5 0.98 MOST EASY REJECT
6 0.40- 0.67 EASY REVISED OR
0.60(MODERATE DISCARD
7 DIFFICULT) 0.88 MOST EASY REJECT
8 1 MOST EASY REJECT
9 0.60- 0.70(EASY) 0.98 MOST EASY REJECT
10 1 MOST EASY REJECT
0.70- 0.80
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 (MOST EASY)

TEST QUESTION (B.SC NURSING 1ST YEAR)

MURSHIDABAD MEDICAL COLLEGE OF NURSING
SUB-ANATOMY & PHYSIOLOGY TOTAL MARK – 1 X 10= 10
TOPIC – PARATHYROID GLAND & THYMUS TIME – 10 MIN
NAME OF THE STUDENT - DATE -
ROLL NO - OBTAINED MARK -

Tick (√) the correct answer:-

1. The hormone that controls the level of calcium and phosphorus in blood is secreted by
a. Thyroid gland
b. Parathyroid gland
c. Pituitary gland
d. Thymus

2. What hormone does the parathyroid gland produce?

a. Calcitonin
b. PTH
c. Insulin
d. TSH

3. How many parathyroid glands are present?

a. 4
b. 3
c. 2
d. 1

4. What are the types of cells found in parathyroid gland?

a. Alpha & beta cells
b. Chief cells & oxyphil cells
c. Parafollicular & follicular cells
d. Pituicytes & basophil cells

5. Where are parathyroid glands present?

a. Posterior surface of lateral lobes of thyroid
b. Posterior to stomach
c. On top of kidneys
d. Upper chest under breastbone

6. Thymus is smaller in children than in adults.

a) True
b) False

7. Thymus secrets ____________

a. Thymosin
b. Macrophages
c. Antibodies
d Lymph

8. Hassal’s corpuscles found in

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 a. Pineal gland
b. Thymus gland
c. Thyroid gland
d. Adrenal gland

9. Thymosin stimulates
a. Milk secretion
b. Erythrocytes
c. T-lymphocytes
d. TSH

10. Which of the following gland is located between lungs

a. Thyroid gland
b. Parathyroid gland
c. Thymus gland
d. Pineal gland

SIGNATURE OF THE TEACHER –

ANSWER SHEET
1. The hormone that controls the level of calcium and phosphorus in blood is secreted by
a. Thyroid gland
b. Parathyroid gland
c. Pituitary gland
d. Thymus

2. What hormone does the parathyroid gland produce?

a. Calcitonin
b. PTH
c. Insulin
d. TSH

3. How many parathyroid glands are present?

a. 4
b. 3
c. 2
d. 1

4. What are the types of cells found in parathyroid gland?

a. Alpha & beta cells
b. Chief cells & oxyphil cells
c. Parafollicular & follicular cells
d. Pituicytes & basophil cells

5. Where are parathyroid glands present?

a. Posterior surface of lateral lobes of thyroid
b. Posterior to stomach
c. On top of kidneys
d. Upper chest under breastbone

6. Thymus is smaller in children than in adults.

a. True
b. False

7. Thymus secrets ____________

a. Thymosin
b. Macrophages
c. Antibodies
d. Lymph

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 8. Hassal’s corpuscles found in
a. Pineal gland
b. Thymus gland
c. Thyroid gland
d. Adrenal gland

9. Thymosin stimulates
a. Milk secretion
b. Erythrocytes
c. T-lymphocytes
d. TSH

10. Which of the following gland is located between lungs

a. Thyroid gland
b. Parathyroid gland
c. Thymus gland
d. Pineal gland

SUMMARY:

The item analysis of the text gives an idea about knowledge, understanding and practice level of the
students.

All the responses of each question have been put on the master plan and all correct answers and
wrong answer of each question have been added and total marks obtained by each student have
been written at the column.

After all calculation, Discrimination value and Difficulty Value is obtained and accordingly questions
have been accepted, rejected and modified.

CONCLUSION

From this item analysis we can know the weak point of students as well as in which points importance
is to be given. it also help in improvement of the teaching learning activities and also the teacher can
improve herself.

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BIBLIOGRAPHY

1. Suresh S. Communication and educational technology in nursing. 2nd ed. New Delhi, India: Elsevier; 2016.

2. Basavanthappa BT. Management of nursing services and education. New Delhi, India: Jaypee Brothers Medical;
2011.
3. Sudha R. Nursing education principles and concepts. 2nd ed. New Delhi, India: Jaypee Brothers Medical; 2020

4. Veerabhadrappa G. The short textbook of nursing education. New Delhi, India: Jaypee Brothers Medical; 2011.
 

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