Module 6

            In this module, we need t talk over the item analysis which is very backbone and the central supporting part of sub topics. This is the statistical analyses which allow measurement of the effectiveness of the individual test items or on how well they met the learning goals. We have learned that as future teachers aim is not to differentiate students just for the fun of it, but to be able to measure the differences in mastery that occur.

            Decisions must be made concerning the method, format, timing, and duration of the evaluative procedures. Once designed, the evaluative procedure must be administered and then scored, interpreted, and graded. Afterwards, feedback must be presented to students. Accomplishing these tasks demands a broad range of cognitive, technical, and interpersonal resources on the part of faculty. But an even more critical task remains, one that perhaps too few faculty undertake with sufficient skill and tenacity: investigating the quality of the evaluative procedure.

Indeed, item analysis a need, a group of procedures for assessing the quality of exam items. The purpose of an item analysis is to improve the quality of an exam by identifying items that are candidates for retention, revision, or removal. More specifically, not only can the item analysis identify both good and deficient items, it can also clarify what concepts the examinees have and have not mastered.

The specific procedures involved vary, but generally, they fall into one of two broad categories: qualitative analysis and quantitative analysis. To interpret item analysis, click this.