Solve the following problem on your own: calculate the item difficulty and item discrimination.

Your class takes a writing test where the scores are distributed on a scale of 1 to 5. 1 = lowest, 5 = highest. Here are the students and their scores.

Use Item Analysis for Constructed-Response Items to calculate: (Top Group is top 3 scores, Bottom Group is bottom 3 scores)

Once you have completed the analysis, construct a brief 2-3 page paper in APA format (2-3 page requirement does not include your title page or reference page) and address the following:

1. Describe and discuss the importance of item difficulty and item discrimination index. As a classroom teacher, what do these indexes mean to you?
2. Analyze whether you think this was a good test in terms of these results.
3. Identify questions or comments this raises for assessments used in your classroom (this also includes assessments required by the state that are administered in your classroom)

# Materials to be used to understand assignment

Resources to use:

# High Quality Assessment and Item Analysis for Teachers

An important part of measuring the quality of your assessments is understanding the role of validity and reliability in your evaluations. Validity is determined by whether or not your assessment is measuring what you intend on assessing. Reliability is determined by whether your assessment is consistent in what it measures over time. Please take a few minutes to visit the following resources for more information and examples of validity and reliability:

http://fcit.usf.edu/assessment/basic/basicc.html

Even the most valid and reliable assessment should be revisited to determine and maintain the quality of the assessment. It is essential that teachers take advantage of the data they collect from the assessment they are providing their students. This week we will explore the use of item analysis to help better understand the level of quality of our questions/assessments.

Item analysis is defined as “…a process which examines student responses to individual test items (questions) in order to assess the quality of those items and of the test as a whole” (Office of Educational Assessment, n.d., para. 1). This type of analysis allows us to explore the item discrimination (differentiate based on student performance) and the item difficulty (percentage of students who answered a question correctly).

For a more detailed explanation item discrimination versus item difficulty, please view the following

http://ericae.net/ft/tamu/Espy.htm

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