Item Analysis Assignment Example | Topics and Well Written Essays - 1000 words

Item Analysis - Assignment ExampleThis information needs to be interpreted in context to the principles on the basis of which the establish was designed. A test that was abandoned at the beginning of a stratum merely to entertain which concepts a grad was familiar with would be expected to have a positive skew as there would be fewer items that students would be able to answer. On the another(prenominal) hand if this test was given to assess mastery or proficiency these win would indicate that a number of course goals were not met. If the test were given in order to choose a few soulfulnesss who are proficient in very advanced concepts it would be pleasing that a majority of scores are clustered towards the lower half as only a few individuals would qualify by getting high scores.It is also necessary to assess if these results are caused by a few erroneous or confusing items. This whitethorn be done by evaluating the trends seen for separately item. A competency test typ ic ally contains a few simple items, a few difficult items and a few items with moderate difficulty. A speed test, on the other hand, requires all items to be similarly difficult. For a competency test it is necessary that we choose items that not only have different levels of difficulty but also split up between individuals who are able to solve it and those who are not. A good item would typically help us in understanding how well the individual test taker has mastered the individual concept while also helping us differentiate those who did master the concept from those who did not.... Also the Alpha coefficient is affected by the length of the test with the reliability being higher and more trusted for a longer test than a shorter one. The given test is only 10 items long and this whitethorn compromise the reliability to some extent. The skewed scores also present other concerns. The Standard Error of Skewness for this test may be calculated by using the Tabachnick & Fidells (19 96) formula . This provides us with a SES value of 0.245. If we define the acceptable limits within which the value of skewness may fall as being between 2 SES both sides of zero then we may accept a value that falls between 0.49 and + 0.49. the obtained value of + 0.78 is well outside these limits, indicating that there is a positive skew to the scores and a significant clustering of scores towards the lower side of the scale. This information needs to be interpreted in context to the principles on the basis of which the test was designed. A test that was given at the beginning of a course simply to assess which concepts a class was familiar with would be expected to have a positive skew as there would be less items that students would be able to answer. On the other hand if this test was given to assess mastery or proficiency these scores would indicate that a number of course goals were not met. If the test were given in order to choose a few individuals who are proficient in ve ry advanced concepts it would be acceptable that a majority of scores are clustered towards the lower half as only a few individuals would qualify by getting higher scores. It is also necessary to assess if these results are caused by a few erroneous or confusing items. This may be done by evaluating the trends seen for each item. A