EDUC - Endterm

What is the primary purpose of item analysis?

• To evaluate test-takers’ attitudes

• To assess the quality of exam items

• To assign final grades

• To compare test difficulty across years

Which focus area ensures that exam questions are neither too easy nor too hard?

• Item Distractors

• Item Discrimination

• Item Difficulty

• Item Relevance

What is the purpose of evaluating item distractors?

• To find the correct answers

• To ensure incorrect options are plausible

• To simplify the test

• To make guessing easier

Which group is used in the item analysis procedure?

• The middle-performing group

• All test-takers

• Upper and lower scoring groups

• Students scoring exactly average

If 8 high scorers and 3 low scorers answer an item correctly, what is the difficulty index?

• 0.55

• 0.45

• 0.70

• 0.85

A discrimination index of -0.15 indicates that an item is:

• Moderately discriminating

• A good question

• A bad item

• Highly discriminating

What should be done with items with a discrimination index below -0.10?

• Revise them

• Use them as they are

• Eliminate them

• Combine them with other items

Which of the following is an example of a distractor functioning effectively?

• Only high-performing students select the distractor

• No students select the distractor

• Both high- and low-performing students are equally likely to select the distractor

• Students avoid the distractor entirely

Which characteristic is crucial for a well-functioning distractor?

• It must attract high-performing students

• It must only confuse low-performing students

• It should appear plausible but incorrect

• It should be clearly incorrect

After conducting an item analysis, you find a question with a discrimination index of 0.90. What does this indicate?

• The item needs revision

• The item is highly effective

• The item is too easy

• The item attracts high scorers only