Item Analysis and

Test Banking
AUGUST , 2019

DEPARTMENT OF EDUCATION- SDO Ilocos Sur

Terminal Objective
•Perform item
analysis using the
unified item
analyzer
DEPARTMENT OF EDUCATION- SDO Ilocos Sur
 Enabling Objective
•Explain item analysis and its
process
•Perform item analysis
simulation
•Present results of item
analysis
DEPARTMENT OF EDUCATION- SDO Ilocos Sur
Brainstorming Activtiy

•What are your

practices during
submission of
quarterly tests?
DEPARTMENT OF EDUCATION- SDO Ilocos Sur
 Process Questions
•What are the commonalities
among the practices?
•What are the differences
among the practices?
•How long have you been using
your quarterly tests?
DEPARTMENT OF EDUCATION- SDO Ilocos Sur
 Item Analysis
• process which examines
student responses to individual
test items (questions) in order
to assess the quality of those
items and of the test as a
whole

DEPARTMENT OF EDUCATION- SDO Ilocos Sur

 Item Analysis
• valuable in improving items
which will be used again in
later tests, but it can also be
used to eliminate ambiguous
or misleading items in a single
test administration

DEPARTMENT OF EDUCATION- SDO Ilocos Sur

 Item Analysis
• valuable for increasing
instructors’ skills in test
construction, and identifying
specific areas of course
content which need greater
emphasis or clarity.
DEPARTMENT OF EDUCATION- SDO Ilocos Sur
 Test Banking
• process whereby
test items which
have undergone
analyses are kept
DEPARTMENT OF EDUCATION- SDO Ilocos Sur
Steps in Item Analysis
1. Score the whole test for all the
students.
2. Rank the students paper in
order.
3. Assign the top one-third as high
achievers and bottom one-third as
low achievers.
DEPARTMENT OF EDUCATION- SDO Ilocos Sur
Goals of Item Analysis

•Item Difficulty
•Discrimination
Index
DEPARTMENT OF EDUCATION- SDO Ilocos Sur
 Item Difficulty

•the percentage of
students who
answered an item
correctly
DEPARTMENT OF EDUCATION- SDO Ilocos Sur
 Item Difficulty
P = (H + L) x 100
N
Where:
H = No. of students answering the item correctly in the
high achieving group.
L = No. of students answering the item correctly in the
low achieving group.
N = Total number of students in two groups including
non-responders.

DEPARTMENT OF EDUCATION- SDO Ilocos Sur

 Item Difficulty
Thus, for the given example the
value of

‘P’ = (20 + 10) x 100 = 30 %

100

DEPARTMENT OF EDUCATION- SDO Ilocos Sur

Indices for Item Difficulty
Range Interpretation
91-100 Very Easy
76-90 Easy
25-75 Average
10-24 Difficult
0-9 Very Difficult
DEPARTMENT OF EDUCATION- SDO Ilocos Sur
 Discrimination Index

• the ability of an item to

differentiate among
students on the basis of
how well they know the
material being tested
DEPARTMENT OF EDUCATION- SDO Ilocos Sur
 Discrimination Index

• the ability of an item to

differentiate among
students on the basis of
how well they know the
material being tested
DEPARTMENT OF EDUCATION- SDO Ilocos Sur
 Discrimination Index
d=H-L x 2
N
Where:
H = No. of students answering the item correctly in
the high achieving group.
L = No. of students answering the item correctly in
the low achieving group.
N = Total number of students in two groups
including non-responders.
DEPARTMENT OF EDUCATION- SDO Ilocos Sur
 Discrimination Index
Thus for the given example the value of

d= 20 - 10 = 10 (2) = 0.2
100 100

DEPARTMENT OF EDUCATION- SDO Ilocos Sur

 Discrimination Index
Range Interpretation Action
-0.42 – 0.19 Poor Discard
0.20 – 0.29 Marginal Needs Revision
0.30 – 0.39 Satisfactory Retain

0.40- 1.0 High Retain

DEPARTMENT OF EDUCATION- SDO Ilocos Sur

 Application
• Take the 5-item multiple choice
questions within the allotted time.
Write the answers on the sheet
provided for. After the checking,
determine the index of difficulty,
discrimination index and identify
the necessary action to the item. 
DEPARTMENT OF EDUCATION- SDO Ilocos Sur
Keep on reinventing
yourself.

DEPARTMENT OF EDUCATION- SDO Ilocos Sur

 Thank you!

DEPARTMENT OF EDUCATION- SDO Ilocos Sur