ITEM ANALYSIS

 ITEM ANALYSIS
itis a process by which each item in the
test is carefully analyzed.

There are different ways on conducting

item analysis depending on whether the
test is criterion-referenced or norm-
referenced.
DIFFERENCE:
NORM-REFERENCED TEST ITEM
ANALYSIS
It is a process of analyzing
each item based on its
ability to distinguish high and
low performing students
which gives prime emphasis
on the difficulty of the test
items.
CRITERION-REFERENCED TEST ITEM
ANALYSIS
If the learning outcome
being measured by the item
is hard, the test item would
naturally be hard likewise if
the learning outcome is
easy, it would follow that the
test item would be easy.
Example:
The test is a 50 item multiple choice type
test for a group of 40 high school students
and the first 5 items are shown below:
1. It refers to the process of transferring heat from one place to
another.
a. Condenstation
b. Evaporation
c. Compression
d. Refrigeration
2. If there is a glass of water with ice cubes and the temperature of the
water is 10 degrees Celsius while the ice cube has a temperature of 0
degrees celcius, how does heat flows?
a. From water to ice cube
b. From ice cube to water
c. There was no flow of heat
d. None of the above
3. It refers to the smallest tubing in the refrigeration system.
a. Capillary
b. condenser
c. Heat exchanger
d. Filter drier

4. It refers to a mechanical instrument used in troubleshooting electrical

problems in refrigerator.
a. Volt meter
b. Ammeter
c. Barometer
d. Multi-tester

5. What would be the mechanical defect in a refrigerator system if there is an

inability to pump the maximum pressure of 500 psi at its high side?
a. Leak back pressure
b. Oil pumping
c. Oily evaporator
d. Loose compression
THE PRE-ITEM ANALYSIS
PROCEDURES ARE AS FOLLOWS:
 Step 1: Arrange the test papers from highest to lowest
score.
 Step 2: Select 27% of the papers from the lower group
and 27% from the upper group. For smaller class such as
a group of only 20 students, you may just divide it in half
with 10 papers (students) belonging to the lower group
and 10 test papers(students) belonging in the upper
group.
 Step 3: tabulate the number of students in both the
upper and lower groups who selected each alternative.
 DETERMINING THE DIFFICULTY INDEX:

 ITEM DIFFICULTY= R/T

Where:
R= Number of the students who got the item right
from both groups.
T= Total number of students from both groups
Item no. No. of the Difficulty Verbal
students Index Iterpretatio
who got the n
item right
from both
groups.
1 19 0.86 Very Easy
2 12 0.55 Ideal
difficulty
3 13 0.59 Ideal
Difficulty
4 20 0.91 Very Easy
5 5 0.23 Difficult
Guide in Interpreting the
computed Difficulty Index
 0.81-1.00- Very Easy
 0.61- 0.80 - Easy
 0.41-0.60- Ideal Difficulty
 0.21- 0.40 - Difficulty
 0.00- 0.20 - Very Difficult
 2. DETERMING THE DISCRIMINATION INDEX

 DISCRIMINATION INDEX= RU-RL

½T
Where:
RU= Number of the students in the upper group
who answered the item correctly.
RL= Number of the students in the lower group
who answered the item correctly.
½ T= One half of the total number of the students
included in the analysis (number of students in one
of the two groups)
Item no. Upper group Lower group Difficulty Discriminatio Verbal
Index n Index interpretatio
n(Discrimiati
on index)
1 10 9 0.86
2 8 4 0.55
3 8 5 0.59
4 10 10 0.91
5 5 0 0.23