This document discusses item analysis, which examines student responses to test questions. There are two types: quantitative, which uses statistics like difficulty and discrimination indices, and qualitative, which involves expert review. Difficulty index measures the proportion of students answering correctly, ranging from very difficult to very easy. Discrimination index measures an item's ability to distinguish high-scoring from low-scoring students. Qualitative analysis involves experts proofreading tests for issues like ambiguity before administration.

1. Item
Analysis

2. Item Analysis
is a process of examining the
student’s response to
individual item in the test. It
consists of different
procedures for assessing the
quality of the test items of
the students

3. There are two types of item
analysis:
- Quantitative Item Analysis
- Qualitative Item Analysis

4. Difficulty Index
refers to the proportion of
the number of students in
the upper and lower groups
who answered an item
correctly.

5. Difficulty Index Formula
DF = n/N, where
DF= difficulty index
number of the students selecting item
correctly in the upper group and lower group
N= total number of students of students who
answered the test
n=

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

7. Discrimination Index
The power of the item to
discriminate the students
between those who scored
high and those who scored
low in the overall test.

8. Types of Discrimination Index
1. Positive Discrimination
2. Negative Discrimination
3. Zero Discrimination

9. Positive Discrimination
happens when more students
in the upper group got the
item correctly than those
students in the lower
group.

10. Negative Discrimination
occurs when more students
in the lower group got the
item correctly than the
students in the upper group

11. Zero Discrimination
happens when a number of
students in the upper
group and lower group
who answer the test
correctly are equal

12. Levels of Discrimination
Ebel (1986) and Hetzel (1997)
Index Range
Discrimination Level
0.19 and below
Poor item, should be
eliminated or needed to
be revised
Marginal item, needs some
revision
Reasonably good item but
possibly for improvement
Very good item
0.20- 0.29
0.30-0.39
0.40 and above

13. Discrimination Index Formula
DI = CUG - CLG /D , where
DI = discrimination index value
CUG = number of students selecting
the correct answer in the upper group
CLG =
number of students selecting the
correct answer in the lower group

14. Analysis of Response Options
Another way to evaluate the
performance of the entire test
item is through the analysis of
the response options. It is very
important to examine the
performance of each option in a
multiple-choice item.

15. Distracter Analysis
Distracter- term used for
the incorrect options in the
multiple-choice type of
test while the correct
answer represents the key

16. Factors why students failed to get the
correct answer in the given question:
• It is not taught in the class
properly.
• It is ambiguous.
• The correct answer is not in the
given in the options.
• It has more than one correct
answer.

17. Factors why students failed to get the
correct answer in the given question:
• It contains grammatical clues to mislead
the students.
• The student is not aware of the content.
• The students were confused by the logic of
the question because it has double
negatives.
• The student failed to study the lesson.

18. 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.

19. Guessing item
Students from the upper group have equal spread of
choices among the given alternatives. The
students from the upper group guess their
answers because of the following reasons:
• the content of the test is not
discussed in the class or in the test.
• The item is very difficult.
• The question is trivial.
• Ambiguous item

20. Ambiguous item
This happens when more
students from the upper
group choose equally an
incorrect option and the
keyed answer.

21. Qualitative Item Analysis
is a process in which the
teacher or expert carefully
proofreads the test before
it is administered.
(Zurawski R.M.)

22. Thank You
And GodBless