SESSION 2012/2013
TESTING & ASSESSMENT IN EDUCATION
EDP 3501K
MINI TEST REPORT
Prepared By:
NURSIMA SHAFIE (1029126)
SUFIAH ABD RAHIM (1119750)
1.0Introduction of Project
As we know, the purpose of test is to measure and judge the performance of students. Mini test project by using RASCH allow us to accomplish this mission. We are able to study the pattern of students and items reliability. Furthermore, we can detect the intelligent students and poor students. We also can improve our items by detected the problematic questions using RASCH.
2.0Item Analysis
Table 1 : Answer Summary
Question / Q1 / Q2 / Q3 / Q4 / Q5 / Q6 / Q7 / Q8 / Q9 / Q10Key / C / C / B / A / A / C / B / B / A / A
Student#1 / C / C / B / A / A / C / B / B / A / A
Student#2 / C / C / B / A / A / B / B / B / A / B
Student#3 / C / C / B / A / A / C / B / B / A / A
Student#4 / C / C / B / A / A / C / B / B / A / D
Student#5 / C / C / B / A / A / B / B / B / A / C
Student#6 / C / A / B / D / A / B / B / B / A / D
Student#7 / C / C / B / A / A / B / B / A / A / A
Student#8 / C / B / B / D / A / C / B / B / A / D
Student#9 / C / C / B / D / A / B / B / D / A / B
Student#10 / C / B / B / D / A / B / B / D / A / D
Student#11 / C / B / B / A / A / B / B / B / A / D
Student#12 / C / C / B / A / A / B / B / B / A / B
Student#13 / C / C / B / A / A / C / B / A / A / A
Student#14 / C / C / B / A / A / C / B / B / A / D
Student#15 / C / C / B / A / A / B / B / D / A / C
Student#16 / C / C / B / D / A / B / B / D / A / D
Student#17 / C / A / B / A / C / B / B / B / A / A
Student#18 / C / C / B / D / A / C / B / B / C / D
Student#19 / C / B / C / D / A / B / C / A / A / B
Student#20 / C / C / B / D / A / B / B / B / A / D
2.1Difficulty Index
Table 2 : Item Difficulty
Q1 / Q2 / Q3 / Q4 / Q5 / Q6 / Q7 / Q8 / Q9 / Q10Student#1 / 1 / 1 / 1 / 1 / 1 / 1 / 1 / 1 / 1 / 1
Student#2 / 1 / 1 / 1 / 1 / 1 / 0 / 1 / 1 / 1 / 0
Student#3 / 1 / 1 / 1 / 1 / 1 / 1 / 1 / 1 / 1 / 1
Student#4 / 1 / 1 / 1 / 1 / 1 / 1 / 1 / 1 / 1 / 0
Student#5 / 1 / 1 / 1 / 1 / 1 / 0 / 1 / 1 / 1 / 0
Student#6 / 1 / 0 / 1 / 0 / 1 / 0 / 1 / 1 / 1 / 0
Student#7 / 1 / 1 / 1 / 1 / 1 / 0 / 1 / 0 / 1 / 1
Student#8 / 1 / 0 / 1 / 0 / 1 / 1 / 1 / 1 / 1 / 0
Student#9 / 1 / 1 / 1 / 0 / 1 / 0 / 1 / 0 / 1 / 0
Student#10 / 1 / 0 / 1 / 0 / 1 / 0 / 1 / 0 / 1 / 0
Student#11 / 1 / 0 / 1 / 1 / 1 / 0 / 1 / 1 / 1 / 0
Student#12 / 1 / 1 / 1 / 1 / 1 / 0 / 1 / 1 / 1 / 0
Student#13 / 1 / 1 / 1 / 1 / 1 / 1 / 1 / 0 / 1 / 1
Student#14 / 1 / 1 / 1 / 1 / 1 / 1 / 1 / 1 / 1 / 0
Student#15 / 1 / 1 / 1 / 1 / 1 / 0 / 1 / 0 / 1 / 0
Student#16 / 1 / 1 / 1 / 0 / 1 / 0 / 1 / 0 / 1 / 0
Student#17 / 1 / 0 / 1 / 1 / 0 / 0 / 1 / 1 / 1 / 1
Student#18 / 1 / 1 / 1 / 0 / 1 / 1 / 1 / 1 / 0 / 0
Student#19 / 1 / 0 / 0 / 0 / 1 / 0 / 0 / 0 / 1 / 0
Student#20 / 1 / 1 / 1 / 0 / 1 / 0 / 1 / 1 / 1 / 0
p / 1.00 / 0.70 / 0.95 / 0.60 / 0.95 / 0.35 / 0.95 / 0.65 / 0.95 / 0.25
Discription:
Wrong answer = 0, Correct answer = 1
Table 3 : Item Difficulty in Increasing Order (from easy to difficult)
Question / pp1 / 1.00
p3 / 0.95
p5 / 0.95
p7 / 0.95
p9 / 0.95
p2 / 0.70
p8 / 0.65
p4 / 0.60
p6 / 0.35
p10 / 0.25
2.2Discrimination Index
Table 4 : Item Discrimination
Q1 / Q2 / Q3 / Q4 / Q5 / Q6 / Q7 / Q8 / Q9 / Q10 / Total(10)Student#1 / 1 / 1 / 1 / 1 / 1 / 1 / 1 / 1 / 1 / 1 / 10
Student#3 / 1 / 1 / 1 / 1 / 1 / 1 / 1 / 1 / 1 / 1 / 10
Student#4 / 1 / 1 / 1 / 1 / 1 / 1 / 1 / 1 / 1 / 0 / 9
Student#13 / 1 / 1 / 1 / 1 / 1 / 1 / 1 / 0 / 1 / 1 / 9
Student#14 / 1 / 1 / 1 / 1 / 1 / 1 / 1 / 1 / 1 / 0 / 9
Student#2 / 1 / 1 / 1 / 1 / 1 / 0 / 1 / 1 / 1 / 0 / 8
Student#5 / 1 / 1 / 1 / 1 / 1 / 0 / 1 / 1 / 1 / 0 / 8
Student#7 / 1 / 1 / 1 / 1 / 1 / 0 / 1 / 0 / 1 / 1 / 8
Student#12 / 1 / 1 / 1 / 1 / 1 / 0 / 1 / 1 / 1 / 0 / 8
Student#8 / 1 / 0 / 1 / 0 / 1 / 1 / 1 / 1 / 1 / 0 / 7
Student#11 / 1 / 0 / 1 / 1 / 1 / 0 / 1 / 1 / 1 / 0 / 7
Student#15 / 1 / 1 / 1 / 1 / 1 / 0 / 1 / 0 / 1 / 0 / 7
Student#17 / 1 / 0 / 1 / 1 / 0 / 0 / 1 / 1 / 1 / 1 / 7
Student#18 / 1 / 1 / 1 / 0 / 1 / 1 / 1 / 1 / 0 / 0 / 7
Student#20 / 1 / 1 / 1 / 0 / 1 / 0 / 1 / 1 / 1 / 0 / 7
Student#6 / 1 / 0 / 1 / 0 / 1 / 0 / 1 / 1 / 1 / 0 / 6
Student#9 / 1 / 1 / 1 / 0 / 1 / 0 / 1 / 0 / 1 / 0 / 6
Student#16 / 1 / 1 / 1 / 0 / 1 / 0 / 1 / 0 / 1 / 0 / 6
Student#10 / 1 / 0 / 1 / 0 / 1 / 0 / 1 / 0 / 1 / 0 / 5
Student#19 / 1 / 0 / 0 / 0 / 1 / 0 / 0 / 0 / 1 / 0 / 3
D / 0.00 / 0.50 / 0.25 / 1.00 / 0.00 / 1.00 / 0.25 / 0.75 / 0.00 / 0.75
Discription:
Wrong answer = 0, Correct answer = 1
2.3Distractor Analysis
Table 5 : Distractor Analysis
Question / Key / A / B / C / DQ1 / C / 0.00 / 0.00 / 1.00 / 0.00
Q2 / C / 0.10 / 0.20 / 0.70 / 0.00
Q3 / B / 0.00 / 0.95 / 0.05 / 0.00
Q4 / A / 0.65 / 0.00 / 0.00 / 0.35
Q5 / A / 0.95 / 0.00 / 0.05 / 0.00
Q6 / C / 0.00 / 0.65 / 0.35 / 0.00
Q7 / B / 0.00 / 0.95 / 0.05 / 0.00
Q8 / B / 0.15 / 0.65 / 0.00 / 0.20
Q9 / A / 0.95 / 0.00 / 0.05 / 0.00
Q10 / A / 0.25 / 0.20 / 0.10 / 0.45
3.0Psychometric Properties using RASCH Analysis
3.1Summary Statistic
According to RASCH analysis for summary statistic, the person reliability is 0.50 and the item reliability is 0.78. These 2 values are quit good since they are above 0.5.
3.2Mapping
3.3Misfit Table
3.3.1Item Misfit
3.3.2Person Misfit
According to RASCH analysis for person misfit was student 17, 18 and 13 and the item misfit was question 5 and 9.
4.0Conclusion
The person and item reliability was good because greater than 0.50 but there were some student and item misfit which the meansquare greater than 1.8.
Some action must be taken to improve the questions and students.