**Score each answer sheet**, write score total on the corner

- obviously have to do this anyway

- Sort the pile into
**rank order**from top to bottom score

- (1 minute, 30 seconds tops)

- If normal class of 30 students,
**divide class in half**

- same number in top and bottom group:

- toss middle paper if odd number (put aside)

- same number in top and bottom group:
- Take 'top' pile,
**count number of students**who responded to**each alternative**

- fast way is simply to sort piles into "A", "B", "C", "D" // or true/false or type of error you get for short answer, fill-in-the-blank

**OR**set up on spread sheet if you're familiar with computers

**ITEM ANALYSIS FORM TEACHER CONSTRUCTED TESTS**CLASS SIZE = 30 ITEM UPPER LOWER DIFFERENCE D TOTAL DIFFICULTY 1. A

**0***B**4**C**1**D**1**O *=Keyed Answer**repeat for lower group**

**ITEM ANALYSIS FORM TEACHER CONSTRUCTED TESTS**CLASS SIZE = 30 ITEM UPPER LOWER DIFFERENCE D TOTAL DIFFICULTY 1. A 0 *B 4

**2**C 1 D 1 O *=Keyed Answer- this is the time consuming part --> but not that bad, can do it while watching TV, because you're just sorting piles

**THREE POSSIBLE SHORT CUTS HERE**(STEP 4)**(A)**If you have a large sample of around 100 or more, you can cut down the sample you work with- take top 27% (27 out of 100); bottom 27% (so only dealing with 54, not all 100)

- put middle 46 aside for the moment

- larger the sample, more accurate, but have to trade off against labour; using top 1/3 or so is probably good enough by the time you get to 100; --27% magic figure statisticians tell us to use

- larger the sample, more accurate, but have to trade off against labour; using top 1/3 or so is probably good enough by the time you get to 100; --27% magic figure statisticians tell us to use
- I'd use halves at 30, but you could just use a sample of top 10 and bottom 10 if you're pressed for time

- but it means a single student changes stats by 10%

- trading off speed for accuracy...

- but it means a single student changes stats by 10%
- but I'd rather have you doing ten and ten than nothing

**(B)**Second short cut, if you have access to photocopier (budgets)- photocopy answer sheets, cut off identifying info
- (can't use if handwriting is distinctive)

- colour code high and low groups --> dab of marker pen color
- distribute randomly to students in your class so they don't know whose answer sheet they have
- get them to raise their hands
- for #6, how many have "A" on blue sheet?

how many have "B"; how many "C" - for #6, how many have "A" on red sheet....

- for #6, how many have "A" on blue sheet?
- some reservations because they can screw you up if they don't take it seriously
- another version of this would be to hire kid who cuts your lawn to do the counting, provided you've removed all identifying information
- I actually did this for a bunch of teachers at one high school in Edmonton when I was in university for pocket money

**(C)**Third shortcut, IF you can't use separate answer sheet, sometimes faster to type than to sort

**SAMPLE OF TYPING FORMAT FOR ITEM ANALYSIS**ITEM # 1 2 3 4 5 6 7 8 9 10 KEY T F T F T A D C A B STUDENT Kay T T T F F A D D A C Jane T T T F T A D C A D John F F T F T A D C A B- type name; then T or F, or A,B,C,D == all left hand on typewriter, leaving right hand free to turn pages (from Sax)
- IF you have a computer program -- some kicking around -- will give you all stats you need, plus bunches more you don't-- automatically after this stage
OVERHEAD: SAMPLE ITEM ANALYSIS FOR CLASS OF 30 (PAGE #1) (in text)

- fast way is simply to sort piles into "A", "B", "C", "D" // or true/false or type of error you get for short answer, fill-in-the-blank

- quite possible to get a negative number

ITEM ANALYSIS FORM TEACHER CONSTRUCTED TESTSITEM UPPER LOWER DIFFERENCE D TOTAL DIFFICULTY 1. A 0 *B 4 2 |

- in this case, divide by 15
- this gives you the
**"discrimination index" (D)**

ITEM ANALYSIS FORM TEACHER CONSTRUCTED TESTSITEM UPPER LOWER DIFFERENCE D TOTAL DIFFICULTY 1. A 0 *B 4 2 2 |

ITEM ANALYSIS FORM TEACHER CONSTRUCTED TESTSITEM UPPER LOWER DIFFERENCE D TOTAL DIFFICULTY 1. A 0 *B 4 2 2 0.333 |

- if class of 30, upper and lower half, no other column here

Sample Form Class Size= 100.

**difficulty**= (proportion who got it right**(p)**)

ITEM ANALYSIS FORM TEACHER CONSTRUCTED TESTSITEM UPPER LOWER DIFFERENCE D TOTAL DIFFICULTY 1. A 0 *B 4 2 2 0.333 6 |

- You will
- not going to worry about corrected point biserials etc.
- one of the advantages of using fixed number of alternatives