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

Item Analysis - assignment ExampleThis selective information needs to be interpreted in context to the principles on the basis of which the canvas was designed. A mental campaign that was given at the beginning of a course simply to appraise which concepts a class was beaten(prenominal) with would be expected to have a positive skew as thither would be fewer items that students would be able to answer. On the other(a) 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 atomic number 18 proficient in really advanced concepts it would be acceptable that a majority of scores are clustered towards the lower fractional as still a few individuals would qualify by getting higher scores.It is also needful to assess if these results are caused by a few erroneous or conf utilize items. This whitethorn be done by evaluating the trends seen for each item. A competency test typically contains a few transparent 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 neverthe little have different levels of difficulty but also discriminate between individuals who are able to realize it and those who are not. A good item would typically help us in understanding how wholesome the individual test taker has mastered the individual concept while also helping us severalise 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 organism higher and more trusted for a longer test than a shorter one. The given test is entirely 10 items long and this may compromise the reliability to some extent. The skewed scores also pose other concerns. The Standard Error of Skewness for th is test may be calculated by using the Tabachnick & Fidells (1996) formula . This provides us with a SES value of 0.245. If we define the acceptable limits within which the value of lopsidedness 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 very 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