 I welcome you all once again to my channel and today's topic will be item analysis. And those who are new, I am Dr. Rashmi Singh, Assistant Professor of the Department of Education at S.Hanna Girls degree college, University of Allahabad. Join my telegram group, explore education to share your feedback, ask your query and certain other things which we cannot do here. My lecture will be bilingual that is covered English as well as Hindi and useful for teaching examinations and do subscribe my channel if you like my video content and delivery. Okay? So let's start. First of all, item analysis means Aekang, Vishlesh and Hindi. When we study educational measurement and evaluation, research methodology, achievement test, standardization achievement test, then it is mentioned that the item we will choose in our test, its analysis is necessary. Why is it necessary? First of all, let's talk about the examination. Why is it necessary? Why is it necessary? It is because we take the examinations of the students, they do the research. So there is a very good article. Assessment the bridge between teaching and learning. See, what a good definition. In assessment, the bridge between teaching and learning, dial in William's days if our students learned what we taught, we would never need to assist. It is only through assessment that we can discover whether the instructional activities in which we engage our students resulted in the intended learning. We can learn whether the teaching was changed in learning. And what is the assessment? It is really the bridge between teaching and learning. So what is the assessment? It is really the bridge between teaching and learning. And what are the exams? Exams as a window into student learning gaps. So the gaps that are coming in student learning. We can see them there, we can see them there, we can see them through exams. And consequently, a way to show student learning. And we can see how much student learning has been done. So you can understand how important the examination is. The teaching, the theoretical portion, when the learning is being changed in the practical portion, we are able to understand it through the examination. So why did we bring this here? Because the items that will be kept in the item analysis are very important. Why? Because the items that will be kept in the item analysis are very important. Why? Because they can really be assessed. They can be evaluated. They can be examined. They can be examined properly by their students. That is why the item analysis is important. One item that you will keep in your question paper, you have to do its analysis. Then it can be understood in the right way. Whose study was right. Sorry. Let's start with the item analysis. What is the item analysis? It is an investigation. It investigates the performance of items considered individually either in relation to some external criteria or in relation to the remaining items on the test. The items that we are going to do, the items that we are going to keep in the question paper, the items that we are going to keep in a test, what it does? It investigates the performance. Either it investigates the external criteria or it investigates all items on the test with each other. What is more? It is a statistical technique. It is a statistical technique which is used for selecting and rejecting the items of the test. What should we do first? We write down many questions. But we ask questions in the examination. This is mostly about your objective test. So what do we do in it? First, we make a lot of questions. For example, if you want to make a set of 50 questions, then make more than 60, 75, 100. And then we will do its item analysis. Then we will come to know which item is suitable for it, which will be our blueprint and which one will be removed from it. Rejected because it is not the right item. So only through this item analysis comes to be known. It is a statistical technique which is used for selecting and rejecting the items of the test. On the basis of which basis will you either keep it or remove it? There is a difficulty value, especially which we do not have. Discriminative power and item distractors. That is, how much is its difficulty value? Discrimination power is not in that item. And is there an item distractor or not? What is the problem? We are creating the right answer. We have the right answer to reach the right answer. We see these three things and we keep them or remove them. The difficulty value and discriminative power are very important. And the question is asked. Subjective, objective, even formula is asked. It will be given to you. It will be given to you. You will have to remove it. How much is the difficulty value? How much is the discrimination power? Okay. And what is this? It is an important tool to uphold test effectiveness and fairness. This is a very good tool for us to make our test effective and fair. And it can increase the efficacy of examination. That is, the test we are going to take will increase its efficiency. If we do item analysis, then by testing knowledge accurately. Why? Because the knowledge, the knowledge that we want in our students, we will be able to accurately test it. Why? Because of item analysis. If we do it properly, then it is more beneficial. When you were reading reliability, validity, then it was said that if you do item analysis, then your test can be more reliable and more valid. Why? Because it will do the same thing that you have kept there. Then functions, if we look at it, then three important things. Collecting the appropriate items for test. That is, we will keep the most important, most perfect item in our test. Rejecting inappropriate, which will remove inappropriate items. And modification in the structure of the items. And some items that are a little disturbing, then we will modify them and keep them according to our test. Okay. Okay. The special thing is that we do not have two points. Difficulty value, discriminative power and distractor can also be talked about verbally. So, difficulty value is the difficulty. What is the difficulty? This is what comes to mind from Hindi. What is this? It is the percentage of people. That is, what is the subject of those people? This is the subject of your test administering. Who answers an item correctly? That is, the number of people who correct that item. They stick to the correct answer. That is the difficulty value. So, what happens is that we feel that there is a little resistance here. You can understand it like this. Do not call it item difficulty. Call it item facility. Then you will understand it correctly. Because many scientists say that it should not be called item difficulty. It should be called item facility. Why? Because what is the definition? Percentage of people who answer an item correctly. That is, the difficulty value of an item is 0.9. What does this mean? 90% of people correct the question. So, 90% of people, 90% of students correct the question. What does this mean? It is very easy. So, the difficulty value is less. So, it is a reverse relationship. The more the difficulty value is, the easier the question will be. The less the difficulty value is, the harder the question will be. You can understand it like this. It is reverse. So, first of all, the percentage of people who answer an item correctly. Then it is the relative frequency with which the examiners choose the correct response. It is similar. Then, item difficulty has a powerful effect on both the variability of test scores and the position with which test scores discriminate among group of examinees. That is, there are two effects. One is variability of test scores. How does test score vary? It is also affected by this. And the position with which test scores discriminate among group of examinees. And how do test scores behave in group of examinees? This also tells us that upon item difficulty. It also has a formula. If you have a descriptive examination, then you will have to write it. Otherwise, you can ask questions based on this formula in the objective. You can ask the formula. What is dv? Difficulty value is equal to rh plus rl upon nh plus nl. Now, what is rh? Rightly answered in highest group. Now, you will know if this highest group is the lowest group. So, the questions that people have asked in the highest group and the questions that people have asked in the lowest group means the total questions that have been asked. This means that if we have taken everyone in the whole group. And nh plus nl means that the number of examinees was in the highest group or the number of examinees was in the lowest group. So, rh plus rl upon nh plus nl. Okay. And when we take its percentage into 100, then we will get the corner. Similarly, value will be 0.9. So, what will be its value? Its value will be 0 to 1. You can also ask how much is the range of difficulty value? So, it is 0 to 1. So, the highest difficulty value is 100%. 100% means that everyone has answered all the questions. So, there is no point in asking questions. Then you will get to know which difficulty value range is the one that you have to keep the item in your test or discard it. Okay. This is its formula. Then, in this case, non-response examinees are available. If there are examinees in your test, students who have not applied tic, then the formula will change. What will happen? db is equal to rh plus rl upon nh plus nl minus nr. Those people will be eliminated who have not applied tic. What is nr? The number of non-response examinees. Okay. Now, let's see how difficult the value will be. So, what will we do with the evaluation? What is it? So, it is good to keep our test item and we have to keep it or reject it. We should also know that our main goal is to keep the right items in our test. And those who are not right, those who are not good, those who are not doing research, those who do not have tic, then remove them. So, this is the criteria. If there is a difficulty value between 10-9-2 and 10-9-3, this means that this is the most difficult. How difficult is it? Because only 20-30% of people can correct that question. Similarly, it is getting harder. If 30-40% is correct, then it is also difficult. If 40-60% is correct, then it means that it is a little difficult. If 60-70% is correct, then easy questions and 70-80% is correct. So, it is a very easy question. So, we have to keep this. That is, we will keep around 10-4-10-6 so that it is moderate and difficult. That is, those who will be able to do the examination after studying will be able to do it. No, it will be written well. If it is a difficult question, then they will not be able to do it. So, it should be a little difficult. Why? Because we are going to take the examination. We are not going to ask. We are not going to examine the children, the students, how much they have done. So, we will give them some difficulty value. Okay? Then, discrimination index. How will our item not be able to differentiate? So, who is able to differentiate between the high achievers and the low achievers? Between the superiors and the inferiors? Those who have studied and those who have gone to the examination without studying, the examination will be able to differentiate you. Only then, someone will be able to do the examination. Otherwise, if we take the examination and all the children have passed 100% mark, then we will not be able to solve any problem. Okay? So, how will we define discrimination index? Index of discrimination is that ability of an item. Our aim is that on the basis of which discrimination is made between superiors and inferiors. That is, high achievers, sorry, the spelling is wrong. High achievers and low achievers have the ability to differentiate between the high achievers and the low achievers. Whose aim is called discrimination index or discrimination index? And its formula is DI is equal to Rh minus RL. That is, the highest group that the people did the right thing and the lowest group that the people did the right thing will be minus RL. And whose group will we give the run? Sorry, NH and NL. That means the highest group has the number or the lowest group has the number. So, which one will we choose? Which one is larger? The one whose name will be more. The number of the highest group's examinees or the number of the lowest group's examinees whose number is more, we will give the run to the difference between the two. So, let's take out the discrimination index. Now you will understand the highest group and the lowest group. First of all, the test is scored. We have taken the test. Scores are rank ordered. We have read a crumb that the nominal-ordinal-interval ratio is the ordinal, where we know the rank. So, what we have said is that rank ordered is the lowest number that we have established. That is how we rank in the class. Then what we will do? 27% of the highest and lowest scores are selected. We will select the topmost 27% and the bottom 27% Now you will say why 27%? Brother, 50% do it, 20% do it, 30% it looks good to cut. If you run it, it will be cut. Why did you take 27%? So, there is a logic behind it. Who told us that we don't use it like this. Kelly Mahode told us we told it in 1940. Okay. Sorry. Then, number of sorry, number of correct answers is the highest 27% then the highest 27% is the top one. What do we do in that? We minus the bottom 27% and then who runs the result? Number of people in the larger of the two groups. This is the formula. R H minus R L upon N H and N L what is it? Which one is larger? Who is more whose mind is more we will run away from it. Okay. Now, let's see why did you take 27%? Percentage of 27% is used because this value will maximise differences in normal distributions while providing enough cases for analysis. That means there was a lot of research on this. They did a lot of research. You must have taken arbitrarily which group was taken how many percent was taken how many percent was taken but when they took 27% the statistics involved they found that the normal distribution maximises differences. We are getting most of the difference here and most of the cases for analysis if we take 27% then this is the 27% of Kali Mahudaya which is famous and it is done with 27% only. But some students consider it to be a bit different which is a student J.C. Nandini who said taking 25% would be better but the 27% of Kali is more you can say famous and it is used as a thumb rule. So if we take a sample which is 24% then it will be easier to make a group. Okay Okay Discrimination which is index there are three ways zero discrimination positive discrimination and negative discrimination. Zero discrimination means either everyone is doing the right thing or everyone is doing the wrong thing. So zero oblique none or zero oblique no that that item is not discriminating. So we don't have to keep this item in our test and it is of no use. Then there is positive discrimination which means that the high achiever the superior if he corrects the question and the low achiever does the wrong thing which means the right discrimination which we were talking about which we want in our test or in our item is positive discrimination and the items in which the positive discrimination comes out we keep it in our test. Then negative discrimination is completely wrong. What happens is the achievers do the wrong thing and the inferior achievers do the right thing. So you will say how this can happen this can happen that it is very poorly worded or poorly worded or something like that that the low achiever guessed it and the high achiever or the superior is getting very confused so we don't have to keep the questions of negative discrimination in our test okay and above our regarded as high discrimination used so if our item comes out then we keep it in our final test. So this is about discrimination index and difficulty value. This should be DI discrimination index then relationship between discrimination index and not contradictory to each other. No one is opposing each other but both are complete. Both should consider in selecting good items if we want that our item analysis is good if we want our test to be good then we have to take care of both of them and what to do if an item is negatively discriminated or zero discrimination is to be rejected whatever the difficulty value difficulty value we said if 10 4 6 10 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 20 21 22 22 23 24 25 26 27 28 29 29 30 31 31 31 31 31 31 31 31 31 31 31 31 35 30 35 28 31 37 running 39 39 39 40 40 40 40 41 41 80 Ee 42 halfway I have covered a very important topic today, item analysis. Theoretical question is also asked if you are doing MA, MAID, BA, BAID and if you are in an objective question. Thank you all and don't forget to like and subscribe my channel. 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