I am now aware that this activity requires me more focus on doing an item analysis and it’s my

first time doing it. Since I'm new to this field, it's not that simple, but the video from our
instructor that I've watched really helps a lot. I am already familiar with terms like item
difficulty, item analysis, and item discrimination. However, it can be challenging if you're the
one solving the item analysis because you have to check thoroughly and risk making a mistake
that could affect other items.

The first thing I’ve observed in doing the activity is you have to carefully check and take down
one by one the correct and incorrect scores of the students in each item of the test, Also, I think
you should have so you really need to take your time otherwise you might rush the check and
miss something. After that, the teacher will get the total scores of the student and arrange them
according to highest scores to lowest. And I think this is one of the difficult things in doing the
item analysis the arranging of scores because as a teacher sometimes we have a lot in mind so
there’s a chance that we lose focus or miss something so it takes more focus in doing it. And in
the of the day our goal is to improve the reliability of the test items and to determine the
effectiveness by asking the same question of all individual items.

In addition, I found it difficult in getting the item difficulty and item discrimination. In this the
teacher will know if the test is very easy of very difficult. At the same time this analysis would
help teachers to understand which questions need to be changed, removed, or should be kept, as
well as how well a question separates students at the top and bottom. So in solving or getting the
item difficulty and item discrimination you have to be cautious in solving, whether manually or
using Microsoft excel.

Examining how well each item serves this purpose is one way to gauge how well your test is
performing as a whole. The fundamental tenet is that a good item is one that good students
correctly answer more frequently than do poor students. Even if there is a significant gap in
scores, what if the chances of high scores for good students are no greater than those for poor
students? If we assume that you actually provided them with the appropriate instruction, then
your test did not accurately reflect what they had learned. Thus, it is "not working."