HANDOUT

PROGRAMME : 1ST YEAR MSc (N)

SUBJECT : NURSING EDUCATION

PRESENTATION : SEMINAR

TOPIC : METHODS OF SCORING AND ITEM ANALYSIS

STUDENT : MONISHA.G

DATE : /02/2020

STEPS INVOLVED IN ITEM ANALYSIS:

In conducting an item analysis of a classroom test,one should bear the following points in mind:

Arrange answer books(or answer sheets)from the highest score to the lowest score.
From the ordered set of answer books,make two groups. Put those with the highest scores in
one group and those with the lowest score in other group.( there are some statistical reasons
why one should place the best 27% of the answer books in one group and the poorest 27% in
the other group. Hut,for classroom tests,it is really not important what percentage is used. If the
class is small say.50 or fewer students,there would be too few answer book in the top and
bottom 27% to yield a very reliable item analysis indices). In a typical type of classroom
situation,it is quite appropriate to divide the total group into the top and bottom halves.
For each items (true-false type,completion type) count the number of students in each group
who answered the item correctly. For alternate response type of items,count the number of
students in each group who choose each alternatives.
Record the count for each item. Assume a total of 40 answer books, 20 in each group. Below is
given a hypothetical illustration:
Item no 1 2 3 4 5
No. of correct responses of the best 20( or 12 15 20 3 6
upper 27% or top half)
No.of correct responses of the poorest 3 12 0 3 12
20(or lower 27% or bottom half)
omits 0 4 0 0 10

Preparing Data for Analysis

1. Arrange the answer sheets in order from high to low.

This ranking is usually based on the individual’s total score on the test.

2. High and low-scoring groups are identified.

For purpose of item analysis, these two extreme sets of examination paper are called criterion
groups. The goal is to include enough people in the criterion groups to justify confidence in the results,
and yet keep the criterion groups distinct enough to ensure that they represent different levels of
ability.
3. Record separately the number of times each alternative was selected by individuals in the high
and low groups.

4. Add the number of correct answers to each item made by the combined high and low groups.

5. Divide the total number of correct responses by the maximum possible, that is, the total
number of students in the combined high and low groups, and multiply the result by 100.

This percentage is an estimate of the difficulty index. Some test constructors allow items to be
omitted, and the students inadvertently omit items. If all individuals have not attempted all items, item
difficulty indices should be obtained by dividing the total number of correct responses by the number
of individuals who attempted the item.

6. Subtract the number of correct answers made by the low group from the number of correct
answers made by the high group.

7. Divide this number ( the difference, H-L ) by the number of individuals contained in the
subgroup ( that is, the number in the high or low group ).