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20201231172030D4978 - Psikometri 4 - 5

The document provides an overview of item analysis in psychometrics. It discusses key aspects of item analysis including item difficulty, item discrimination, and analysis of distractor options. Item difficulty refers to the proportion of examinees answering an item correctly and can range from 0 to 1. Item discrimination analyzes whether an item effectively discriminates between high- and low-scoring examinees. Analysis of distractor options ensures distractors are clearly incorrect but still plausible choices for unknowledgeable examinees.

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19 views

20201231172030D4978 - Psikometri 4 - 5

The document provides an overview of item analysis in psychometrics. It discusses key aspects of item analysis including item difficulty, item discrimination, and analysis of distractor options. Item difficulty refers to the proportion of examinees answering an item correctly and can range from 0 to 1. Item discrimination analyzes whether an item effectively discriminates between high- and low-scoring examinees. Analysis of distractor options ensures distractors are clearly incorrect but still plausible choices for unknowledgeable examinees.

Uploaded by

colt grice
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Course Code : Z1870

Course Name : Psychometrics

Item Analysis

Session 4 - 5
TODAY’S OUTLINE

• Overview
• Item difficulty
• Distribution of responses/ analysis of
distractor
• item discrimination
Learning Outcome
Explain the Analyse the test
Describe what theory and or scale items
measurement is practice of critically and
and its various psychological make
aspects in testing and the comparison of
psychological important test or scale
research aspects of items
psychometry
References

Linda Crocker and James Algina. 2008.


Introduction to Classical and Modern Test
Theory. Cengage Learning. Ohio. ISBN:978-0-
495-39591-1
Overview

The effectiveness and usefulness of any test depends upon the


qualities of the items that are included in it.

The score of the test is obtained as a result of its validity,


reliability and the inter correlation between two items. Hence,
to make the test more effective, the test constructor should
study one by one all the items which are to be included in it.
This process is known as item analysis
In the context of the item analysis, according to Freeman
(1962), two valuable things that should be considered
while analyzing an item are item difficulty and item
validity
Item discrimination

The purpose of many tests is to provide information about


individual differences either: on the construct purportedly
measured by the test or on some external criterion which the
scores are supposed to predict.
in eiter case the parameter of interest in selection of items
must be an index of how effectively the item discriminates
between examinees who are relatively high on the criterion of
interest and those who are relatively low.

There are two methods for this: (a) significance of the


difference between proportion and (b) correlational technique.
Significance of the difference
between proportion

In case of significance of difference between proportions, the


percentage or proportion of individuals who answer the items
correctly in the high group is tested against the proportion in
the low group.

If the difference is significant for a particular item, then that


item is accepted as being the one which discriminates.
On the other hand, if the difference is non-significant for a
particular item, then that item is rejected as being one which
does not discriminate.

The difficulty with this method is that it does not reveal how
well does each item discriminate.
T.L. Kelley (1939) demonstrated empirically that when the
response of the individuals in the upper 27 per cent was
compared with the response of the individuals in the lower 27
per cent, the ratio of the difference between the means of the
two groups over a probable error of the difference between the
means was maximum.
Once the upper and lower groups have been identified, the
index of discrimination (D) is computed as

D=Pu- Pl

Pu is the proportion in the upper group who answered the item

correctly. Pl is the proportion in the lower group who answered


the item correctly.
Values of D may range from - 1 .00 to 1 .00. Positive values
indicate that the item discriminates in favor of the upper group;
negative values indicate that the item is a reverse discriminator,
favoring the lower-scoring group.
Based on practical experience Ebel (1965) offered the
following guidelines for interpretation of ,Q-values when the
groups are established with total test score as the criterion:

D ≥ 0 .40 the item is functioning quite satisfactorily.


0.30 ≤ D ≤ 0.39 little or no revision is required
0.20 ≤ D ≤ 0.29 the item is marginal and needs revision.
D ≤ 0.19 the item should be eliminated or completely revised.
Correlational technique

Correlational approach to item analysis, a correlational


coefficient is computed to indicate the relationship of the
responses to the total test score. This means how well the
item is doing and what the test itself is doing.
If the test items undergoing development have a possible score
range of 1 to 4, 1 to 5 , or greater (such as items from a Likert
attitude inventory), this formula is commonly used to estimate
the degree of relationship between item and criterion scores.
One situation which occurs frequently in item analysis is when
the test developer is interested in how closely performance on
a test item scored 0 to 1 is related to performance on the total
test score (or some other continuously distributed criterion).

In this situation, we use the point biserial correlation formula,


denoted as
µ+ is the mean criterion score for those who answer the item

correctly, µx is the mean criterion score for the entire group

and σx is their standard deviation, p is item difficulty, and q is


(1 - p).

small number of
items, this problem
may be
corrected by
Item difficulty

Difficulty level helps in arranging the items in order. This


indicates which item will come first, in the middle, at the end
or in any other position.
when an item is dichotomously scored, the mean item score
corresponds to the proportion of examinees who answer the
item correctly.

This proportion for item i is usually denoted as Pi and is


called the item difficulty. the value of Pi may range from
0.00 to 1 .00
Classification item difficulty
Analysis of distractor

One important element in the quality of a multiple choice


item is the quality of the item’s distractors. However, neither
the item difficulty nor the item discrimination index considers
the performance of the incorrect response options, or
distractors. A distractor analysis addresses the performance
of these incorrect response options.
Just as the key, or correct response option, must be definitively
correct, the distractors must be clearly incorrect (or clearly not
the "best" option). In addition to being clearly incorrect, the
distractors must also be plausible. That is, the distractors
should seem likely or reasonable to an examinee who is not
sufficiently knowledgeable in the content area. If a distractor
appears so unlikely that almost no examinee will select it, it is
not contributing to the performance of the item.
In a simple approach to distractor analysis, the proportion of
examinees who selected each of the response options is
examined. For the key, this proportion is equivalent to the item
p-value, or difficulty. If the proportions are summed across all
of an item’s response options they will add up to 1.0, or 100%
of the examinees' selections

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