This document discusses item analysis, which is a process that examines student responses to test questions to evaluate the quality of those questions and the test overall. Item analysis provides statistical information about whether questions were easy or difficult for students, how well questions discriminated between higher- and lower-performing students, and whether questions measured what they intended to measure. It can help identify common student misconceptions and guide future test preparation. Key aspects of item analysis include calculating the difficulty index, discrimination index, and analyzing how well distractors functioned on multiple choice questions. The information provided by item analysis helps improve the quality and validity of assessment items and tests.

1. ITEM
ANALYSIS
Facilitator: Riza G. Tacan

4. Item analysis is a process which
examines student responses to
individual test items (questions) in
order to the of those
and of the test as a whole.

5. It is statistical technique which is
used for selecting and rejecting the
items of the test on the basis of
their and

6.  Item analysis information can tell us
– if an item (i.e. the question) was
– how well it between
on the test and
– whether of the
as intended.

7.  It aids in specific and
thus provides information for
 It provides for class discussion
of the test, e.g. easy item can be skipped over and
treated lightly, answers to difficult items can be
explained in detail and items be pointed out to the
students rather than defended as fair.
Advantages of IA

8. Item analysis is importance to evaluate the
of the items. It is especially
valuable in which will be used
again in later test, but it can also used to
in a
single test administration.
Advantages of IA

9.  It provides data for helping the
students to . The
frequency with which incorrect answer is
chosen reveals common errors and
misconception which provides a focus
for remedial work.
 It provides in skills which
to preparation of in future.

12. What is difficulty index?
• Difficulty index is the percentage
of people who answer an item
correctly.
• It can also be interpreted as how
easy or how difficult an item is.

13. METHODS OF ANALYSIS
1) Arrange the test papers in rank order from the
highest score to the lowest score.
2) Select one third of the papers with high score
and call them the Higher Group.
3) Select another one third of the papers with low
scores and call them Lower Group.
4) Set aside the middle third. (This will not be
used in analysis)

14. NOTE: P is usually expressed as
percent. The lower the
percentage figure, the more
difficult is the item.

15. PARAMETER RANGE INTERPRETATION ACTION
<30 % Difficult Discard
30%- 70% Good Store in the Question
Bank

16. MPS IN SCIENCE IN
GRADE 4

18. What is discrimination index?
• Discrimination index refers to the ability of
an item to differentiate among students on
the basis of how well they know the
material being tested.
• It is a basic measure of the validity of the
test.

19. Positive Discrimination
An item is correctly
answered by superior
and not answered by

20. Negative Discrimination
An item is correctly
answered by inferiors
& not answered
correctly by

21. Zero Discrimination
The item of the test is
answered correctly all the
examinee’s or an item is
not answered correctly by
any examinee.

22. Calculate the index of discrimination of
the item (d)
d=2 x (H - L)/T
NOTE: d is reported as a decimal
fraction. Maximum positive discriminative
power is indicated by 1.00

23. PARAMETER RANGE INTERPRETATION ACTION
<0.15 Questionable Discard
0.15- 0.24 Not Discriminating Revise
0.25- 0.34 Moderately
Discriminating
Store in the Question
Bank
0.35 Very Discriminating Store in the Question
Bank

24. FREQUENCY TABLE
ITEM No. 1
ALTERNATIVES NUMBER OF RESPONSES
Higher Group(9) Lower Group(9)
A 1 3
B 8 2
0 2
D 0 2
d=2 x(H - L)/T
= 2 x (8-2)/18
= 0.67
Therefore, the item is excellent or
very discriminating.

26. Distractor- term
used for incorrect
options in the
multiple type of

27. How the distracters
were able to function
effectively by drawing
the test takers away
from the correct

28. In general a good
distractor should
discriminate
between higher and

29. Note: Any distractor that has
been selected by less than 5%
of the pupils is considered to
be non-fuctional Distractor
(NF-D)
 These poor distractors
can be revised, replaced,

30. Item 1 A B C D
No. in the higher
Group (9)
1 0 0
No. of Lower
Group (9)
3 2 2 2
Total 22% 56% 11% 11%

31. Decision

32. Sample of Item Analysis
Difficulty Index Discrimination
Index
Distractors
Good
50%
Very Good
Item
0.67
Well
functioned
Item # 3
Remarks
Retained

33. WORKSHOP
Form 2
Form 1