Item Analysis and Validation

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This is my report in ASSE 21 (Assessment of Student Learning)

This is my report in ASSE 21 (Assessment of Student Learning)

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  • 1. Reported by: AGUSTIN, Levin Jasper A. BSE – E – 3 (Irreg.)
  • 2.  subjected to Item Analysis and Validation PHASES (1) (2) (3) try-out phase Item analysis phase (level of difficulty) Item revision phase
  • 3. Two important characteristics: (a) item difficulty (b) discrimination index
  • 4.  Item difficulty = number of students with correct answer/ total number of students  The item difficulty is usually expressed in percentage.
  • 5. Range of Difficulty Index 0 – 0.25 0.26 – 0.75 0.76 – above Interpretation Action Difficult Revise or discard Right difficulty Retain Easy Revise or discard
  • 6.  Tells whether it can discriminate between those who do not know the answer  Difficulty  Upper in: 25% of the class  Lower 25% of the class
  • 7. Formula: Index Range Interpretation Action -1.0 - -.50 Can discriminate but item is questionable Discard -.55 – 0.45 Nondiscriminating Revise 0.46 – 1.0 Discriminating item Include
  • 8.  the proportion of the total group who got the item wrong FORMULA: P = RU + RL T X 100 – The number in the upper group who answered the item correctly – The number in the lower group who answered the item correctly – The total number who tried the item
  • 9. PURPOSE: to determine the characteristics of the whole test itself, namely, the validity and reliability of the test - Is the extent to which a test measure or as referring to the appropriateness, correctness, meaningf ulness and usefulness of the specific decisions a teacher makes based on the test results
  • 10. Content-related evidence of validity Criterion-related evidence of validity Construct-related evidence of validity
  • 11. Expectancy Table GRADE POINT AVERAGE Test Score Very Good Good High 20 10 Average 10 25 Low 1 10 Needs Improveme nt 5 5 14
  • 12. RELIABILITY refers to the consistency of the scores obtained
  • 13. RELIABILITY .90 and above .80 - .90 INTERPRETATION Excellent reliability; at the level of the best standardized tests Very good for a classroom test. .70 - .80 Good for a classroom test; in the range of most. There are probably a few items which could be improved. .60 - .70 Somewhat low. This test needs to be supplemented by other measures (e.g., more tests) to determine grades. There are probably some items which could be improved. .50 - .60 .50 or below Suggests need for revision of test; unless it is quite short (ten or fewer items). The test definitely needs to be supplemented by other measures (e.g., more tests) for grafing Questionable reliability. This test should not contribute heavily to the course grade, and it needs revision.