This document discusses item analysis, which is a procedure used to evaluate test questions and assess whether they are effectively measuring the intended construct. It defines key terms like item difficulty, facility value, discrimination index, and discusses the purposes and steps of performing an item analysis. The purposes include selecting the best questions, identifying weaknesses, and improving the quality and effectiveness of assessments. The steps involve scoring tests, dividing students into high and low groups, calculating difficulty and discrimination indices for each item, and using the results to revise tests.

2. NURSING EDUCATION
ITEM ANALYSIS
BY
ARUN.M
KVM COLLEGE

3. DEFINITIONS
A type of analysis used to assess
whether items on a scale are
tapping the same construct and
are sufficiently discriminating.
(Pollit & Beck)

4. The procedure used judge the quality
of an item (Neeraja)
Item analysis is the process of
looking at the item responses of a
test

5. PURPOSES
 Select best questions
 Identify structural content defect in
question
 Detect learning difficulties
 Identify weakness
 Interpretation of student’s
performance

6.  Understand behavior of item
 To become better competent
teachers.
 Control the quality of a test.
 Evaluate the students.

7.  Point out problems of validity test by
revising and eliminating ineffective
items
 Find out performance of group
 Reveals the facility value of each of
the item and the discrimination.

8. ITEM DIFFICULTY:
It is measured by calculating the
percentage of test-takers who
answer the item correctly

9. ITEM DIFFICULTY INDEX
P=R/N X 100
R - No of pupil who answered the
item correctly
N - Total No of pupil who tried them

10. DIFFICULTY LEVEL=
Average on the test X 100
Max. Possible score
DIFFICULTY INDEX =H+L X 100
N
H -No. of correct answers to the high group
L - No. of correct answers to the low group
N - Total No. of students in both group

11. FACILITY VALUE=
No. of students answering
question correctly X100
No. of students who have taken the test

12. ITEM DISCRIMINATION: The way an
item differentiates students who know
the content from who do not know

13. DISCRIMINATION INDEX
The degree to which a given item
discriminates among students who
differ sharply in the functions
measured by the test as a whole

14. DISCRIMINATION INDEX
Formula
DI=2 x (H-L)
N
H – Number of correct answer in high group
L - Number of correct answer in low group
N – Total number of students in both
groups

15.  DISTRACTOR EVALUATION: In
addition to evaluation of correct
answers to an item distracters or
wrong answers also individually
evaluated

16. INTER-ITEM CORRELATION
 This matrix displays the
correlation of each item with
every other item.
 This matrix provides important
information about a test’s
internal consistency, and what
could be done to improve it.

17. ITEM-TOTAL CORRELATIONS
 Point-biserial or item-total
correlations assess the usefulness of
an item as a measure of individual
differences in knowledge, ability, or
personality characteristic.
 Here each test item (incorrect = 0;
correct =1) is correlated with the
person’s total test score.

18. ITEM REVISION
 Developing a valid and reliable
test is an ongoing process.
It helps the faculty to recall items
and student responses to them.
Item revision should conduct
after item analysis.

19. STEPS OF ITEM ANALYSIS
 After the test is scored, arrange the
test scores in rank order from
highest to lowest.
 Divide the score into a high scoring
half and a low scoring half
 For each item, tally the number of
students in each group who chose
each alternative. Record these
counts on a copy of test item next to
each response item.

20.  Calculate the difficulty index for each
item.
 Calculate the discrimination index for
each item.
 Check each items for implausible
distracters, ambiguity and mis-
keying.

21. USING ITEM ANALYSIS RESULT
 judge the worth or quality of a test.
 Aids in subsequent test revision
 Increase skills in test construction
 Planning future activities.
 Basis for discussing test result
 Promotion of students to the next higher
grade
 improve teaching methods and techniques