The Awesome Educators

Introduction

This Minitest Project provides the knowledge and skills needed to design student assessment, test and exam questions. This project comes with a few purposes such as :

• learn how to construct a good multiple-choice questions.
• plan and administer a classroom test.
• find out how to analyse the test based on three item analysis methods; item difficulty, item discrimination and distractor analysis.
• get the idea to apply Rasch analysis through the Winsteps software in order to obtain a detailed analysis of the test.
• point out issues or problems arise from this test.

 TABLE OF SPECIFICATION

QUESTIONNAIRE 

 DATA ANALYSIS (RASCH)

REPORT 

 CONCLUSION

           This Minitest Project has been conducted within 20 selected students. This test consists of ten multiple questions that consist four subtopics (you may refer the questionnaire) which varies in level of difficulties.

            Based on this Minitest Project, ten questions were constructed and diagnosed into a few elements such as difficulty index, discrimination index and distractor analysis using Rasch. Different set of questions will have different analysis. Using Ministep (a tool in doing Rasch analysis), map item used to determine the difficulty index. A good set of questions should be tally with the specification tables that consists of how many items supposed to be for lower order thinking and higher order thinking (please refer the table of specification). 

             Item discrimination index is the difference in the proportion of the better-prepared students who had the item correct as compared to the proportion of less-prepared students who had the item correct. For this Minitest Project, each question will have different discrimination index. As long as the difference in the proportion is positive value, we consider the question is valid to the students.

             With multiple-choice items, the well-prepared students are expected to be able to determine that any distractor (a wrong alternative) is clearly the wrong answer. However, students who are less prepared should view each distractor as potentially correct. Therefore, person misfit order and item misfit order were used to determine the distractor analysis.

              

REFLECTION 

We found that it is not easy to construct questions for the test. Therefore, we would like to thank our lecturer, Dr. Joe for guiding us in this course and we hope that in future we will be able to use whatever knowledge that we gain in this course.