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Item Data
For our sample item, we can see how difficult it was for
students by determining what percentage of the class got it
right. Because they are proportions, difficulty indices range
from .00 to 1.0.
The discrimination index for the item was .27. The formula for
the discrimination index is such that if more students in the
high-scoring group chose the correct answer than did students
in the low-scoring group, the number will be positive. At a
minimum, then, one would hope for a positive value, as that
would indicate that knowledge resulted in the correct answer.
The greater the positive value (the closer it is to 1.0), the
stronger the relationship between overall test performance and
performance on that item. If the discrimination index is
negative, on the other hand, that means that for some reason
students who scored low on the test were more likely to get
the answer correct. This is a strange situation, which suggests
poor validity for an item.
A reasonable interpretation for a positive discrimination index
is that, to some degree, the item is measuring the same thing
as the rest of the test. Typically, this is what teachers want, but
it is not uncommon for classroom tests to cover many different
areas that might not even be related to each other. Therefore,
low discrimination for one item on one section of a long
multifaceted assessment is not always cause for concern.
Teachers interested in the discrimination of items that work
better within a subgroup of items on a broad test can analyze
them in that context, as if the smaller group of items dedicated
to a single topic or skills were a stand-alone test.
Negative discrimination indices are harder to interpret than
positive values. While they happen rarely, they may happen.
The first best guess is to double-check that there was not an
error on the answer key or in the scoring of an item. If
everything was scored correctly, it might be a situation where
the item fooled the students who knew the most. Regardless
of one myth about teachers, tests are not designed to fool
students. So it is a troubling situation when something about a
question that appears just fine on its face is for some reason a
problem for students. As to the reason why an item is
occasionally tricky for your best students, that is a little easier
to understand. Typically, teachers choose distractors
(incorrect answer options) that only students who have studied
most would even recognize as plausible, so they are the only
ones who are likely to be attracted to it. It is also possible that
an answer the teachers believes is wrong might be seen as
correct by students who have really learned the material.
Consider that possibility when you are faced with negative
discrimination values.
Interpreting an Analysis of Answer Options