PACKAGING AND REPRODUCING TEST ITEMS

1. Put the items with the same format together.

2. Arrange the test items from easy to difficult.
3. Give proper spacing for each item for easy reading.
4. Keep questions and options in the same page.
5. Place the illustrations near the options.
6. Check the key answer.
7. Check the direction of the test.
8. Provide space for name, date and score.
9. Proofread the test.
10. Reproduce the test.

TYPES OF QUANTITIVE ITEM ANALYSIS

a.) Difficulty Index
-It refers to the proportion of the number of students in the upper and lower groups
who answered an item correctly.
-The larger the proportion, the more students, who have learned the subject is
measured by the item.

FORMULA:
 Level of Difficulty
-To determine the level of difficulty of an item, find first the difficulty index using the
formula and identify the level of difficulty using the range given below.

Level of Difficulty of an Item

Index Range Difficulty Level
0.00-0.20 Very Difficult
0.21-0.40 Difficult
0.41-0.60 Average/Moderately Difficukt
0.61-0.80 Easy
0.81-1.00 Very Easy

The higher the value the index of difficulty, the easier the item is. Hence, more students
got the correct answer and more students mastered the content measured by that
item.

2. Discrimination Index
-the power of the item to discriminate the students between those who scored high and those
who scored low in the overall test.
-Also refers to the number of students in the upper group who got an item correctly minus the
number of students in the lower group who got an item correctly. Divide the difference by
either the number of the students in the upper group or number of studets in the lower group
or get the higher number if they are not equal.
-This is the basis of measuring the validity of an item. It can be interpreted as an indication of
the extent to which overall knowledge of the content are or mastery of the skills is related to
the response of an item.

Types of Discrimination Index

1. Positive Discrimination- more students in the upper group got the item correctly than
those students in the lower group.
2. Negative Discrimination -more students in the lower group got the item correctly than
the students in the upper group.
3. Zero Discrimination happens-number of students in the upper group and lower group
who answer the test correctly are equal, hence, the test item cannot distinguish the
students who performed in the overall test and the students whose performance are
very poor.

Level of Discrimination
Ebel and Frisbie (1986) as cited by Hetzel (1997) recommended the use of Level of
Discrimination of an Item for easier interpretation.

Index Range Discrimation Level

0.19 and below Poor item, should be eliminated or need to
be revised

0.20-0.29 Marginal item, needs more revision

0.30-0.39 Reasonably good item but possibly for
improvement
0.40 and above Very good item

Index Discrimination Index Formula