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# Item analysis ppt

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• 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 &amp; 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&#xF076; Select best questions&#xF076; Identify structural content defect inquestion&#xF076; Detect learning difficulties&#xF076; Identify weakness&#xF076; Interpretation of student&#x2019;sperformance
• 5. &#xF076; Understand behavior of item&#xF076; To become better competentteachers.&#xF076; Control the quality of a test.&#xF076; Evaluate the students.
• 6. &#xF076; Point out problems of validity test byrevising and eliminating ineffectiveitems&#xF076; Find out performance of group&#xF076; 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 &#x2013; Number of correct answer in high groupL - Number of correct answer in low groupN &#x2013; Total number of students in bothgroups
• 14. &#xF0D2; DISTRACTOR EVALUATION: Inaddition to evaluation of correctanswers to an item distracters orwrong answers also individuallyevaluated
• 15. INTER-ITEM CORRELATION&#xF076; This matrix displays thecorrelation of each item withevery other item.&#xF076; This matrix provides importantinformation about a test&#x2019;sinternal consistency, and whatcould be done to improve it.
• 16. ITEM-TOTAL CORRELATIONS&#xF0D2; Point-biserial or item-totalcorrelations assess the usefulness ofan item as a measure of individualdifferences in knowledge, ability, orpersonality characteristic.&#xF0D2; Here each test item (incorrect = 0;correct =1) is correlated with theperson&#x2019;s total test score.
• 17. ITEM REVISION&#xF0D2; Developing a valid and reliabletest is an ongoing process.&#xF0D2;It helps the faculty to recall itemsand student responses to them.&#xF0D2;Item revision should conductafter item analysis.
• 18. STEPS OF ITEM ANALYSIS&#xF0D2; After the test is scored, arrange thetest scores in rank order fromhighest to lowest.&#xF0D2; Divide the score into a high scoringhalf and a low scoring half&#xF0D2; 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. &#xF0D2; Calculate the difficulty index for eachitem.&#xF0D2; Calculate the discrimination index foreach item.&#xF0D2; Check each items for implausibledistracters, ambiguity and mis-keying.
• 20. USING ITEM ANALYSIS RESULT&#xF0D8; judge the worth or quality of a test.&#xF0D8; Aids in subsequent test revision&#xF0D8; Increase skills in test construction&#xF0D8; Planning future activities.&#xF0D8; Basis for discussing test result&#xF0D8; Promotion of students to the next highergrade&#xF0D8; improve teaching methods and techniques