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7/28/2019 Test Topic English
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1.0 INTRODUCTION
The item analysis is an important phase in the development of an exam program. In this phase
statistical methods are used to identify any test items that are not working well. If an item is too
easy, too difficult, failing to show a difference between skilled and unskilled examinees, or evenscored incorrectly, an item analysis will reveal it. The two most common statistics reported in an
item analysis are the item difficulty, which is a measure of the proportion of examinees who
responded to an item correctly, and the item discrimination, which is a measure of how well the
item discriminates between examinees who are knowledgeable in the content area and those who
are not. An additional analysis that is often reported is the distractor analysis. The distractor
analysis provides a measure of how well each of the incorrect options contributes to the quality
of a multiple choice item. Once the item analysis information is available, an item review is often
conducted.
Item analysis is a method that is used in education to evaluate test item. This can ensure that
questions are in appropriate standard and measure the effectiveness of individual test item. Item
analysis is purposed to improve test items and identify unfair or biased item. Item analysis is
conducted to avoid the chance of tests that are too difficult (and have an insufficient floor) tend
to lead to frustration and lead to deflated scores, and tests that are too easy (and have an
insufficient ceiling) facilitate a decline in motivation and lead to inflated scores.
Item analysis can be analyzed by computing: Difficulty Index, Discrimination Index, Validity
Coefficient, and Effectiveness of Distraction.
1.1 Difficulty Index
According to Wilson (2005), item difficulty is the most essential component of item analysis.
Item difficulty is determined by the number of people who answer a particular test item
correctly. It is important for a test to contain items of various difficulty levels in order to
distinguish between students who are not prepared at all, students who are fairly prepared, and
students who are well prepared.
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To compute level of difficulty we use the formula:
Difficulty Index (p) = C/T
p = Difficulty Index
C = the number of students who answer item X correctly
T = the number of total students who answer item X
For example:
There are 12 students who answer an item X, 4 of whom can answer the item correctly. So that,
the level of difficulty is:
Level of difficulty (p) = 4 / 12
= 0.33
The highest score forp is 1.0 and the lowest score is 0
p always has positive value
The higher score forp the easier item
The lower score forp the harder item
According to Allen & Yen (1986) to avoid a test is too difficult or too easy, each items in a test
should have a difficulty range from 0.3 to 0.7. It is used to differentiate between individuals
level of knowledge, ability, and preparedness.
1.2 Discrimination Index
Discrimination goes beyond determining the proportion of people who answer correctly and
looks more specifically at who answers correctly. In other words, item discrimination determines
whether those who did well on the entire test did well on a particular item. An item should in fact
be able to discriminate between upper and lower scoring groups.
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To compute discrimination index, the first thing we have to do is dividing test-takers into three
groups, upper group, average group and lower group. Then using this formula:
Discrimination index (D) = CU CL
(1/2)TUL
D = Discrimination index
Cu = Number of Upper 25% students who answered the item correctly
CL = Number of Lower 25% students who answered the item correctly
1.3 The Effectiveness of Distraction
Multiple choice tests have one question and several options of answer. Among the options, there
is only one answer which is correct, and the other options are wrong answers. Those wrong
answers in multiple choice tests are called distraction. A distraction is called effective when there
are a lot of students choosing it. According to Fernandez (1984) a distraction can be called as a
good distraction when there are 2% of test takers choosing it.
1.4 Summary
In the item analysis phase oftest development, statistical methods are used to identify potential
item problems. The statistical results should be used along with substantive attention to the item
content to determine if a problem exists and what should be done to correct it. Items that are
functioning very poorly should usually be removed from consideration and the exams rescored
before the test results are released. In other cases, items may still be usable, after modest changes
are made to improve their performance on future exams.
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2.0
YEAR FIVE
TOPIC TEST FOR ENGLISH LANGUAGE SUBJECT
SEKOLAH KEBANGSAAN PENAMPANG
SUBJECT English Language
TOPIC Unit
CLASS 5 Perdana
AGE 11 years old
NUMBER OF STUDENTS 12 students ( 6 boys and 6 girls)
STUDENTS ABILITY Mixed Ability
LEARNING OUTCOMES At the end of this topic, students will be able to :1. Identify the basic needs of human being
2. Identify the basic needs of plants and animals
3. State that plants respond to stimuli
LEARNING SKILLS 1.1 To understand humans have basic needs
1.2 To understand animals and plants need basic needs
2.4 Understanding of life processes of plants
3.0 TABLE OF SPECIFICATION
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The table of specification was created after the objective and learning outcome had been
identified. The table of specifications includes the representatives sample of the assessment
domain based on the institutional objectives solely in order to avoid over emphasis and under
emphasis of each goals. The table also encompassed the number of items and the credence of
marks for every item. Last but not least, the types of items were included as well. By having
instructional objective and the taxonomy of educational objectives in resonance with the table of
specifications, the validity of the test was enormously amplified.
4.0
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TOPIC TEST
BAHASA INGGERIS (014) YEAR FIVE
SEKOLAH KEBANGSAAN PENAMPANG, PENAMPANG
Name :______________________________ Class : _______________________
Paper 1 : SECTION A
Each question in this paper is followed by four possible answers : A, B, C and D. For each
question, choose only one answer.
1. Pak Kadir uses a _______________ to cut the long grass in his garden.
A hoe
B rake
C sickle
D wheelbarrow
(Level of knowledge : Knowledge domain, level 1)
2. The goat and its ____________ are walking to the field.
A kids
B cubs
C foals
D calves
(Level of knowledge : Knowledge domain, level 1)
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3. Puan Ani gives a sharp knife to the maid and keeps the _______ one in the drawer.
A fresh
B blunt
C neat
D new
(Level of knowledge : Knowledge domain, level 1)
4. _______________ Rahman ____________ Meng Choo came to the meeting yesterday.
A If .. so
B Either . or
C Neither nor
D Although . Because
(Level of knowledge : Knowledge domain, level 2)
Choose the sentence with the correct punctuation.
5. A Mei Ling and her parents are going to singapore.
B Mei Ling and her Parents are going to Singapore.
C Mei Ling and her parents are going to Singapore.
D Mei Ling and her parents, are going to Singapore.
(Level of knowledge : Analysis domain, level 2)
Questions 6-10
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Read the dialogue below carefully and answer the questions that follow.
Eiman : Grandma, where does Uncle Latif live ?
Grandmother : He is in Australia with his family.
Anyss : Why do they live so far away ?
Grandmother : Thats because he is married to an Australian who owns a restaurant there.
Anyss : How many children do they have ?
Grandmother : Three. So, you have three cousins who live far away.
Eiman : What about Aunt Maznah ?
Grandmother : She works for an oil company in Miri and lives there with her family.
Anyss : I hope Aunt Maznah wont leave us.Grandmother : I hope so too, but she
has just got a job in Kuching after completing her studies at University
Malaysia Sarawak.
Eiman : I want to study at a university too. I want to be a scientist.
Anyss : I want to be an English teacher.
Grandmother : Thats good. If both of you work hard, you will be successful.
Eimanand and : Thank you, Grandma. We will study very hard and we wont disappoint
Anyss you.
6. How many children does grandmother have ?
A Two
B Three
C Four
D Five
(Level of knowledge : Analysis domain, level 2)
7. Who is grandmother talking to ?
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A Her grandchildren
B Her children
C Her parents
D Her cousins
(Level of knowledge : Comprehension domain, level 2)
8. What is Uncle Latifs wife ?
A Scientist
B English teacher
C Restaurant owner
D Oil company worker
(Level of knowledge : Comprehension domain, level 1)
9. The word disappointin the dialogue means
A feels proud
B be a loving person
C happy and enjoyable
D makes someone feels sad
(Level of knowledge : Comprehension domain, level 2)
10. Eiman wants to be a scientist because he wants to
A work in an oil company.
B study at a university.
C invent new things.
D live in Australia
(Level of knowledge : Comprehension domain, level 1)
5.0 ITEM ANALISIS OF 10 MCQs
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Question 1
Computation and Interpretation of Item Difficulty and Discrimination Indices
Students Options
C* A B D
Difficulty Index Dicrimination Index
Upper 25% 3 3 0 0 0P = C
T= 6/12
= 0.5 (50%)
D = CU CL
(1/2)TUL
= 3 1(1/2) (3+3)
= ___2__ = 2 = 0.67
(1/2) (6) 3
Average 50% 6 2 2 1 1
Lower 25% 3 1 2 0 0
Total 12 6 4 1 1
Distracter Index
0.33 0.08 0.08
Comments There is no better distracter.
All items have the sameindex.
The item is very easy item The item has very low
Discrimination
Question 1
Computation and Interpretation of Item Distraction Index
Students Options
C* A B D
Index Interpretation
Upper 25% 3 3 0 0 0 0.00 0.19 Very low distraction
Average 50% 6 2 2 1 1 0.20 0.39 Low distraction
Lower 25% 3 1 2 0 0 0.40 0.59 Moderate distraction
Total 12 6 4 1 1 0.60 0.79 High distraction
Computation 0.33 0.08 0.08 0.80 1.00 Very high distraction
Comments All items have very low distraction
Question 2
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Computation and Interpretation of Item Difficulty and Discrimination Indices
Students Options
A* B C D
Difficulty Index Dicrimination Index
Upper 25% 3 3 0 0 0
P = CT
= 8/12= 0.67 (67%)
D = CU CL(1/2)TUL
= 3 1(1/2) (3+3)
= ___2__ = 2 = 0.67
(1/2) (6) 3
Average 50% 6 4 1 0 1
Lower 25% 3 1 0 1 1
Total 12 8 1 1 2
Distracter Index
0.08 0.08 0.17
Comments Option B and C are the better
distracter.
The item is very easy item The item has very low
Discrimination
Question 2
Computation and Interpretation of Item Distraction Index
Students Options
A* B C D
Index Interpretation
Upper 25% 3 3 0 0 0 0.00 0.19 Very low distraction
Average 50% 6 4 1 0 1 0.20 0.39 Low distraction
Lower 25% 3 1 0 1 1 0.40 0.59 Moderate distraction
Total 12 8 1 1 2 0.60 0.79 High distraction
Computation 0 .08 0.08 0.17 0.80 1.00 Very high distraction
Comments All items have very low distraction
Question 3
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Computation and Interpretation of Item Difficulty and Discrimination Indices
Students Options
B* A C D
Difficulty Index Dicrimination Index
Upper 25% 3 3 0 0 0
P = CT
= 4/12= 0.33 (33%)
D = CU CL(1/2)TUL
= 3 0(1/2) (3+3)
= ___3__ = 3 = 1
(1/2) (6) 3
Average 50% 6 1 0 0 5
Lower 25% 3 0 0 0 3
Total 12 4 0 0 8
Distracter Index
0. 00 0.00 0.67
Comments There is no better distracter The item is very easy item The item has very Low
Discrimination
Question 3
Computation and Interpretation of Item Distraction Index
Students Options
B* A C D
Index Interpretation
Upper 25% 3 3 0 0 0 0.00 0.19 Very low distraction
Average 50% 6 1 0 0 5 0.20 0.39 Low distraction
Lower 25% 3 0 0 0 3 0.40 0.59 Moderate distraction
Total 12 4 0 0 8 0.60 0.79 High distraction
Computation 0.00 0.00 0.67 0.80 1.00 Very high distraction
Comments All items have very low distraction
Question 4
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Computation and Interpretation of Item Difficulty and Discrimination Indices
Students Options
C* A B D
Difficulty Index Dicrimination Index
Upper 25% 3 2 0 1 0
P = CT
= 2/12= 0.17 (17%)
D = CU CL(1/2)TUL
= 2 0(1/2) (3+3)
= ___2__ = 2 = 0.67
(1/2) (6) 3
Average 50% 6 0 0 6 0
Lower 25% 3 0 0 3 0
Total 12 2 0 10 0
Distracter Index
0.00 0.83 0.00
Comments There is no better distracter The item is very easy item The item has very Low
Discrimination
Question 4
Computation and Interpretation of Item Distraction Index
Students Options
C* A B D
Index Interpretation
Upper 25% 3 2 0 1 0 0.00 0.19 Very low distraction
Average 50% 6 0 0 6 0 0.20 0.39 Low distraction
Lower 25% 3 0 0 3 0 0.40 0.59 Moderate distraction
Total 12 2 0 10 0 0.60 0.79 High distraction
Computation 0.00 0.83 0.00 0.80 1.00 Very high distraction
Comments All items have very low distraction
Question 5
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Computation and Interpretation of Item Difficulty and Discrimination Indices
Students Options
C* A B D
Difficulty Index Dicrimination Index
Upper 25% 3 2 1 0 0
P = CT
= 5/12= 0.42 (42%)
D = CU CL(1/2)TUL
= 2 1(1/2) (3+3)
= ___1__ = 1 = 0.33
(1/2) (6) 3
Average 50% 6 2 1 0 3
Lower 25% 3 1 0 0 2
Total 12 5 2 0 5
Distracter Index
0.17 0.00 0.42
Comments Option B and D have the
same index and betterdistracter
The item is moderate
difficult item
The item has very Low
Discrimination
Question 5
Computation and Interpretation of Item Distraction Index
Students Options
C* A B D
Index Interpretation
Upper 25% 3 2 1 0 0 0.00 0.19 Very low distraction
Average 50% 6 2 1 0 3 0.20 0.39 Low distraction
Lower 25% 3 1 0 0 3 0.40 0.59 Moderate distraction
Total 12 5 2 0 5 0.60 0.79 High distraction
Computation 0.17 0.00 0.42 0.80 1.00 Very high distraction
Comments All items have very low distraction
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Question 6
Computation and Interpretation of Item Difficulty and Discrimination Indices
Students Options
B* A C D
Difficulty Index Dicrimination Index
Upper 25% 3 1 2 0 0
P = CT
= 1/12= 0.08 (8%)
D = CU CL
(1/2)TUL
= 3 1(1/2) (3+3)
= ___2__ = 2 = 0.67(1/2) (6) 3
Average 50% 6 0 6 0 0
Lower 25% 3 0 3 0 0
Total 12 1 11 0 0
Distracter Index
0.92 0.00 0.00
Comments Option C is better distractor The item is very easy item The item has high discrimination
Question 6
Computation and Interpretation of Item Distraction Index
Students Options
B* A C D
Index Interpretation
Upper 25% 3 1 2 0 0 0.00 0.19 Very low distraction
Average 50% 6 0 6 0 0 0.20 0.39 Low distraction
Lower 25% 3 0 3 0 0 0.40 0.59 Moderate distraction
Total 12 1 11 0 0 0.60 0.79 High distraction
Computation 0.92 0.00 0.00 0.80 1.00 Very high distraction
Comments All items have very low distraction
Question 7
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Computation and Interpretation of Item Difficulty and Discrimination Indices
Students Options
A* B C D
Difficulty Index Dicrimination Index
Upper 25% 3 3 0 0 0
P = CT
= 8/12= 0.67 (67%)
D = CU CL(1/2)TUL
= 3 1(1/2) (3+3)
= ___2__ = 2 = 0.67
(1/2) (6) 3
Average 50% 6 4 2 0 0
Lower 25% 3 1 2 0 0
Total 12 8 4 0 0
Distracter Index
0.33 0.00 0.00
Comments There is no better distractor The item is very difficult
item
The item has very Low
Discrimination
Question 7
Computation and Interpretation of Item Distraction Index
Students Options
A* B C D
Index Interpretation
Upper 25% 3 3 0 0 0 0.00 0.19 Very low distraction
Average 50% 6 4 2 0 0 0.20 0.39 Low distraction
Lower 25% 3 1 2 0 0 0.40 0.59 Moderate distraction
Total 12 8 4 0 0 0.60 0.79 High distraction
Computation 0.33 0.00 0.00 0.80 1.00 Very high distraction
Comments All items have very low distraction
Question 8
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Computation and Interpretation of Item Difficulty and Discrimination Indices
Students Options
C* A B D
Difficulty Index Dicrimination Index
Upper 25% 3 2 0 1 0
P = CT
= 8/12= 0.67 (67%)
D = CU CL(1/2)TUL
= 2 0(1/2) (3+3)
= ___2__ = 2 = 0.67
(1/2) (6) 3
Average 50% 6 2 0 4 0
Lower 25% 3 0 1 2 0
Total 12 4 1 7 0
Distracter Index
0.08 0.58 0.00
Comments There is no better distractor The item is very difficult
item
The item has very Low
Discrimination
Question 8
Computation and Interpretation of Item Distraction Index
Students Options
C* A B D
Index Interpretation
Upper 25% 3 2 0 1 0 0.00 0.19 Very low distraction
Average 50% 6 2 0 4 0 0.20 0.39 Low distraction
Lower 25% 3 0 1 2 0 0.40 0.59 Moderate distraction
Total 12 4 1 7 0 0.60 0.79 High distraction
Computation 0.08 0.58 0.00 0.80 1.00 Very high distraction
Comments All items have very low distraction
Question 9
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Computation and Interpretation of Item Difficulty and Discrimination Indices
Students Options
D* A B C
Difficulty Index Dicrimination Index
Upper 25% 3 1 2 0 0
P = CT
= 7/12= 0.58 (58%)
D = CU CL(1/2)TUL
= 2 1(1/2) (3+3)
= ___1__ = 1 = 0.33
(1/2) (6) 3
Average 50% 6 0 2 1 3
Lower 25% 3 0 1 0 2
Total 12 1 5 1 5
Distracter Index
0.25 0.00 0.17
Comments There is no better distractor The item is very difficult
item
The item has very Low
Discrimination
Question 9
Computation and Interpretation of Item Distraction Index
Students Options
D* A B C
Index Interpretation
Upper 25% 3 1 2 0 0 0.00 0.19 Very low distraction
Average 50% 6 0 2 1 3 0.20 0.39 Low distraction
Lower 25% 3 0 1 0 2 0.40 0.59 Moderate distraction
Total 12 1 5 1 5 0.60 0.79 High distraction
Computation 0.25 0.00 0.17 0.80 1.00 Very high distraction
Comments All items have very low distraction
Question 10
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Computation and Interpretation of Item Difficulty and Discrimination Indices
Students Options
C* A B D
Difficulty Index Dicrimination Index
Upper 25% 3 1 1 1 0
P = CT
= 1/12= 0.08 (8%)
D = CU CL(1/2)TUL
= 1 0(1/2) (3+3)
= ___1__ = 1 = 0.33
(1/2) (6) 3
Average 50% 6 0 1 5 0
Lower 25% 3 0 1 2 0
Total 12 1 3 8 0
Distracter Index
0.25 0.67 0.00
Comments There is no better distractor The item is very difficult
item
The item has very Low
Discrimination
Question 10
Computation and Interpretation of Item Distraction Index
Students Options
C* A B D
Index Interpretation
Upper 25% 3 1 1 1 0 0.00 0.19 Very low distraction
Average 50% 6 0 1 5 0 0.20 0.39 Low distraction
Lower 25% 3 0 1 2 0 0.40 0.59 Moderate distraction
Total 12 1 3 8 0 0.60 0.79 High distraction
Computation 0.25 0.67 0.00 0.80 1.00 Very high distraction
Comments All items have very low distraction
SECTION B
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Question 1
You are advised to spend about35 minutes on this question.
Rahmans hobby is collecting butterflies. With the help of the pictures and notes given below,
write a composition in not less than 100 words.
(40 marks)
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
catch butterfly own garden use butterfly net long stick
use net catch butterfly handle gently not tear out
pour drop methylated spirit
onto head preserve insect
arrange types, sizes, colours
fun cheap hobby
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____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________
5.0 Answer Rubric for Objectives Test and Subjective Test
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5.1 Objectives Test Rubric
Questions Answer
1 C
2 A
3 B
4 C
5 C
6 B
7 A
8 C
9 D
10 C
5.2 Subjective Test Rubric
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Rahman has an unusual hobby. It is collecting butterflies. He catches the butterflies in his
own garden which is full of beautiful flowers. In order o catch h butterflies, Rahman uses a
butterfly net. His is a long stick with a net attached to one end.
First, Rahman catches a butterfly with his net. H must handle the butterfly gently so that he
does not tear out its wings. Then, he pours a small drop of methylated spirit onto the butterflyshead. This is to preserve the insect. When the butterfly is dry, he pins it onto a board.
Rahman arranges the butterflies according to types, colours and sizes. He enjoys collecting
butterflies because it is fun and is also a cheap hobby.
(40 marks)