Item Analysis and

Validation & Reliability

Assessment in Learning 1
November 18, 2020
How do you ensure
that your decision is
right?
Learning Objectives
1. Analyze steps in 2. Show patience in 3. Present the
conducting item doing necessary reports on the
analysis and revisions to the conducted item
reliability testing on assessment tool analysis and
the assessment data based on the reliability testing
analysis of results

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 Item Analysis and
Validation & Reliability
Assessment in Learning 1
November 18, 2020
“ ITEM ANALYSIS

T here are two important characteristics of

an item that will be of interest to the
teacher. These are: (a) item difficulty and
(b) discrimination index
-

-
“ ITEM ANALYSIS

It is an after-the-fact analysis
of results of test
It examines student responses to individual items
to asses the quality of the items and of the test as
a whole. Its purpose is to improve the test by
revising or eliminating ineffective items.
 “ HOW TO DO ITEM
ANALYSIS?

1. Score the exam and sort results by score.

2. Select an equal number of students from each end
(e.g. top 25-33% and bottom 25-33%)
3. Compare the performance of these two groups on
each of the test items.
“
( a) item difficulty
The proportion of the number of students in the
upper and lower groups who answered an item correctly.
“
ITEM DIFFICULTY /
DIFFICULTY INDEX

Difficulty Index = No. of Students getting correct response

TOTAL No. of Students who took the test
 ITEM DIFFICULTY
Range of Difficulty Index Interpretation Action

0 - 0.25 Difficult Revise or discard

0.26 – 0.75 Right Difficult Retain

0.76 - above Easy Review or discard

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 ITEM DIFFICULTY
Range of Difficulty Index Interpretation Action

0 - 0.25 Difficult Revise or discard

0.26 – 0.75 Right Difficult Retain

0.76 - above Easy Review or discard

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 ITEM DIFFICULTY
Range of Difficulty Index Interpretation Action

0 - 0.25 Difficult Revise or discard

0.26 – 0.75 Right Difficult Retain

0.76 - above Easy Review or discard

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“
(b) Discrimination index
- It is the comparison of the proportion of the number
of students in the upper group who got an item
correctly to the proportion of students in the lower
group who got an item right.
- It compares how the overall high scores on the whole
test did on one particular item compared to overall
low scorers.
- It is dependent on how difficult the item is.
“
ITEM DISCRIMINATION /
DISCRIMINATION INDEX

FORMULA: DU - DL

DU = No. of Students in Upper 25% with Correct Response

No. of Students in the Upper 25 %

DL = No. of Students in Lower 75% with Correct Response

No. of Students in the Lower 25 %
 ITEM DISCRIMINATION
Index Range Interpretation Action

Can discriminate but

-1.0 - .50 Discard
item is questionable
-.55 – 0.45 Non-discriminating Revise
0.46 – 1.0 Discriminating Include

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 ITEM DISCRIMINATION
Index Range Interpretation Action

Can discriminate but

-1.0 - .50 Discard
item is questionable
-.55 – 0.45 Non-discriminating Revise
0.46 – 1.0 Discriminating Include

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Example
Consider a multiple choice type of test of which
the following data were obtained.
Item Options
1 A B* C D
0 40 30 30 TOTAL
0 15 5 0 Upper 25%
0 5 10 5 Lower 25%
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“
ITEM DIFFICULTY /
DIFFICULTY INDEX

Difficulty Index = No. of Students getting correct response

TOTAL No. of Students who took the test
“
ITEM DIFFICULTY /
DIFFICULTY INDEX

Difficulty Index = No. of Students getting correct response

TOTAL No. of Students who took the test

= 40/100
= .40 or 40%

Interpretation: Right Difficult

“
ITEM DISCRIMINATION /
DISCRIMINATION INDEX

FORMULA: DU - DL

DU = No. of Students in Upper 25% with Correct Response

No. of Students in the Upper 25 %

DL = No. of Students in Lower 75% with Correct Response

No. of Students in the Lower 25 %
“
ITEM DISCRIMINATION /
DISCRIMINATION INDEX

FORMULA: DU - DL

DU = No. of Students in Upper 25% with Correct Response

No. of Students in the Upper 25 %
= 15 / 20
= .75 or 75%

DL = No. of Students in Lower 75% with Correct Response

No. of Students in the Lower 25 %
= 5 / 20
= .25 or 25%
“
ITEM DISCRIMINATION /
DISCRIMINATION INDEX

FORMULA: DU - DL

DU = .75 or 75%
DL = .25 or 25%

DI = .75 - .25
= .50 or 50%
Interpretation: Good Discriminating Power
Action: Include
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 Validity
It refers to the
appropriateness, correctness,
meaningfulness and
usefulness of specific
conclusions that a teacher
reaches regarding the
teaching-learning situation.
Content Validity
•The content and format must be consistent with the definition of the
variable or factor to be measured.

Face Validity
• Outward appearance of the test

Criterion Validity
•Test Item is judged against a specific criterion through correlating the
test with a known valid test.

Construct/Factor Validity
• Test item is judged through factor analysis.
 Reliability
It refers to consistency,
dependability, or stability.

Something reliable is
something that works well
and that you can trust.
Formative Assessment
Consider a multiple choice type of test of which
the following data were obtained.
Item Options
1 A* B C D
45 10 15 30 TOTAL
10 0 15 0 Upper 25%
8 0 7 10 Lower 25%
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Goals for Week 10-11

Take the Long Write another 10-item Communicate with a

Examination 2. set of questions. cooperating teacher.

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Thank you

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