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Assignment 2: TEST AND ITEM ANALYSIS REPORT
Assignment 2: TEST AND ITEM ANALYSIS REPORT
by
FJ Meintjes
TEST AND ITEM ANALYSIS REPORT
by
in
Computer-Integrated Education
Faculty of Education
University of Pretoria
September 2007
2
Descriptive abstract
Raw data was tabulated to summarize the data. Descriptive statistics and
item analysis are included.
Acknowledgements
ii
Table of Contents
Descriptive abstract i
Acknowledgements ii
List of Tables iv
List of Figures v
List of Terminology vi
1. Introduction 1
2. Purpose of report 1
3. Test analyses 1
3.1 Descriptive statistics 1
3.2 Frequency histogram 3
3.3 Test reliability 4
4. Item analyses 5
4.1 Difficulty indices 5
4.2 Discrimination indices 5
5 Conclusion 6
References 7
Test data 8
iii
List of tables
iv
List of Figures
v
List of Terminology
vi
1. Introduction
In this report data was tabulated to make it more interpretable. Raw data
was used and were listed into a descending order.
2 Purpose of report
The purpose of this report is to disseminate descriptive statistics on raw
data given. The test data was tabulated and a graph was created to
summarize the data.
3. Test analyses
3.1 Descriptive statistics
Table 1 shows the mean, mode, median and standard deviation of the
test. The average score was 65.5%.
Mean 65.8
Mode 65.0
Median 65.5
Stdv 21.9
Table 1 indicates that this test had a slightly positive skewed distribution
and indicates that the test was good. The mean presents the impression
that the averaged students scored 65.8% and passed the test. The
median shows that 50% of the students scored 65.5% or below. The
average learner passed the test.
1
Highest 100
score
Lowest score 15
Range of 85
scores
Number of 10
Intervals
Size of 9
interval
Table 3 also shows the grouped frequency distribution of the twenty five
learners. The size of interval was added to the lower value to determine
the upper value. The frequency shows how many learners scored inside
the interval. Since 15 of the 25 learners in the class scored 65% and
higher one interpretation is that the test may have been acceptable.
Intervals
Lower Upper Middle Frequency Cumulative
Value Value Value frequency
15 24 19.5 1 1
25 34 29.5 2 3
35 44 39.5 0 3
45 54 49.5 4 7
55 64 59.5 3 10
65 74 69.5 6 16
75 84 79.5 1 17
85 94 89.5 6 23
95 100 97.5 2 25
It shows that 6 learners scored between 65% and 74% and 6 learners
scored between 85 and 94%.
The frequency polygon indicates that a smooth curve increases from left
to right. This indicates that more learners scored above 65%. Therefore it
also indicates that the test may have been acceptable.
Figure 2 shows that the majority of scores fall above the middle of the
score distribution. There are many high scores and few low scores. The
interpretation we can make is that the learners did well on the test. There
could be a number of reasons for this. The test could be too easy, too
much time may have been given to complete the test or the class may be
exceptionally bright.
7
6
5
Frequency
4
Series1
3
2
1
0
15-24 25-34 35-44 45-54 55-64 65-74 75-84 85-94 95-100
Intervals
3
Frequency distribution polygon
7
6
Frequency 5
4
Series1
3
2
1
0
19.5 29.5 39.5 49.5 59.5 69.5 79.5 89.5 97.5
Middle value
Cumulative frequency
30
Cumulative frequency
25
20
15 Series1
10
5
0
24 34 44 54 64 74 84 94 100
Upper value
The standard deviation refers to the spread of the values around the
mean. Where the standard deviation is big as shown in Table 4 the scores
tend to be further away from the mean. Such a distribution is said to be
heterogenic. The KR20 is the extend to witch items in one form of the test
4
have as much in common with one another as do the items in that one
form with corresponding items in an equivalents form.
K 25
k-1 24
Total pq 3.7
Stdev 21.9
Stdev2 479.6
KR20 1.03
4 Item analyses
4.1 Difficulty indices
The difficulty indices are shown in Table 5. Questions 1, 2, 5, 11, 12, 14,
15 and 16 were too easy. All the other questions were acceptable. Thirty
two percent of the questions were too easy. Sixty eight percent of the
questions were acceptable.
Question p-value
Q1 0.84 Unacceptable Too easy
Q2 0.9 Unacceptable Too easy
Q3 0.7 Acceptable
Q4 0.5 Acceptable
Q5 0.8 Unacceptable Too easy
Q6 0.7 Acceptable
Q7 0.4 Acceptable
Q8 0.5 Acceptable
Q9 0.5 Acceptable
Q10 0.3 Acceptable
Q11 0.9 Unacceptable Too easy
Q12 0.8 Unacceptable Too easy
Q13 0.6 Acceptable
Q14 0.8 Unacceptable Too easy
Q15 0.8 Unacceptable Too easy
Q16 0.9 Unacceptable Too easy
Q17 0.6 Acceptable
Q18 0.3 Acceptable
Q19 0.5 Acceptable
Q20 0.6 Acceptable
5
4.2 Discrimination indices
Table 6 shows the discrimination indices. It shows that all the questions
asked were acceptable.
5 Conclusion
Thirty two percent of the questions asked in this test were too easy. Some
of the questions showed to be too easy can be changed. The
discrimination indices were all acceptable.
References
6
Kubiszyn, T. & Borich, G. 2006. Educational Testing and Measurement:
Classroom Application and Practice (2nd ed.)
Test Data
7
Key C B D D B C D A
St No Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8
11 1 1 1 1 1 1 1 1
16 1 1 1 1 1 1 1 1
2 1 1 1 1 1 0 0 1
3 1 1 1 1 1 1 1 1
25 1 1 1 1 1 0 0 1
14 1 1 1 0 1 1 1 1
13 1 1 1 0 1 1 1 1
20 1 1 1 1 1 1 1 1
5 1 1 1 0 1 1 0 1
4 1 1 1 0 1 1 0 1
12 1 1 1 1 1 1 1 0
8 1 1 1 0 1 1 0 0
9 1 1 1 0 1 1 1 0
18 1 1 0 1 1 0 1 0
23 1 1 1 0 1 1 0 0
10 1 1 0 0 1 1 1 0
6 1 0 1 1 0 1 0 0
21 1 0 1 1 0 1 0 0
7 0 1 0 0 1 1 0 0
22 0 1 0 0 1 1 0 0
17 0 1 0 0 1 0 1 0
15 1 1 1 1 1 0 0 1
1 1 1 0 0 0 0 0
24 1 1 0 0 0 0 0
19 0 0 0 1 1 0 0 1
#CORRECT 21 22 17 12 21 17 11 12
#INCORRECT 4 3 8 13 4 8 14 11
8
Key C B A B B D A A
St No Q9 Q10 Q11 Q12 Q13 Q14 Q15 Q16
11 1 1 1 1 1 1 1 1
16 1 1 1 1 1 1 1 1
2 1 1 1 1 1 1 1 1
3 1 1 1 1 1 1 1 1
25 1 1 1 1 1 1 1 1
14 1 1 1 1 1 1 1 1
13 1 1 1 1 1 1 1 1
20 1 0 0 0 1 1 1 1
5 1 0 1 1 1 1 1 1
4 1 1 1 1 0 1 0 1
12 0 0 1 1 0 1 1 1
8 0 0 1 1 1 1 1 1
9 0 0 1 1 1 1 1 1
18 0 0 1 1 0 1 1 1
23 0 0 1 1 1 1 1 1
10 0 0 1 0 0 1 0 1
6 1 0 1 1 0 1 1 1
21 1 0 1 1 0 1 1 1
7 0 0 1 1 1 1 0 1
22 0 0 1 1 1 1 0 1
17 1 1 0 1 1 1
15 0 0 1 1 0 0 1 0
1 0 0 1 0 0 0 1 1
24 0 0 1 0 0 0 1 1
19 0 0 0 0 0 0 0 0
#CORRECT 13 8 23 19 15 21 20 22
#INCORRECT 12 16 2 6 10 4 5 2
9
%-
Key C D B C #CORRECT #ANSWERED % MEAN MEAN*MEAN GROUP
St No Q17 Q18 Q19 Q20
11 1 1 1 1 20 20 100.0 34.2 1169.6 U
16 1 1 1 1 20 20 100.0 34.2 1169.6 U
2 1 1 1 1 18 20 90.0 24.2 585.6 U
3 1 0 0 1 18 20 90.0 24.2 585.6 U
25 1 1 1 1 18 20 90.0 24.2 585.6 U
14 0 1 1 17 19 89.5 23.7 560.4 U
13 0 0 1 1 17 20 85.0 19.2 368.6 U
20 1 1 1 1 17 20 85.0 19.2 368.6 U
5 0 0 1 1 15 20 75.0 9.2 84.6 U
4 1 0 0 1 14 20 70.0 4.2 17.6 U
12 1 0 1 0 14 20 70.0 4.2 17.6 U
8 1 0 1 0 13 20 65.0 -0.8 0.6 U
9 1 0 0 0 13 20 65.0 -0.8 0.6 U
18 1 0 1 1 13 20 65.0 -0.8 0.6 U
23 1 0 1 0 13 20 65.0 -0.8 0.6 U
10 1 1 1 1 12 20 60.0 -5.8 33.6 L
6 0 0 0 1 11 20 55.0 -10.8 116.6 L
21 0 0 0 1 11 20 55.0 -10.8 116.6 L
7 0 1 0 1 10 20 50.0 -15.8 249.6 L
22 0 1 0 1 10 20 50.0 -15.8 249.6 L
17 0 0 0 8 17 47.1 -18.7 351.2 L
15 0 0 0 0 9 20 45.0 -20.8 432.6 L
1 1 0 0 0 6 19 31.6 -34.2 1171.1 L
24 1 0 0 0 6 19 31.6 -34.2 1171.1 L
19 0 0 0 0 3 20 15.0 -50.8 2580.6 L
#CORRECT 15 8 13 16 11989.3
#INCORRECT 9 16 12 9 STDEV2 479.6