Assesment of Learning 1.pptx

Distracter Analysis
1.Distracter
Distracter is term used for the incorrect
option in the multiple choice type of test while the
correct answers represents the key.
Item analysis we can identify non-performing
test items, but this item seldom indicates the error
or the problem in the given item.

Factors why students failed to get the
correct answer in given question:
a. it is not taught in the class properly.
b. it is ambiguous.
c. the correct answer is not the given option.
d. it has more than one correct answer.
e. It contains grammatical clues to mislead the students.
f. The student is not aware of the correct.
g. The students were confused by the logic of the
question because it has double negatives.
h. The students failed to study the lesson.

Distracter Analysis
2.Miskeyed item
The test item is a potential miskey if there are more
students from the upper group who choose the incorrect
options than the key.
3.Guessing item
Student from the upper group have equal spread of
choices among the given alternatives.

Distracter Analysis
Students from the upper group guess their
answers because of the following reasons:
a. The content of the test is not
discussed in the class or in the text.
b. The test item is very difficult.
c. The question is trivial.

Distracter Analysis
4. Ambiguous item
This happen when more students from
the upper group choose equally an
incorrect option and the keyed answer.

Qualitative Item Analysis
Qualitative item analysis(Zurawski, R. M) is a process in which the
teacher or expert carefully proofreads the best test before is
administered, to check if there are typographical errors, to avoid
grammatical clues that may lead to giving away the correct answer,
and to ensure that the level of reading materials is appropriate.
These procedures can also include small group discussion on the
quality of the examination are its item, with examinees that have
already took the test.
Students who took the examination are asked to express verbally
their experience in answering each item in the examination. This
procedure can help the teacher in determining why they
misunderstood a certain item.

Types of Quantitative Item
Analysis
Difficulty index
Discrimination index
Response Option Analysis

Difficulty Index
Level of Difficulty of an Item
Index Range Difficulty Level
0.00-0.20 Very Difficult
0.21-0.40 Difficult
0.41- 0.60 Average/Moderately Difficult
0.61- 0.80 Easy
0.81 – 1.00 Very Easy

Difficulty Index Formula
n
N
F = __ ,where
F = Difficulty index
n = Number of students selecting the item
correctly in upper and lower group.
N= T
otal number of students who answered the test.
D

Discrimination Index
Level of Discrimination
Index Range Discrimination Level
0.19 and below Poor item, should be eliminated
or need to be revised
0.20-0.29 Marginal item, needs some
revision
0.30- 0.39 Reasonably good item but
possibly for improvement
0.40 and above Very good item

Discrimination Index
D
D
1 = __
1 = Discrimination index value
UG
Number of students selecting the
= correct answer in the upper group.
CUG CLG ,where
C
CLG = Number of students selecting then correct
answer in the lower group.
= Number of students in either the
lower group or upper group.

IMPROVING TEST
ITEMS
Consider the following examples in analyzing the test and some notes on
how to improve the item based from the result of item analysis.
Example 1. A class is composed of 40 students. Divide the group into two.
Option B is the correct answer
. Based from the given data on the table, as a
teacher, what would you do with the test item?
How to improve the test item
Options A B * C D E
Upper group 3 10 4 0 3
Lower group 4 4 8 0 4

1. Compute the difficulty index.
n = 10+4=14
N = 40
DF
n
F =
N
__ ,where
D
14
F =
40
__ ,where
D
= 0.35 OR 35%
Options A B * C D E
Upper
group
3 10 4 0 3
Lower
group
4 4 8 0 4
0.21-0.40 Difficult
0.41- 0.60 Average/Mode
rately Difficult
0.61- 0.80 Easy
0.81 – 1.00 Very Easy
Index Range Discrimination
Level
0.19 and below Poor item,
should be
eliminated or
need to be
revised
0.20-0.29 Marginal item,
needs some
revision
0.30- 0.39 Reasonably
good item but
possibly for
improvement
0.40 and
above
Very good
item

2. Compute the discrimination index.
D
1 = __
D
D = 20
UG
CUG =10
CLG = 4
C CL_G ,where
Options A B * C D E
Upper
group
3 10 4 0 3
Lower
group
4 4 8 0 4
20
_1_0 4
__6
20
=
=0.30 OR 30%
0.21-0.40 Difficult
rately Difficult
0.61- 0.80 Easy
0.81 – 1.00 Very Easy
Level
should be
eliminated or
need to be
revised
needs some
revision
good item but
possibly for
improvement
0.40 and
above
Very good
item
1
= 1
D

3. Make an analysis about the level of difficulty,
discrimination and distracters.
a. Only 35% of the examines got the answer correctly, hence, the item is
difficult.
b. More students from the upper group got the answer correctly, hence,
has a positive discrimination.
c. Retain option A, C, and E because most of the students who did not
perform well in the overall examination selected it. Those option
most students from the lower group.
4. Conclusion: Retain the test item but change option D
, make it more
realistic to make it effective for the upper and lower groups. At least 5%
of the examinees choose the incorrect answer.
IMPROVING TEST ITEMS

IMPROVING TEST
Options A B * C D E
Upper
group
3 10 4 0 3
Lower
group
4 4 8 0 4
IT
IndE
exM
Rang
S
e Difficulty Level
0.21-0.40 Difficult
rately Difficult
0.61- 0.80 Easy
0.81 – 1.00 Very Easy
Level
should be
eliminated or
need to be
revised
needs some
revision
good item but
possibly for
improvement
0.40 and
above
Very good
item
b.More students from the upper group got the
answer correctly, hence, it has a positive
discrimination.
c.Retain option A, C, and E because most of the
students who did not perform well in the overall
examination selected it. Those option attract
most students from the lower group.
4. Conclusion: Retain the test item but change option
D, make it more realistic to make it effective for the
upper and lower groups. At least 5% of the examinees
choose the incorrect answer.
Response option analysis
3. Make an analysis about the level of
difficulty, discrimination and distracters.
a.Only 35% of the examines got the
answer correctly, hence, the item is
difficult.

IMPROVING TEST
Example 2. A class is composed of 50 students. Use 27% to get the upper
and the lower groups. Analyze the item given the following results. Option D
is the correct answer. What will you do with the test item?
ITEM
Ho
S
w to improve the test item
Options A B C D * E
Upper group (27%) 3 1 2 6 2
Lower group (27%) 5 0 4 4 1

n = 6+4=10
N = 28
D
n
F
N
= __ ,where
D
10
F =
28
__ ,where
D
F = 0.36 OR 36%
Options A B C D * E
Upper
group
(27%)
3 1 2 6 2
Lower
group
(27%)
5 0 4 4 1
0.21-0.40 Difficult
rately Difficult
0.61- 0.80 Easy
0.81 – 1.00 Very Easy
Level
should be
eliminated or
need to be
revised
needs some
revision
good item but
possibly for
improvement
0.40 and
above
Very good
item

0.14 OR 14%
1 =
D
__
D
UG = 6
= 4
UG
C
CLG
C CL_G ,where
4
__6
14
__ 2
14
=
=
Options A B C D * E
Upper
group
(27%)
3 1 2 6 2
Lower
group
(27%)
5 0 4 4 1
0.21-0.40 Difficult
rately Difficult
0.61- 0.80 Easy
0.81 – 1.00 Very Easy
Level
should be
eliminated or
need to be
revised
needs some
revision
good item but
possibly for
improvement
0.40 and
above
Very good
item
D1 = 14
D1 =

3. Make an analysis about the level of difficulty, discrimination and distracters.
a. Only 36% of the examines got the answer correctly, hence, the item is
difficult.
b. More students from the upper group got the answer correctly, hence, it has
positive discrimination.
c. Modify option B and E because more students from the upper group chose
them compare with the lower group, hence, They are not effective
because most of the students who performed well in the overall
selected them as their answer.
4. Conclusion: Retain A and C because most of the students who did not
perform well in the overall examination selected them as the correct answers.
Hence, option A and C are effective distracters.

IMPROVING TEST
IT
IndE
exM
Rang
S
e Difficulty Level
0.21-0.40 Difficult
rately Difficult
0.61- 0.80 Easy
0.81 – 1.00 Very Easy
Level
should be
eliminated or
need to be
revised
needs some
revision
good item but
possibly for
improvement
0.40 and
above
Very good
item
Response option analysis b.More students from the upper group got the
answer correctly, hence, it has a positive
discrimination.
Options A B C D * E
Upper
group
(27%)
3 1 2 6 2
Lower
group
(27%)
5 0 4 4 1
c.Modify option B and E because more students
from the upper group chose them compare with
the lower group, hence, They are not effective
distracters because most of the students who
performed well in the overall examination selected
them as their answer.
Conclusion: Retain A and C because most of the students
who did not perform well in the overall examination selected
them as the correct answers. Hence, option A and C are
effective distracters.
3. Make an analysis about the level of
difficulty, discrimination and distracters.
a.Only 36% of the examines got the
answer correctly, hence, the item is
difficult.

IMPROVING TEST
Example 3. A class is composed of 50 students. Use 27% to get the upper
and the lower groups. Analyze the item given the following results. Option E
is the correct answer. What will you do with the test item?
ITEM
Ho
S
Options A B C D E *
Upper group (27%) 2 3 2 2 5
Lower group (27%) 2 2 1 1 8

OR %
n = + =
N =
D
n
F =
N
__ ,where
D
F = __ ,?
D
F =
Options A B C D E *
Upper
group
(27%)
2 3 2 2 5
Lower
group
(27%)
2 2 1 1 8
0.21-0.40 Difficult
rately Difficult
0.61- 0.80 Easy
0.81 – 1.00 Very Easy
Level
should be
eliminated or
need to be
revised
needs some
revision
good item but
possibly for
improvement
0.40 and
above
Very good
item

OR %
1 =
D
__
D
D
UG =
=
UG
C
CLG
C CL_G ,where
__ ,?
=
= __
Options A B C D E *
Upper
group
(27%)
2 3 2 2 5
Lower
group
(27%)
2 2 1 1 8
0.21-0.40 Difficult
rately Difficult
0.61- 0.80 Easy
0.81 – 1.00 Very Easy
Level
should be
eliminated or
need to be
revised
needs some
revision
good item but
possibly for
improvement
0.40 and
above
Very good
item
1 =
D1=

3.Make an analysis about the level of difficulty, discrimination and
distracters.
a. Only __ got the answer correctly, hence, the item is moderately
difficult.
b. More students from the lower group got the answer correctly, therefor, it has
. The discrimination index is -21%.
c. No need to analyze the distracters because the item discriminates
.
d. Modify all the distracters because they are not effective. Most of the students
the upper group chose the incorrect option. The options are effective if most
the students in the lower group chose the incorrect options.
4. Conclusion: Reject the item because it has a index.

IMPROVING TEST
ITEMS
0.21-0.40 Difficult
rately Difficult
0.61- 0.80 Easy
0.81 – 1.00 Very Easy
Level
should be
eliminated or
need to be
revised
needs some
revision
good item but
possibly for
improvement
0.40 and
above
Very good
item
a.Only 46% got the answer
correctly, hence, the item is
moderately difficult.
b.More students from the lower group got the
answer correctly, therefor, it has a negative
discrimination The discrimination index is -21%.
Options A B C D E *
Upper
group
(27%)
2 3 2 2 5
Lower 2
group
(27%)
2 1 1 8
c.No need to analyze the distracters because
the item discriminates negatively.
d.Modify all the distracters
because they are not effective.
Most of the students in the upper
group chose the incorrect option.
The options are effective if most
of the students in the lower
group chose the incorrect
options.
4. Conclusion: Reject the item because it has a negative
discrimination index.
3. Make an analysis about the level
of difficulty, discrimination and
distracters

IMPROVING TEST
Example 4.POTENTIAL MISKEYED ITEM. Make an item
analysis about the table below. What will you do with the
that is potential miskeyed item?
ITEM
Ho
S
Options A * B C D E

n = 1+3=4
N = 40
D
n
F
N
= __ ,where
D
4
F =
40
__ ,where
D
F = 0.10 OR 10%
Options A * B C D E
Upper
group
1 2 3 10 4
Lower
group
3 4 4 4 5
0.21-0.40 Difficult
rately Difficult
0.61- 0.80 Easy
0.81 – 1.00 Very Easy
Level
should be
eliminated or
need to be
revised
needs some
revision
good item but
possibly for
improvement
0.40 and
above
Very good
item

-0.10 OR -10%
D
1 = __
D UG
CUG =1
CLG = 3
C CL_G ,where
3
20
___
1
_-
_ 2
20
=
=
=
Options A * B C D E
Upper
group
1 2 3 10 4
Lower
group
3 4 4 4 5
0.21-0.40 Difficult
rately Difficult
0.61- 0.80 Easy
0.81 – 1.00 Very Easy
Level
should be
eliminated or
need to be
revised
needs some
revision
good item but
possibly for
improvement
0.40 and
above
Very good
item
D
D1
= 20
1

3. Make an analysis:
a. More students from the upper group choose option D that option A,
even though option A is the supposedly the correct answer.
b. Mostly likely the teacher has written the wrong answer key.
c. The teacher checks and finds out that he/she did not miskey the answer
that he/she thought is the correct answer.
d.If the teacher miskeyed it he/she must check and retally the score of the
students’ test papers before giving them back.
e. If option A is really the correct answer, revise to weaken option D,
distracters are not supposed to draw more attention than the keyed
answer.

correctly,
f
. Only 10% of the students got the answer to the test item
hence, the test item is very difficult.
g. More students from the lower group got the item correctly,
therefore a negative discrimination resulted. The discrimination
ver
y
index is -10%
h. No need to analyze the distracters because the test item is
difficult and discrimination negatively.
4. Conclusion: reject the item because it is very difficult and a has
negative discrimination index.

IMPROVING TEST
IT
IndE
exM
Rang
S
e Difficulty Level
0.21-0.40 Difficult
rately Difficult
0.61- 0.80 Easy
0.81 – 1.00 Very Easy
Level
should be
eliminated or
need to be
revised
needs some
revision
good item but
possibly for
improvement
0.40 and
above
Very good
item
Response option analysis a.More students from the upper group
choose option D that option A, even
though option A is the supposedly the
correct answer.
Options A * B C D E
Upper
group
1 2 3 10 4
Lower
group
3 4 4 4 5
b.Mostly likely the teacher has
written the wrong answer key.
c.The teacher checks and finds out that
he/she did not miskey the answer that
he/she thought is the correct answer.
d.If the teacher miskeyed it he/she
must check and retally the score of
the students’ test papers before
giving them back.
g.More students from the lower group
got the item correctly, therefore a
negative discrimination resulted. The
discrimination index is -10%
h.No need to analyze the distracters because the test
item is very difficult and discrimination negatively.
e.If option A is really the correct answer,
revise to weaken option D, distracters are
not supposed to draw more attention than
the keyed answer.
4. Conclusion: reject the item because it is
very difficult and a has negative
3. Make an analysis: potential miskeyed item
f.Only 10% of the students got the
answer to the test item correctly,
hence, the test item is very difficult.

IMPROVING TEST
Example 5. AMBIGUOUS ITEM. Below is the result of item analysis of
a test with an ambiguous test item. What can you say about the
item? Are you going to retain, revise or reject?
ITEM
Ho
S
Options A B C D E *

n = 8+6=14
N = 39
D
n
F = __ ,where
D
N1
4
F
39
= __ ,where
D
F = 0.36 OR 36%
Options A B C D E *
Upper
group
7 1 1 2 8
Lower
group
6 2 3 3 6
0.21-0.40 Difficult
rately Difficult
0.61- 0.80 Easy
0.81 – 1.00 Very Easy
Level
should be
eliminated or
need to be
revised
needs some
revision
good item but
possibly for
improvement
0.40 and
above
Very good
item

0.10 OR 10%
D
1 = __
D
D = 20
C = 6
UG
CUG =8
LG
C CL_G ,where
6
20
__8
__2
20
=
Options A B C D E *
Upper
group
7 1 1 2 8
Lower
group
6 2 3 3 6
0.21-0.40 Difficult
rately Difficult
0.61- 0.80 Easy
0.81 – 1.00 Very Easy
Level
should be
eliminated or
need to be
revised
needs some
revision
good item but
possibly for
improvement
0.40 and
above
Very good
item
1
=
D1 =

a. Only 36% of the students got the answer to test item correctly,
hence, the test item is difficult.
b.More students from the upper group got the item correctly, hence,
it discriminates positively. The discrimination index is 10%
c. About equal numbers of top students went for option A and
option E, this implies that they could not tell which is the correct
answer. The students do not know the content of the test, thus, a
reteach is needed.
4. Conclusion: Revise the test item because it is ambiguous.

IMPROVING TEST
ITEMS
0.21-0.40 Difficult
rately Difficult
0.61- 0.80 Easy
0.81 – 1.00 Very Easy
Level
should be
eliminated or
need to be
revised
needs some
revision
good item but
possibly for
improvement
0.40 and
above
Very good
item
Upper
group
7 1 1 2 8
Lower
group
6 2 3 3 6
3. Make an analysis: ambiguous item
a.Only 36% of the students
got the answer to test item
correctly, hence, the test item
is difficult.
b.More students from the upper group got the
item correctly, hence, it discriminates positively. The
discrimination index is 10%
Options A B C D E *
c.About equal numbers of top students went for option
A and option E, this implies that they could not tell
which is the correct answer. The students do not know
the content of the test, thus, a reteach is needed.
4.Conclusion: Revise the test
item because it is
ambiguous.

IMPROVING TEST
Example 6.GUESSING ITEM. Below is the result of item
analysis of a test with students’ answers mostly based on a
guess. Are you going to retain, revise or reject?
ITEM
Ho
S
Options A B C * D E

n = 4+3=7
N = 39
D
n
F =
N
__ ,where
D
7
39
F = __ ,where
D
F = 0.18 OR 18%
0.21-0.40 Difficult
rately Difficult
0.61- 0.80 Easy
0.81 – 1.00 Very Easy
Level
should be
eliminated or
need to be
revised
needs some
revision
good item but
possibly for
improvement
0.40 and
above
Very good
item
Options A B C * D E
Upper
group
4 3 4 3 6
Lower
group
3 4 3 4 5

0.05 OR 5%
D
1 = __
D
C = 3
UG
CUG =4
LG
C CL_G ,where
3
20
__4
__1
20
=
=
=
0.21-0.40 Difficult
rately Difficult
0.61- 0.80 Easy
0.81 – 1.00 Very Easy
Level
should be
eliminated or
need to be
revised
needs some
revision
good item but
possibly for
improvement
0.40 and
above
Very good
item
Options A B C * D E
Upper
group
4 3 4 3 6
Lower
group
3 4 3 4 5
D1
D1 = 20

a. Only18% of the students got the answer to the test item correctly.
b. More students from the upper group got the correct answer to the test item;
therefore, the test item is positive discrimination. The discrimination index is 5%.
c. Students responds about equally to all alternatives, an indication that they are
guessing.
Three possibilities why student guesses the answer on a test item:
The content of the test item has not yet been discussed in the class
because the test is designed in advance;
T
est item were badly written that students have no idea what the question
is really all about: and
T
est item were very difficult as shown from the difficulty index and low

d.If the test is well-written but too difficult, reteach
material to the class.
4. Conclusion: Reject the item because it is very
difficult and the discrimination index is very poor, and
option A and B are not effective distracters.

IMPROVING TEST
IT
IndE
exM
Rang
S
e Difficulty Level
0.21-0.40 Difficult
rately Difficult
0.61- 0.80 Easy
0.81 – 1.00 Very Easy
Level
should be
eliminated or
need to be
revised
needs some
revision
good item but
possibly for
improvement
0.40 and
above
Very good
item
3. Make an analysis: guessing item
Upper 4
group
3 4 3 6
Lower 3
group
4 3 4 5
a.Only18% of the students got the
answer to the test item correctly.
b.More students from the upper group got the correct
answer to the test item; therefore, the test item is
positive discrimination. The discrimination index is 5%.
Options A B C * D E
c.Students responds about equally to all
alternatives, an indication that they are
guessing.
d.If the test is well-written but too
difficult, reteach the material to
the class.
4. Conclusion: Reject the item
because it is very difficult and the
discrimination index is very poor
, and
option A and B are not effective
distracters.

IMPROVING TEST
Example 7.Reject the item because it is very difficult and the
discrimination index is very poor, and options A and B are
not effective distracters.
ITEM
Ho
S
Options A B C * D E

OR %
n = + =
N =
D
n
F =
N
__ ,where
D
F = __ ,?
D
F =
0.21-0.40 Difficult
rately Difficult
0.61- 0.80 Easy
0.81 – 1.00 Very Easy
Level
should be
eliminated or
need to be
revised
needs some
revision
good item but
possibly for
improvement
0.40 and
above
Very good
item
Options A B C * D E
Upper
group
5 3 9 0 3
Lower
group
6 4 6 0 4

OR %
D
1 = __
D UG
CUG =
CLG =
C CL_G ,where
__ ,?
=
= __
=
0.21-0.40 Difficult
rately Difficult
0.61- 0.80 Easy
0.81 – 1.00 Very Easy
Level
should be
eliminated or
need to be
revised
needs some
revision
good item but
possibly for
improvement
0.40 and
above
Very good
item
Options A B C * D E
Upper
group
5 3 9 0 3
Lower
group
6 4 6 0 4
D1 =
1
D

3.Make an analysis about the level of difficulty, discrimination and
distracters.
a. Only got the answer correctly, hence, the item is
difficult.
b.More students from the upper group answer the test item correctly,
a result, the test got a . The discrimination
index is 15%
c. Option A,B, and E are attractive and effective distracters.
d.Option D is in effective; therefore, changing it with more realistic
one.
4. Conclusion: Revise the item by changing option D.

IMPROVING TEST
ITEMS
0.21-0.40 Difficult
rately Difficult
0.61- 0.80 Easy
0.81 – 1.00 Very Easy
Level
should be
eliminated or
need to be
revised
needs some
revision
good item but
possibly for
improvement
0.40 and
above
Very good
item
a.Only 38% got the answer
correctly, hence, the item is
difficult.
group
Upper 5 3 9 0 3
Lower
group
6 4 6 0 4
b.More students from the upper group answer
the test item correctly, as a result, the test got
a positive discrimination. The discrimination
index is 15%
Options A B C * D E
c.Option A,B, and E are attractive and
effective distracters.
d.Option D is in effective; therefore, changing
it with more realistic one.
4. Conclusion: Revise the item by
changing option D.

Assesment of Learning 1.pptx

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