The purpose of this assignment is to help students apply information regarding item analysis. Students are provided an item analysis as well as test questions.
The purpose of this assignment is to help students apply information regarding item analysis. Students are provided an item analysis as well as test questions. Upon considering the item analysis information, each students makes a decision to either retain the item or revise it. Students revise the item while demonstrating best practices regarding test item construction.
Students are given the opportunity to request an extension on assignments for emergent situations. Supporting documentation must be submitted to the assigned faculty. If the student’s request is not approved, the assignment is graded and a late penalty is applied as follows:
Monday = 10% of total possible point reduction
Tuesday = 20% of total possible point reduction
Wednesday = 30% of total possible point reduction
If the student’s request is approved, the student will be informed of the revised due date. Should the student fail to meet the revised due date, the assignment is graded and a late penalty is applied as follows:
Monday = 10% of total possible point reduction
Tuesday = 20% of total possible point reduction
Wednesday = 30% of total possible point reduction
Total Points Possible: 175
Requirements:
Description of the assignment:
A printout of an item analysis for a 45-item test on HIV/AIDs, along with the corresponding test questions is found in Course Resources. This assignment has two elements. First the overall reliability of the examination is considered and then the item analysis of specific questions. Within the item analysis document, there are nine highlighted test questions (Questions 1 – 8 and 45). These highlighted test questions are the items to be individually analyze. The analysis of selected test questions consists of two major elements:
Using item analysis numerical results
Appling best practices regarding item construction
Using the Item Analysis Template (found in Course Resources), the student, first, examines the overall reliability of the test and make suggestions for improvement. Following the required review of overall test reliability, the student will examine the required test items (Questions 1 – 8 and 45); individually. The analysis includes consideration of numerical item analysis results AND if the selected test question demonstrated best practices regarding item construction. The student will then provide a decision whether he/she would retain or revise the item. If the student’s decision is that the item should be revised, the student identifies suggestion (s) to improve the item as well as re-writing the test question to be consistent with base practices of item construction. For this assignment the desired difficulty index is .70 – .80 for most questions. The desired discrimination index value is .30 or greater. There are no mastery items on this examination. A cover page and running head are required. If a reference is used, you must provide a reference list.
Criteria for content:
Review of the reliability of the entire examination: In this section the MSN student reviews the reliability results of the entire examination. It includes the following required elements:
Explain what is meant by test reliability
Identify the name of the statistical test used in the item analysis to determine overall test reliability
Identify the overall test reliability
Provide a discussion if the overall test reliability is sufficient or if improvement is necessary
Identify 2 (two) ways/methods to improve the overall test reliability
Analysis for Individual Test Questions: For each of the nine identified test questions (items 1 – 8 and 45), the student will identify and discuss:
If the question violates any principle of item writing (i.e. does it ask a question, are there any tips to the correct answer, etc.)
If the question has a poor difficulty index
If the question has a poor discrimination index
If the question should be retained as written or revised
If you selected “revision”, describe ALL of the revisions that are needed
If you selected “remain”, state why the question is good to use
Preparing the paper
Criteria for Format and Special Instructions:
The use of the Item Analysis Template is required. It is found within Course Resources.
A reference page is required if a reference is cited. APA current edition is required.
Category
Remarks
Review of the reliability of the entire examination
Required content for this section includes:
· Explain what is meant by test reliability
· Identify the name of the statistical test used in the item analysis to determine overall test reliability
· Identify the overall test reliability
· Provide a discussion if the overall test reliability is sufficient or if improvement is necessary
· Identify 2 (two) ways/methods to improve the overall test reliability
Question One
Required content for this section includes:
· Identifies if the question violates any principle of item writing (i.e. does it ask a question, are there any tips to the correct answer, etc.)
· Identifies if the question has a poor difficulty index
· Identifies if the question has a poor discrimination index
· Identifies if the question should be retained as written or revised
· If you selected “revision”, describe ALL of the revisions that are needed
· If you selected “remain”, state why the question is good to use
Question Two
Required content for this section includes:
· Identifies if the question violates any principle of item writing (i.e. does it ask a question, are there any tips to the correct answer, etc.)
· Identifies if the question has a poor difficulty index
· Identifies if the question has a poor discrimination index
· Identifies if the question should be retained as written or revised
· If you selected “revision”, describe ALL of the revisions that are needed
· If you selected “remain”, state why the question is good to use
Required content for this section includes:
· Identifies if the question violates any principle of item writing (i.e. does it ask a question, are there any tips to the correct answer, etc.)
· Identifies if the question has a poor difficulty index
· Identifies if the question has a poor discrimination index
· Identifies if the question should be retained as written or revised
· If you selected “revision”, describe ALL of the revisions that are needed
· If you selected “remain”, state why the question is good to use
Question Four
Required content for this section includes:
· Identifies if the question violates any principle of item writing (i.e. does it ask a question, are there any tips to the correct answer, etc.)
· Identifies if the question has a poor difficulty index
· Identifies if the question has a poor discrimination index
· Identifies if the question should be retained as written or revised
· If you selected “revision”, describe ALL of the revisions that are needed
· If you selected “remain”, state why the question is good to use
Question Five
Required content for this section includes:
· Identifies if the question violates any principle of item writing (i.e. does it ask a question, are there any tips to the correct answer, etc.)
· Identifies if the question has a poor difficulty index
· Identifies if the question has a poor discrimination index
· Identifies if the question should be retained as written or revised
· If you selected “revision”, describe ALL of the revisions that are needed
· If you selected “remain”, state why the question is good to use
Question Six
Required content for this section includes:
· Identifies if the question violates any principle of item writing (i.e. does it ask a question, are there any tips to the correct answer, etc.)
· Identifies if the question has a poor difficulty index
· Identifies if the question has a poor discrimination index
· Identifies if the question should be retained as written If you selected “revision”, describe ALL of the revisions that are needed
· If you selected “remain”, state why the question is good to use
Question Seven
Required content for this section includes:
· Identifies if the question violates any principle of item writing (i.e. does it ask a question, are there any tips to the correct answer, etc.)
· Identifies if the question has a poor difficulty index
· Identifies if the question has a poor discrimination index
· Identifies if the question should be retained as written or revised
· If you selected “revision”, describe ALL of the revisions that are needed
· If you selected “remain”, state why the question is good to use
Question Eight
Required content for this section includes:
· Identifies if the question violates any principle of item writing (i.e. does it ask a question, are there any tips to the correct answer, etc.)
· Identifies if the question has a poor difficulty index
· Identifies if the question has a poor discrimination index
· Identifies if the question should be retained as written or revised
· If you selected “revision”, describe ALL of the revisions that are needed
· If you selected “remain”, state why the question is good to use
Question Nine
Required content for this section includes:
· Identifies if the question violates any principle of item writing (i.e. does it ask a question, are there any tips to the correct answer, etc.)
· Identifies if the question has a poor difficulty index
· Identifies if the question has a poor discrimination index
· Identifies if the question should be retained as written or revised
· If you selected “revision”, describe ALL of the revisions that are needed
· If you selected “remain”, state why the question is good to use
APA Format current edition
Title page, running head, body of paper, and reference page must follow APA guidelines as found in the current edition of the manual. This includes the use of headings for each section of the paper except for the introduction where no heading is used.
One deduction for each type of APA style error
Writing Mechanics
Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal written work as found in the current edition of the APA manual.
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