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Lesson 4:
Outline
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Notes
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Glossary
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Preview
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Presentation
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Activities
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Directed Questions
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Assessment
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Required:
Pre Test
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Post Test
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Case Study
Assessment for Item Analysis in the Classroom
Multiple Choice
Attention: ONLINE RESPONDING IS DISABLED
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1
.
Which of the following is NOT true of the difficulty index?
A.
The larger the difficulty index, the easier the question
(
*
)
B.
A very difficult question will have a negative difficulty index
Correct
C.
A difficulty index is arrived at by dividing the number of student who correctly answered an item by the total number of students who took the test
D.
A difficulty index may be interpreted differently depending on an individual instructor’s classroom goals
2
.
An item’s discrimination index is
A.
a measure of the racial bias in a question
B.
a measure of the average student’s ability to discriminate between answer choices
(
*
)
C.
a measure of an item’s ability to discriminate between those who score high on the total test and those who scored low
Correct
D.
a measure of a question’s difficulty
3
.
Statisticians who study measurement prefer teachers to divide classes
A.
into 4 groups, each with 25% of students
B.
into 3 groups, each with 33% of students
C.
only if there is a wide range in student test scores
(
*
)
D.
into the top 27% and the lower 27%
Correct
4
.
The greater the positive value of a discrimination index
A.
the higher the value of the difficulty index
(
*
)
B.
the stronger the relationship is between overall test performance and performance on that item
Correct
C.
the greater the chance that a student could arrive at the correct answer by blind guessing
D.
the lower the effectiveness of distractors
5
.
A negative discrimination index
A.
can never happen
(
*
)
B.
might indicate that an item fooled those students who most understood the content
Correct
C.
indicates that the distractors were not very plausible and that they should be replaced
D.
is quite common and does not warrant any extra attention from the instructor
6
.
A plausible distractor
(
*
)
A.
lowers the number of students who correctly guess the answer to an item
Correct
B.
is an answer choice that most students can eliminate
C.
is usually drawn from a source which was supplemental reading for a course
D.
hurts the validity and reliability of an item because it confuses students
7
.
Teachers can make a variety of classroom decisions based on item analysis information. Which of the following could a teacher NOT reasonably decide based on item analysis?
A.
That he or she is not correctly teaching the material
B.
That the test item or whole test is not assessing accurately
C.
That grades should be assigned by using a modified scale
(
*
)
D.
That some individuals are made nervous by tests and should be given extra points to make up for this deficit
Correct
8
.
If items have a low or negative discrimination value, the teacher should
(
*
)
A.
remove them from the current test
Correct
B.
add extra points only to the test scores of low performing students
C.
add extra points only to the test scores of high performing students
D.
conclude that the item was too difficult
9
.
If an item is too hard, teachers should not
A.
remove the item from the current test
B.
add an extra point to every student’s test
(
*
)
C.
rewrite the item to include more plausible distractors
Correct
D.
remove the test question from the pool of items for future tests
10
.
A teacher may conclude that an item is too difficult if
A.
it has a high discrimination value
B.
it includes information from past units
C.
it has a negative difficulty index
(
*
)
D.
it has a difficulty index less than .50
Correct
Test Development
