1. NURSING EDUCATIONITEM ANALYSISBYARUN.MKVM COLLEGE
2. DEFINITIONSA type of analysis used to assesswhether items on a scale aretapping the same construct andare sufficiently discriminating.(Pollit & Beck)
3. The procedure used judge the qualityof an item (Neeraja)Item analysis is the process oflooking at the item responses of atest
4. PURPOSES Select best questions Identify structural content defect inquestion Detect learning difficulties Identify weakness Interpretation of student’sperformance
5.  Understand behavior of item To become better competentteachers. Control the quality of a test. Evaluate the students.
6.  Point out problems of validity test byrevising and eliminating ineffectiveitems Find out performance of group Reveals the facility value of each ofthe item and the discrimination.
7. ITEM DIFFICULTY:It is measured by calculating thepercentage of test-takers whoanswer the item correctly
8. ITEM DIFFICULTY INDEXP=R/N X 100R - No of pupil who answered theitem correctlyN - Total No of pupil who tried them
9. DIFFICULTY LEVEL=Average on the test X 100Max. Possible scoreDIFFICULTY INDEX =H+L X 100NH -No. of correct answers to the high groupL - No. of correct answers to the low groupN - Total No. of students in both group
10. FACILITY VALUE=No. of students answeringquestion correctly X100No. of students who have taken the test
11. ITEM DISCRIMINATION: The way anitem differentiates students who knowthe content from who do not know
12. DISCRIMINATION INDEXThe degree to which a given itemdiscriminates among students whodiffer sharply in the functionsmeasured by the test as a whole
13. DISCRIMINATION INDEXFormulaDI=2 x (H-L)NH – Number of correct answer in high groupL - Number of correct answer in low groupN – Total number of students in bothgroups
14.  DISTRACTOR EVALUATION: Inaddition to evaluation of correctanswers to an item distracters orwrong answers also individuallyevaluated
15. INTER-ITEM CORRELATION This matrix displays thecorrelation of each item withevery other item. This matrix provides importantinformation about a test’sinternal consistency, and whatcould be done to improve it.
16. ITEM-TOTAL CORRELATIONS Point-biserial or item-totalcorrelations assess the usefulness ofan item as a measure of individualdifferences in knowledge, ability, orpersonality characteristic. Here each test item (incorrect = 0;correct =1) is correlated with theperson’s total test score.
17. ITEM REVISION Developing a valid and reliabletest is an ongoing process.It helps the faculty to recall itemsand student responses to them.Item revision should conductafter item analysis.
18. STEPS OF ITEM ANALYSIS After the test is scored, arrange thetest scores in rank order fromhighest to lowest. Divide the score into a high scoringhalf and a low scoring half For each item, tally the number ofstudents in each group who choseeach alternative. Record thesecounts on a copy of test item next toeach response item.
19.  Calculate the difficulty index for eachitem. Calculate the discrimination index foreach item. Check each items for implausibledistracters, ambiguity and mis-keying.
20. USING ITEM ANALYSIS RESULT judge the worth or quality of a test. Aids in subsequent test revision Increase skills in test construction Planning future activities. Basis for discussing test result Promotion of students to the next highergrade improve teaching methods and techniques