1) The document discusses the process of item analysis and validation for tests, which includes a try-out phase, item analysis phase to determine difficulty level, and item revision phase. 2) Two important characteristics analyzed are item difficulty, expressed as a percentage of students answering correctly, and the discrimination index which evaluates if items can differentiate between higher and lower performing students. 3) Formulas and interpretation guidelines are provided to evaluate item difficulty, discrimination index, and reliability. The purpose is to determine a test's overall validity and reliability.

1. Reported by:
AGUSTIN, Levin Jasper A.
BSE – E – 3 (Irreg.)

2.  subjected
to Item Analysis and Validation
PHASES
(1)
(2)
(3)
try-out phase
Item analysis phase (level of difficulty)
Item revision phase

3. Two important characteristics:
(a) item
difficulty
(b) discrimination index

4.  Item
difficulty = number of students with
correct answer/ total number of students
 The
item difficulty is usually expressed in
percentage.

5. Range of Difficulty
Index
0 – 0.25
0.26 – 0.75
0.76 – above
Interpretation
Action
Difficult
Revise or discard
Right difficulty
Retain
Easy
Revise or discard

6.  Tells
whether it can discriminate
between those who do not know
the answer
 Difficulty
 Upper
in:
25% of the class
 Lower 25% of the class

7. Formula:
Index Range
Interpretation
Action
-1.0 - -.50
Can discriminate
but item is
questionable
Discard
-.55 – 0.45
Nondiscriminating
Revise
0.46 – 1.0
Discriminating
item
Include

8.  the
proportion of the total group who got
the item wrong
FORMULA:
P = RU + RL
T
X 100
– The number in the
upper group who
answered the item
correctly
– The number in the
lower group who
answered the item
correctly
– The total number who
tried the item

9. PURPOSE: to determine the characteristics
of the whole test itself, namely, the validity
and reliability of the test
- Is the extent to which a test measure
or as referring to the
appropriateness, correctness, meaningf
ulness and usefulness of the specific
decisions a teacher makes based on
the test results

10. Content-related
evidence of
validity
Criterion-related evidence of
validity
Construct-related evidence of
validity

11. Expectancy Table
GRADE POINT AVERAGE
Test Score
Very Good
Good
High
20
10
Average
10
25
Low
1
10
Needs
Improveme
nt
5
5
14

12. RELIABILITY
refers
to the consistency
of the scores obtained

13. RELIABILITY
.90 and above
.80 - .90
INTERPRETATION
Excellent reliability; at the level of the best
standardized tests
Very good for a classroom test.
.70 - .80
Good for a classroom test; in the range of
most. There are probably a few items which
could be improved.
.60 - .70
Somewhat low. This test needs to be
supplemented by other measures (e.g., more
tests) to determine grades. There are
probably some items which could be
improved.
.50 - .60
.50 or below
Suggests need for revision of test; unless it is
quite short (ten or fewer items). The test
definitely needs to be supplemented by
other measures (e.g., more tests) for grafing
Questionable reliability. This test should not
contribute heavily to the course grade, and
it needs revision.