This document discusses quantitative item analysis, highlighting its importance in improving exam quality by identifying item difficulty and discrimination. It outlines key metrics such as item difficulty index, item discrimination index, and distractor power, which are crucial for evaluating test items and student performance. The analysis assists in identifying effective test items and guiding revisions to enhance assessment validity.

2. Quantitative Item Analysis
Roll No. 17
M.Ed(E) 2k17
Presented by: Syed Hussain Ali Shah
Assigned by: Prof: Amjad Ali Arain

3. Item Analysis
Item Analysis is a delicate approach and procedure
for the assessment of test item so developed for the
following purposes.
To improve the quality of an exam by identifying items
that are too difficult or two easy.
Differentiate between the students who do well and
who do not do well on the overall test.
Other statics such as students performance,
teacher performance, evaluation etc.

4. Quantitative item analysis:
Quantitative item analysis meant to know the quantitative
statics as regards to the test items and item concerned and
is based on the following three numerical indicators.
Item difficulty index.
Item discrimination index.
Distractor power.

5. Item difficulty index: (p)
Steps for attempting item difficulty index,
Item difficulty index symbolized (p) is an appropriate
choice for achievement or aptitude test when items are
scored dichotomously i.e., correct v/s incorrect, true-
false, multiple choice and column matching items and
even for essay items

6. Now divide the no of test takers who answered any item by the total no of
students who appeared in the test.
Select a range between easy and difficult level for the option provided in
test items (both key and distractor ) it is often b/w (0 and 1) 1 refers to the
easy approach where as 0 refers to difficult. In this connection options
having difficulty around 0.25 are most easy and for the options having
difficulty around 0.85 are suppose to be most difficult and options whose
difficult index is around 0.52 are considered most appropriate.

7. Now by applying data in tabular form horizontal
mean would tell you the students performance
where as vertical will tell teachers performance.
Now compare the result with range already set
you will know the difficulty index of an item

8. Item Discrimination Index
Subtract the two difficulty levels such that D=(P upper – Lower )
Compute the item difficulty levels (P)separately for upper and (P) lower scoring groups.
Devide the group of test takers into two groups high scoring and low scoring.
Item discrimination index (D) is calculated in the following ways
Item discrimination analysis addresses the validity of the items on a test.
Item discrimination index indicates the extent to which success on an item corresponds to
success on whole test

9. Distracters are the
multiple choice
response options
that are not the
correct answer.
They are plausible
but incorrect
options that are
often developed
based upon
students’ common
misconceptions or
miscalculations
It is therefore
Distractor power is
the logical
connection b/w the
multiple choice
options so chosen
whose range from
easy to difficult

10. It help determine whether or not Items were good so It would be revised or
replaced
Items distracter analysis provide excellent learning experience
Assessment involves validity & consistency of concerned options of Items
It strongly helps to identify smart objectives
It helps out for the prospect of Extra work involved