Item Analysis

  Item analysis increase .......of the test

• Validity

       

• Reliability

• Both Validity and Reliability

• None of the above

Difficulty level formula is:

• T/R*100

• R/T*100

•    R/100*T

• T/100*R

Objective of item analysis is:

• Means to discriminate or differentiate between capable, less capable and incapable item

• Proper directions and scoring key should be provided along with final form

• Poor distracter suggest that the item is ineffective as well as effective hence need to be revised.

• Arrange all the test scores in order from highest score to the lowest score.

  ·        

The procedure used to judge the quality of an item is called item analysis was advoctaed by:

• Blood and Bud

• Lamarch

• Guilford

• none of the above

Main function of item analysis is:

• Selecting the appropriate items for the test

• Rejecting in appropriate items

• Modification in the structure of the items

• All of the above

1.       Item analysis can be performed in which way

• Item reliability

• Item discrimination

• Item simplicity

• Item Validity

 

Analysis of individual item from the above table it is clear that item 1:

• Distracter A is poor, because it attracts more persons from upper group than the lower group

    

•   Distracter D is completely ineffective , as it has attracted  few  student

•     Distracter A is Good, because it attracts more persons from upper group than the lower group

    

• None of the above

Function of item analysis

 

• Item analysis can increase the efficacy of the exams by testing knowledge accurately.

• Item analysis not only can drive exam design, but it can also inform course content and curriculum

• When it comes to item difficulty, it’s important to note whether errors indicate a misunderstanding of the question or of the concept the item addresses.

• All of the above

1.       Discriminating power further can be divided into

·        

·       

•   Item discrimination

•    None

• Both

• Item reliability

Take upper and lower limit------- of the answer sheets or scores to form higher ability group and lower ability group.

• 23%

•     67%

• 27%

• 63%