May 24, 2017, 1:00 – 3:00pm

Item Analysis and

Evaluation of
Test Results
Objectives for this two-hour interaction:
 To characterize a valid and
reliable test item
 To perform a system of
checking the validity and
reliability of a test
 To interpret test results after
item analysis
Let’s test our memory first…
Try remembering
as many words
as you can in
their proper
order within just
3 minutes.
In 2 minutes, write
down the words in
proper order on the
sheet provided.
 1
10
3
7
8
2
5
6
49
00:01:10
00:01:20
00:01:30
00:01:40
00:01:50
00:02:00
00:00:20
00:00:30
00:00:40
00:00:50
00:01:00
Time’s Up
Demonstration
 Occurring
RandomlyTechnique
Awkward M
A Mnemonics
Let’s try the ROAM Technique

In 3 minutes, try
remembering the 20
words by creating
ROAM links.
 1. clock 11. vase
2. coin 12. umbrella
3. pencil 13. mug
4. egg 14. eyeglasses
5. gun 15. TV
6. lizard 16. tomato
7. orange 17. bridge
8. wallet 18. ice
9. computer 19. dog
10. book 20. paper
In 2 minutes, write
down the words in
proper order on the
sheet provided.

1
10
3
7
8
2
5
6
49
00:01:10
00:01:20
00:01:30
00:01:40
00:01:50
00:02:00
00:00:20
00:00:30
00:00:40
00:00:50
00:01:00
Time’s Up
 1. clock 11. vase
2. coin 12. umbrella
3. pencil 13. mug
4. egg 14. eyeglasses
5. gun 15. TV
6. lizard 16. tomato
7. orange 17. bridge
8. wallet 18. ice
9. computer 19. dog
10. book 20. paper
 Creative Assessment

teaching VALID learning

test
strategies
activities
techniques
instruments
 Properly
Scored

Post-
reviewed

rate of correct
rateresponses
of students in a
amongDhigh
Higher performers
=Lower
group P =who
Effective More Difficult Item
Item answered
compared toHigher
that ofPthe
Lower D = Questionable = Easier Item
in an
low performers in theitemtest correctly
(Garcia, 2008)
(Garcia, Evaluating
2008) the
ITEMObjective-Type
ANALYSIS
of Test

Difficulty Discrimination
Index (P) Index (D)

Test deficiencies
identified
detected
Test difficulties
ITEM ANALYSIS
ITEM ANALYSIS (Garcia, 2008)

Procedure:
1. Arrange the scored papers from highest to
lowest.
2. Group the upper 27% and the lower 27%.
3. Record separately the number of times each
option was chosen by the students per item in
both groups.
4. Add the number of correct answers to each
item by the upper and lower groups combined
ITEM ANALYSIS (Garcia, 2008)

Procedure:
5. Compute the difficulty index (P) using:

P= Nc
x 100
T
where:
Nc = no. of correct responses
T = combined total of students in the
upper & lower groups
ITEM ANALYSIS (Garcia, 2008)

Procedure:
6. Compute the discrimination index (D) using:

D= CU - CL
where: T
CU = no. of correct responses, upper grp.
CL = no. of correct responses, lower grp.
T = no. of 27% of the students
 Difficulty of Items
P value range Interpretation
0.00 to 0.20 Very Difficult
0.21 to 0.40 Difficult
0.41 to 0.60 Moderately Difficult
0.61 to 0.80 Easy
0.81 and above Very Easy
 Discrimination by the options
D value range Interpretation
-1.00 to -0.60 Questionable
-0.59 to -0.20 Not Discriminating
-0.19 to 0.20 Moderately Discriminating
0.21 to 0.60 Discriminating
0.61 to 1.00 Very Discriminating
Let’s try the ITEM
ANALYSIS in
Excel® template
Let’s ponder!
Is the
pencil-and-paper test
the most reliable form of
assessing student
learning?
After the break…
Exploring authentic
assessment