1.

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 even scored 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.

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 for p is 1.0 and the lowest score is 0 p always has positive value The higher score for p the easier item The lower score for p 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.

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 of test 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.

2.0 YEAR FIVE TOPIC TEST FOR ENGLISH LANGUAGE SUBJECT SEKOLAH KEBANGSAAN PENAMPANG

SUBJECT TOPIC CLASS AGE NUMBER OF STUDENTS STUDENTS ABILITY LEARNING OUTCOMES

English Language Unit 5 Perdana 11 years old 12 students ( 6 boys and 6 girls) Mixed Ability 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

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

TOPIC TEST BAHASA INGGERIS (014) YEAR FIVE SEKOLAH KEBANGSAAN PENAMPANG, PENAMPANG

Name :______________________________ Paper 1 : SECTION A

Class : _______________________

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)

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

Read the dialogue below carefully and answer the questions that follow. Eiman Grandmother Anyss Grandmother Anyss Grandmother Eiman Grandmother Anyss : Grandma, where does Uncle Latif live ? : He is in Australia with his family. : Why do they live so far away ? : Thats because he is married to an Australian who owns a restaurant there. : How many children do they have ? : Three. So, you have three cousins who live far away. : What about Aunt Maznah ? : She works for an oil company in Miri and lives there with her family. : 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 Anyss Grandmother Eimanand and Anyss : I want to study at a university too. I want to be a scientist. : I want to be an English teacher. : Thats good. If both of you work hard, you will be successful. : Thank you, Grandma. We will study very hard and we wont disappoint 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 ?

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 disappoint in 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

Question 1

Computation and Interpretation of Item Difficulty and Discrimination Indices

Students Upper Average Lower Total 25% 50% 25% 3 6 3 12 C* 3 2 1 6 Options A 0 2 2 4 0.33 B 0 1 0 1 0.08 D 0 1 0 1 0.08 Difficulty Index Dicrimination Index

P = C T = 6/12 = 0.5 (50%)

D = CU C L (1/2)TUL = 31 (1/2) (3+3)

Distracter Index

= ___2__ = 2 = 0.67 (1/2) (6) 3 Comments There is no better distracter. All items have the same index. The item is very easy item The item has very low Discrimination

Question 1

Computation and Interpretation of Item Distraction Index

Students Upper 25% Average 50% Lower 25% Total Computation Comments 3 6 3 12 C* 3 2 1 6 A 0 2 2 4 0.33 Options B 0 1 0 1 0.08 D 0 1 0 1 0.08 Index 0.00 0.19 0.20 0.39 0.40 0.59 0.60 0.79 0.80 1.00 Interpretation Very low distraction Low distraction Moderate distraction High distraction Very high distraction

All items have very low distraction

Question 2

Computation and Interpretation of Item Difficulty and Discrimination Indices

Students Upper Average Lower Total 25% 50% 25% 3 6 3 12 A* 3 4 1 8 Options B 0 1 0 1 0.08 C 0 0 1 1 0.08 D 0 1 1 2 0.17 Difficulty Index Dicrimination Index

P = C T = 8/12 = 0.67 (67%)

D = CU C L (1/2)TUL = 31 (1/2) (3+3) = ___2__ = 2 = 0.67 (1/2) (6) 3

Distracter Index

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 Upper 25% Average 50% Lower 25% Total Computation Comments 3 6 3 12 A* 3 4 1 8 B 0 1 0 1 0 .08 Options C 0 0 1 1 0.08 D 0 1 1 2 0.17 Index 0.00 0.19 0.20 0.39 0.40 0.59 0.60 0.79 0.80 1.00 Interpretation Very low distraction Low distraction Moderate distraction High distraction Very high distraction

All items have very low distraction

Question 3

Computation and Interpretation of Item Difficulty and Discrimination Indices

Students Upper Average Lower Total 25% 50% 25% 3 6 3 12 B* 3 1 0 4 Options A 0 0 0 0 0. 00 C 0 0 0 0 0.00 D 0 5 3 8 0.67 Difficulty Index Dicrimination Index

P = C T = 4/12 = 0.33 (33%)

D = CU C L (1/2)TUL = 30 (1/2) (3+3) = ___3__ = 3 = 1 (1/2) (6) 3

Distracter Index

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 Upper 25% Average 50% Lower 25% Total Computation Comments 3 6 3 12 B* 3 1 0 4 A 0 0 0 0 0.00 Options C 0 0 0 0 0.00 D 0 5 3 8 0.67 Index 0.00 0.19 0.20 0.39 0.40 0.59 0.60 0.79 0.80 1.00 Interpretation Very low distraction Low distraction Moderate distraction High distraction Very high distraction

All items have very low distraction

Question 4

Computation and Interpretation of Item Difficulty and Discrimination Indices

Students Upper Average Lower Total 25% 50% 25% 3 6 3 12 C* 2 0 0 2 Options A 0 0 0 0 0.00 B 1 6 3 10 0.83 D 0 0 0 0 0.00 Difficulty Index Dicrimination Index

P = C T = 2/12 = 0.17 (17%)

D = CU C L (1/2)TUL = 20 (1/2) (3+3) = ___2__ = 2 = 0.67 (1/2) (6) 3

Distracter Index

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 Upper 25% Average 50% Lower 25% Total Computation Comments 3 6 3 12 C* 2 0 0 2 A 0 0 0 0 0.00 Options B 1 6 3 10 0.83 D 0 0 0 0 0.00 Index 0.00 0.19 0.20 0.39 0.40 0.59 0.60 0.79 0.80 1.00 Interpretation Very low distraction Low distraction Moderate distraction High distraction Very high distraction

All items have very low distraction

Question 5

Computation and Interpretation of Item Difficulty and Discrimination Indices

Students Upper Average Lower Total 25% 50% 25% 3 6 3 12 C* 2 2 1 5 Options A 1 1 0 2 0.17 B 0 0 0 0 0.00 D 0 3 2 5 0.42 Difficulty Index Dicrimination Index

P = C T = 5/12 = 0.42 (42%)

D = CU C L (1/2)TUL = 21 (1/2) (3+3) = ___1__ = 1 = 0.33 (1/2) (6) 3

Distracter Index

Comments

Option B and D have the same index and better distracter

The item is moderate difficult item

The item has very Low Discrimination

Question 5 Computation and Interpretation of Item Distraction Index

Students Upper 25% Average 50% Lower 25% Total Computation Comments 3 6 3 12 C* 2 2 1 5 A 1 1 0 2 0.17 Options B 0 0 0 0 0.00 D 0 3 3 5 0.42 Index 0.00 0.19 0.20 0.39 0.40 0.59 0.60 0.79 0.80 1.00 Interpretation Very low distraction Low distraction Moderate distraction High distraction Very high distraction

All items have very low distraction

Question 6

Computation and Interpretation of Item Difficulty and Discrimination Indices

Students Upper Average Lower Total 25% 50% 25% 3 6 3 12 B* 1 0 0 1 Options A 2 6 3 11 0.92 C 0 0 0 0 0.00 D 0 0 0 0 0.00 Difficulty Index Dicrimination Index

P = C T = 1/12 = 0.08 (8%)

D = CU C L (1/2)TUL = 31 (1/2) (3+3) = ___2__ = 2 = 0.67 (1/2) (6) 3

Distracter Index

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 Upper 25% Average 50% Lower 25% Total Computation Comments 3 6 3 12 B* 1 0 0 1 A 2 6 3 11 0.92 Options C 0 0 0 0 0.00 D 0 0 0 0 0.00 Index 0.00 0.19 0.20 0.39 0.40 0.59 0.60 0.79 0.80 1.00 Interpretation Very low distraction Low distraction Moderate distraction High distraction Very high distraction

All items have very low distraction

Question 7

Computation and Interpretation of Item Difficulty and Discrimination Indices

Students Upper Average Lower Total 25% 50% 25% 3 6 3 12 A* 3 4 1 8 Options B 0 2 2 4 0.33 C 0 0 0 0 0.00 D 0 0 0 0 0.00 Difficulty Index Dicrimination Index

P = C T = 8/12 = 0.67 (67%)

D = CU C L (1/2)TUL = 31 (1/2) (3+3) = ___2__ = 2 = 0.67 (1/2) (6) 3

Distracter Index

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 Upper 25% Average 50% Lower 25% Total Computation Comments 3 6 3 12 A* 3 4 1 8 B 0 2 2 4 0.33 Options C 0 0 0 0 0.00 D 0 0 0 0 0.00 Index 0.00 0.19 0.20 0.39 0.40 0.59 0.60 0.79 0.80 1.00 All items have very low distraction Interpretation Very low distraction Low distraction Moderate distraction High distraction Very high distraction

Question 8

Computation and Interpretation of Item Difficulty and Discrimination Indices

Students Upper Average Lower Total 25% 50% 25% 3 6 3 12 C* 2 2 0 4 Options A 0 0 1 1 0.08 B 1 4 2 7 0.58 D 0 0 0 0 0.00 Difficulty Index Dicrimination Index

P = C T = 8/12 = 0.67 (67%)

D = CU C L (1/2)TUL = 20 (1/2) (3+3) = ___2__ = 2 = 0.67 (1/2) (6) 3

Distracter Index

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 Upper 25% Average 50% Lower 25% Total Computation Comments 3 6 3 12 C* 2 2 0 4 A 0 0 1 1 0.08 Options B 1 4 2 7 0.58 D 0 0 0 0 0.00 Index 0.00 0.19 0.20 0.39 0.40 0.59 0.60 0.79 0.80 1.00 Interpretation Very low distraction Low distraction Moderate distraction High distraction Very high distraction

All items have very low distraction

Question 9

Computation and Interpretation of Item Difficulty and Discrimination Indices

Students Upper Average Lower Total 25% 50% 25% 3 6 3 12 D* 1 0 0 1 Options A 2 2 1 5 0.25 B 0 1 0 1 0.00 C 0 3 2 5 0.17 Difficulty Index Dicrimination Index

P = C T = 7/12 = 0.58 (58%)

D = CU C L (1/2)TUL = 21 (1/2) (3+3) = ___1__ = 1 = 0.33 (1/2) (6) 3

Distracter Index

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 Upper 25% Average 50% Lower 25% Total Computation Comments 3 6 3 12 D* 1 0 0 1 A 2 2 1 5 0.25 Options B 0 1 0 1 0.00 C 0 3 2 5 0.17 Index 0.00 0.19 0.20 0.39 0.40 0.59 0.60 0.79 0.80 1.00 Interpretation Very low distraction Low distraction Moderate distraction High distraction Very high distraction

All items have very low distraction

Question 10

Computation and Interpretation of Item Difficulty and Discrimination Indices

Students Upper Average Lower Total 25% 50% 25% 3 6 3 12 C* 1 0 0 1 Options A 1 1 1 3 0.25 B 1 5 2 8 0.67 D 0 0 0 0 0.00 Difficulty Index Dicrimination Index

P = C T = 1/12 = 0.08 (8%)

D = CU C L (1/2)TUL = 10 (1/2) (3+3) = ___1__ = 1 = 0.33 (1/2) (6) 3

Distracter Index

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 Upper 25% Average 50% Lower 25% Total Computation Comments 3 6 3 12 C* 1 0 0 1 A 1 1 1 3 0.25 Options B 1 5 2 8 0.67 D 0 0 0 0 0.00 Index 0.00 0.19 0.20 0.39 0.40 0.59 0.60 0.79 0.80 1.00 Interpretation Very low distraction Low distraction Moderate distraction High distraction Very high distraction

All items have very low distraction

SECTION B

Question 1 You are advised to spend about 35 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.

catch butterfly own garden use butterfly net long stick net attached

use net catch butterfly handle gently not tear out wings

pour drop methylated spirit onto head preserve insect dry pin onto board (40 marks)

arrange types, sizes, colours fun cheap hobby

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5.0

Answer Rubric for Objectives Test and Subjective Test

5.1

Objectives Test Rubric

Questions 1 2 3 4 5 6 7 8 9 10

Answer C A B C C B A C D C

5.2

Subjective Test Rubric

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 butterflys head. 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)