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Introduction
3. Test analysis
Descriptive statistics describes the basic features of the data that is, they
describe what the data shows. They provide simple summaries about the
sample and the measures and present quantitative descriptions in a
manageable form. A set of test scores were considered to calculate the mean,
mode, median and standard deviation, and a normal distribution graph for a
distribution with a mean of 65, a median of 65 and a mode of 65 is drawn (see
Figure 1).
Mean 65.79
Mode 65.00
Median 65.00
STDEV2 479.57
STDEV 21.90
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Figure 1: Normal distribution curve
Mean
Median
Mode
0.4
0.3
0.2
0.1
0.0
The numbers on the x-axis represent the standard deviations from the mean.
The points where there is a change in curvature is one standard deviation on
either side of the mean. Dark blue is less than one standard deviation from
the mean. For the normal distribution, this accounts for about 68% of the set
(dark blue) while two standard deviations from the mean (medium and dark
blue) account for about 95% and three standard deviations (light, medium,
and-4SD
dark-3SD
blue) account
-2SD for about
-1SD 65 99.7%.
+1SD The+2SDcurve is symmetric.
+3SD +4SD This is a
heterogeneous distribution because the values are further away from the
mean.
H 100
L 15
Range 85
Number of intervals 10
Size of interval 8.5
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Table 3: Cumulative frequency distribution
Frequency Histogram
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6
5
4
Frequency
3
2
1
0
15-24 25-34 35-44 45-54 55-64 65-74 75-84 85-94 95-104
Interval
3
Figure 3: Frequency polygon
Frequency Polygon
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6
5
4
Frequency
3
2
1
0
19.5 29.5 39.5 49.5 59.5 69.5 79.5 89.5 99.5
From Figure 3, the middle-values of the class interval of the given data are
plotted against the corresponding frequencies and the points obtained are
joined by straight lines. Points plotted (19, 1), (29, 2), (39, 0), (49, 4), (59, 3),
(69, 6), (79, 1), (89, 6), and (99, 2).
30
25
Cumulative Frequency
20
15
10
5
0
24 34 44 54 64 74 84 94 104
Upper Values
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An Ogive is illustrated by an ‘S’ curve shape (see Figure 4). The graph is
drawn by plotting the points with coordinates having abscissae (X-axis) as
actual limits and ordinates(Y-axis) as the cumulative frequencies, (24,1),
(34,3), (44,3),(54,7), (64,10), (74,16), (84,17), (94,23), and (104,25) are the
coordinates of the points.
The reliability of a test refers to the extent to which the test is likely to produce
consistent scores. It theoretically ranges in value from zero (no reliability) to
1.00 (perfect reliability). The KR20 measures test reliability of inter- item
consistency. A higher value indicates a strong relationship between items on
the test.
k 20
k-1 19
Total pq 3.83
Stdev 21.90
(Stdev)2 479.57
KR20 1.04
From Table 4, it is clear that the KR20 is 1.04 this means that the test is
reliable or has a perfect reliability.
4. Item analysis
Using the questions and results from the test, the degree of difficulty of each
question and the corresponding discrimination index was made (see Table 5
and Table 8).
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Table 5: Difficulty index (p)
Difficulty index
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Table 6: Interpretation of the difficulty level of questions
From the Table, it shows that 35% of the questions (1, 2, 5,11,12,14, and 16)
are unacceptable therefore it means that they were too easy and 65 %( 3, 4,
6, 7, 8, 9,10,13,15,17,18,19, and 20) are acceptable which shows that they
were fine (see Table 6).
The discrimination index was used to measure the ability of items/ questions
to distinguish between the lower and the upper group of students taking the
test (see Table 7).
Upper 15
Lower 10
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the test. It is the difference between the percentage of correct responses in
the upper group and the percentage of the correct responses in the lower
group. Calculation procedures have been used to compare item responses to
total test scores using upper and lower level groups of students.
Discrimination
index
#U #L D
15 6 0.60
15 7 0.53
14 3 0.79
8 4 0.50
15 6 0.60
12 5 0.58
9 2 0.78
10 2 0.80
10 3 0.70
8 0 1.00
14 9 0.36
14 5 0.64
12 3 0.75
15 6 0.60
14 6 0.57
15 7 0.53
12 3 0.75
5 3 0.40
12 1 0.92
11 5 0.55
5. Conclusion
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Since the KR20 is 1.04 which shows that the test is reliable, it means that the
questions of a test tended to “pull together”. Students who answered a given
question correctly were more likely to answer other questions correctly. If a
parallel test were developed by using similar items, the relative scores of
students would show little change.
6. References
7. Appendices
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7.1 Appendix A
Prop Prop
#Questions #Correct #Incorrect Correct(p) Incorrect(q) pq
q1 21 4 0.84 0.16 0.13
q2 22 3 0.88 0.12 0.11
q3 17 8 0.68 0.32 0.22
q4 12 13 0.48 0.52 0.25
q5 21 4 0.84 0.16 0.13
q6 17 8 0.68 0.32 0.22
q7 11 14 0.44 0.56 0.25
q8 12 11 0.52 0.48 0.25
q9 13 12 0.52 0.48 0.25
q10 8 16 0.33 0.67 0.22
q11 23 2 0.92 0.08 0.07
q12 19 6 0.76 0.24 0.18
q13 15 10 0.6 0.4 0.24
q14 21 4 0.84 0.16 0.13
q15 20 5 0.8 0.2 0.16
q16 22 2 0.92 0.08 0.08
q17 15 9 0.63 0.38 0.23
q18 8 16 0.33 0.67 0.22
q19 13 12 0.52 0.48 0.25
q20 16 9 0.64 0.36 0.23
Total 3.83
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Appendix B
Key C B D D B C D A C B A C B D A A C D B C
St No Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 Q16 Q17 Q18 Q19 Q20
1 C B B A C D A D D A D A A A A C B D B
2 C B D D B D A A C B A C B D A A C D B C
3 C B D D B C D A C B A C B D A A C B D C
4 C B D B B C B A C B A C A D C A C B C C
5 C B D C B C B A C D A C B D A A A B B C
6 C A D D C C A D C D A C A D A A A B D C
7 B B A B B C B B D D A C B D C A A D D C
8 C B D B B C B D B C A C B D A A C A B A
9 C B D A B C D D B D A C B D A A C B D A
10 C B B A B C D C D C A B A D D A C D B C
11 C B D D B C D A C B A C B D A A C D B C
12 C B D D B C D D D A A C A D A A C B B D
13 C B D A B C D A C B A C B D A A A B B C
14 C B D A B C D A C B A C B D A A A B C
15 C B D D B B A A B D A C D A A C B B D D
16 C B D D B C D A C B A C B D A A C D B C
17 B B C C B A D D C A D B D A C A D
18 C B B D B A D D D D A C A D A A C B B C
19 D C A D B A B A D C C D A A D B B B A B
20 C B D D B C D A C A C D B D A A C D B C
21 C A D D C C A D C D A C A D A A A B D C
22 B B A B B C B B D D A C B D C A A D D C
23 C B D B B C B D B C A C B D A A C A B A
24 C B B A C D A D D A D A A A A C B D B
25 C B D D B D A A C B A C B D A A C D B C
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