For English language teaching

1. Item Analyses

2. a
• examines student responses to individual test items
• to assess the quality
• the test as a whole
• valuable in improving items
• Used again
• eliminate ambiguous or misleading items
• for increasing skills in test construction
• identifying areas need greater emphasis or clarity

3. Item Difficulty
• the percentage of students who answer an item correctly
• From 0 to 100 (No one answered – 0; all answered 100)
• more than one correct alternative per question- average
• Average/ highest number of correct options
Five-response multiple-choice 70
Four-response multiple-choice 74
Three-response multiple-choice 77
True-false (two-response
multiple-choice)

4. a
Question A B C D
#1 0 3 24* 3
#2 12* 13 3 2

5. Item Discrimination
• the ability of an item to differentiate among students on the basis of
how well they know the material being tested
• how well an assessment differentiates between high and low scorers
• Pearson Product Moment correlation

6. Student
Total
Score (%)
Questions
1 2 3
Asif 90 1 0 1
Sam 90 1 0 1
Jill 80 0 0 1
Charlie 80 1 0 1
Sonya 70 1 0 1
Ruben 60 1 0 0
Clay 60 1 0 1
Kelley 50 1 1 0
Justin 50 1 1 0
Tonya 40 0 1 0

7. a
Item
# Correct
(Upper
group)
# Correct
(Lower
group)
Difficulty
(p)
Discriminat
ion (D)
Question 1 4 4 .80 0
Question 2 0 3 .30 -0.6
Question 3 5 1 .60 0.8

8. How to Analyse
• arrange with the highest overall scores at the top
• count the number of students in the upper and lower group who got
each item correct
• Determine the Difficulty Index by dividing the number who got it
correct by the total number of students
• subtract the number of students in the lower group who got the item
correct from the number of students in the upper group who got the
item correct
• divide by the number of students in each group