Nr523 week-7-assignment-application-exercise-3-latest-2020-january
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This document provides instructions for an assignment to analyze test items using an item analysis. Students are given an item analysis and test questions to evaluate. They must first assess the overall reliability of the 45-item HIV/AIDS test and suggest ways to improve it. Then, students must analyze 9 highlighted test items individually. For each item, they must determine if it should be retained or revised based on difficulty and discrimination indices as well as best practices in item construction. If revision is needed, students must identify revisions and rewrite the item. The assignment must be completed using an provided item analysis template.
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Item analysis.pptx du
hi..
good morning
this ppt is very easy to understand item analysis .i hope we all of us got from this ppt
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Item analysis
Item analysis involves statistical analysis of test items to evaluate their effectiveness. It examines student responses to individual test questions to assess question and overall test quality. Key indicators include the item difficulty index, item discrimination index, and distractor power analysis. Conducting regular item analysis helps improve instruction, identifies areas needing remediation, and builds a bank of high-quality test questions.
Item analysis.pptx du
hi..
good morning
this ppt is very easy to understand item analysis .i hope we all of us got from this ppt
thanx
hariom
Reliability
The document discusses different types of reliability in educational assessment. Reliability refers to the consistency of test scores when a test is re-administered or using different items. There are several types of reliability: inter-rater reliability which considers consistency between raters; test-retest reliability which measures consistency over time; split-half reliability which correlates scores on two halves of a test; and parallel-form reliability which correlates scores on two equivalent forms of a test. Internal consistency reliability refers to the consistency of items within an instrument.
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This document outlines the key steps in constructing a language test:
1. Developing test specifications that describe the test purpose, test takers, skills assessed, and other details.
2. Writing and revising test items based on the specifications.
3. Trying out the test on students and analyzing results to evaluate item difficulty and effectiveness.
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1. The document discusses the key characteristics of good assessment items, including conformity, accuracy, clarity, and suitability.
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The document provides guidance on administering, analyzing, and improving tests and assessments. It discusses assembling tests by grouping similar item formats and arranging items from easy to hard. When administering tests, steps should be taken to induce a positive testing attitude and minimize distractions. Tests should be scored carefully and item analysis conducted to identify problematic items in need of revision or elimination. Both quantitative and qualitative item analysis methods are described. The goal is to analyze test items, identify areas for improvement, and ensure the test effectively measures the intended objectives.
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The document provides guidance on revising and administering tests, as well as understanding student test-taking strategies. It discusses checking venues and materials for test administration and conducting quantitative and qualitative item analyses to evaluate difficulty, discrimination, and alignment to objectives when revising tests. It also notes that students typically read questions first and rely on matching and prior knowledge when answering, so practice tests can help orient them to task requirements.
Item analysis
This document discusses how to evaluate educational tests through item analysis. It begins by defining what a test is and listing qualities of a good test like validity and reliability. Item analysis involves both qualitative evaluation by inspecting the test plan and format, as well as quantitative evaluation using psychometric techniques. Key techniques discussed are calculating the item difficulty index, item discrimination index, and effectiveness of distractors. The document provides guidelines for interpreting these statistics and cautions about their limitations. It concludes by noting the practical implications of evaluation like improving instruction and developing testing skills.
Item analysis
This document provides an overview of item analysis, which is a technique instructors can use to evaluate test questions and improve instruction. Item analysis generates reports that show response patterns, statistics like difficulty and discrimination indices, and summary data for a test. This information helps instructors identify effective and ineffective questions, ensures questions validly measure objectives, and guides rewriting questions to better assess student understanding.
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Fdu item analysis (1).ppt revised by dd
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Item analysis refers to a statistical technique that helps instructors identify the effectiveness of test items and assess content areas that may be problematic for students. It analyzes the proportion of students answering correctly, known as item difficulty, the discrimination index which measures the difference in performance between top and bottom scoring students, and the point biserial correlation between an item and total test score. Performing item analysis is most useful with class sizes over 50 students as it can help identify scoring errors, ambiguous items, and non-functioning distractor choices to improve classroom practices and test quality.
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This document discusses test construction, administration, and scoring. It covers determining what to measure, creating instruments to measure objectives, planning a test, preparing test items, and assembling the final test. When constructing a test, the document recommends determining objectives using a taxonomy, creating a table of specifications, and writing different item types like essay, true-false, matching, and multiple choice. It provides guidelines for writing high-quality items and measuring complex objectives. The document also discusses determining an appropriate test length and assembling the final test booklet.
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This document provides information about item analysis, including:
- Item analysis examines student responses to test questions to assess question and test quality. It helps improve questions for future tests or identify problems for a single test.
- Item analysis also helps instructors develop better test construction skills and identify areas of course content needing more emphasis or clarity.
- Steps provided calculate the percentage of students answering each question correctly, and classify question difficulty to determine if a question should be accepted or rejected.
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Objective Type Items, Recognition Type Items and Recall Items
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Correlation and Regression Study
Background
During this week you will identify a research question created in Week 1 for which correlation or regression would be the best statistical approach to take. If you do not have a research question that indicates correlation or regression, review the research questions posted by your peers last week and select one that is ideal for correlation or regression.
Discussion Assignment Requirements
Initial Posting – In your initial posting for this assignment, include the following:
•Identify an appropriate research question that would require the use of correlation and regression to answer.
•Describe why this question is appropriate for a correlational study.
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Article Critique: Correlation & Regression
The readings for this week focus on the concepts of correlation and regression. In this discussion we will apply those concepts to the review and critique of Wagenheim & Anderson (2008). For information on how to critique a research article, see the Coughlan et al. (2007) from your resources in Week 1 and UIS (n.d.) from your resources in Week 2.
In the body of your posting, include an overview of the following topics:
•Research question – State the research question for the study.
•Methods and study design – Describe the basic methods used, including the variables, sampling methods, data collection, etc.
•Data analysis – Summarize the statistical tests conducted, the results obtained from each test, and the conclusions regarding the research question.
•Critique – Critique the results of the study, paying specific attention to the appropriateness of the analyses conducted, any biases or assumptions that were made, practical significance of the results, and recommendations for improving upon the study (methods or analyses).
•Summary – Provide a brief summary of the study's findings in 2-3 sentences. Do not use any numbers or statistical terms, but provide a review that would make sense to someone who has not studied research methods or statistics.
Be sure to put information in your own words and to cite appropriately. Respond substantively to at least two of your classmates’ postings. Specifically, focus on their critique of the results and discussion of the analysis. Do you agree with their assessment? What questions did the study leave you with? How might you have done this study differently? What do you see as ...
Correlation and Regression StudyBackground During this week .docx
Correlation and Regression Study
Background
During this week you will identify a research question created in Week 1 for which correlation or regression would be the best statistical approach to take. If you do not have a research question that indicates correlation or regression, review the research questions posted by your peers last week and select one that is ideal for correlation or regression.
Discussion Assignment Requirements
Initial Posting – In your initial posting for this assignment, include the following:
•Identify an appropriate research question that would require the use of correlation and regression to answer.
•Describe why this question is appropriate for a correlational study.
•Identify the two variables in this study and each of their attributes: discrete or continuous, quantitative or categorical, and scale of measurement (nominal, ordinal, interval, or ratio).
•Do the variables fit the qualifications of a correlational study? Explain.
•What type of correlation would you expect to find for this study (i.e., positive or negative)? Explain.
•What predictions might you be interested in making with these variables if the correlation is found to be significant?
Article Critique: Correlation & Regression
The readings for this week focus on the concepts of correlation and regression. In this discussion we will apply those concepts to the review and critique of Wagenheim & Anderson (2008). For information on how to critique a research article, see the Coughlan et al. (2007) from your resources in Week 1 and UIS (n.d.) from your resources in Week 2.
In the body of your posting, include an overview of the following topics:
•Research question – State the research question for the study.
•Methods and study design – Describe the basic methods used, including the variables, sampling methods, data collection, etc.
•Data analysis – Summarize the statistical tests conducted, the results obtained from each test, and the conclusions regarding the research question.
•Critique – Critique the results of the study, paying specific attention to the appropriateness of the analyses conducted, any biases or assumptions that were made, practical significance of the results, and recommendations for improving upon the study (methods or analyses).
•Summary – Provide a brief summary of the study's findings in 2-3 sentences. Do not use any numbers or statistical terms, but provide a review that would make sense to someone who has not studied research methods or statistics.
Be sure to put information in your own words and to cite appropriately. Respond substantively to at least two of your classmates’ postings. Specifically, focus on their critique of the results and discussion of the analysis. Do you agree with their assessment? What questions did the study leave you with? How might you have done this study differently? What do you see as the limitations of the study as compared to your classmates?
Z, T, or Chi-Square Test Study
Background
During th.
11. Short answer & Essay test items.ppt
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Developing Assessment Instruments Chapter 7
The document discusses developing assessment instruments for measuring learner progress and instructional quality. It describes criterion-referenced assessments that measure performance against specific standards or levels of mastery. The objectives are to describe criterion-referenced tests and how various assessment types (entry tests, pretests, practice tests, posttests) are used. It also discusses developing quality criterion-referenced test items in four categories: goal-centered, learner-centered, context-centered, and assessment-centered.
Top 4 Steps for Constructing a Test.docx
The document outlines the four main steps of standardized test construction: 1) Planning the test, 2) Preparing the test, 3) Trying out the test, and 4) Evaluating the test. It focuses on the first two steps. Step 1 involves determining test objectives, preparing test specifications including a table of specifications, and selecting item types. Step 2 is preparing test items according to the table of specifications, instructions for test takers, and a scoring key. Care must be taken to write clear, unbiased items that measure the intended objectives and cover the full content without technical flaws or irrelevant clues.
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Constructing subjective test items
This document discusses constructing subjective test items, specifically essay tests. It covers several key points:
- Subjective tests require long written responses and assess how students use their mind and feelings to make logical claims. They are more challenging to administer and evaluate but can be more valid.
- Essay questions can be extended response, requiring lengthy answers, or restricted response, with brief answers. Good essay questions cover major concepts and demand higher-level thinking.
- Scoring of essay tests can be done analytically, assessing each part of the answer separately, or holistically, with an overall impression. Rubrics are used to clearly define scoring criteria.
- When constructing essay questions, examiners should indicate expected
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Nr523 week-7-assignment-application-exercise-3-latest-2020-january
- 1. Answer nr523 week 7 assignment application exercise 3 latest This year january NR523 Week 7 Assignment Application Exercise 3 Latest 2019 January Question-see Answer below NR523 Assessment and Evaluation Techniques in Education Week 7 Assignment Application Exercise 3: Conducting an Item Analysis Purpose The purpose of this assignment is to help students apply information regarding item analysis. Students are provided an item analysis as well as test questions. Upon considering the item analysis information, each students makes a decision to either retain the item or revise it. Students revise the item while demonstrating best practices regarding test item construction. Due Date: Sunday 11:59 p.m. MT at the end of Week 7 Total Points Possible: 175 REQUIREMENTS: Description of the assignment: A printout of an item analysis for a 45-item test on HIV/AIDs, along with the corresponding test questions is found in Course Resources. This assignment has two elements. First the overall reliability of the examination is considered and then the item analysis of specific questions. Within the item analysis document, there are nine highlighted test questions (Question-see Answer belows 1 – 8 and 45). These highlighted test questions are the items to be individually analyze. The analysis of 1 / 3
- 2. selected test questions consists of two major elements: • Using item analysis numerical results • Appling best practices regarding item construction Using the Item Analysis Template (found in Course Resources), the student, first, examines the overall reliability of the test and make suggestions for improvement. Following the required review of overall test reliability, the student will examine the required test items (Question-see Answer belows 1 – 8 and 45); individually. The analysis includes consideration of numerical item analysis results AND if the selected test question demonstratedbest practices regarding item construction. The student will then provide a decision whether he/she would retain or revise the item. If the student’s decision is that the item should be revised, the student identifies suggestion (s) to improve the item as well as re-writing the test question to be consistent with base practices of item construction. For this assignment the desired difficulty index is .70 - .80 for most questions. The desired discrimination index value is .30 or greater. There are no mastery items on this examination. A cover page and running head are required. If a reference is used, you must provide a reference list. Criteria for content: 1. Review of the reliability of the entire examination: In this section the MSN student reviews the reliability results of the entire examination. It includes the following required elements: • Explain what is meant by test reliability • Identify the name of the statistical test used in the item analysis to determine overall test reliability • Identify the overall test reliability • Provide a discussion if the overall test reliability is sufficient or if improvement is necessary 2 / 3
- 3. • Identify 2 (two) ways/methods to improve the overall test reliability 2. Analysis for Individual Test Question-see Answer belows: For each of the nine identified test questions (items 1 – 8 and 45), the student will identify and discuss: • If the question violates any principle of item writing (i.e. does it ask a question, are there any tips to the correct answer, etc.) • If the question has a poor difficulty index • If the question has a poor discrimination index • If the question should be retained as written or revised • If you selected “revision”, describe ALL of the revisions that are needed • If you selected “remain”, state why the question is good to use PREPARING THE PAPER Criteria for Format and Special Instructions: 1. The use of the Item Analysis Template is required. It is found within Course Resources. 2. A reference page is required if a reference is cited. APA (6th ed.) is required. Category Possible Points % Remarks Review of the reliability of the entire examination 30 17 Powered by TCPDF (www.tcpdf.org) 3 / 3