Odukoya Jonathan A, Adekeye Olajide, Igbinoba Angie O, Afolabi A
Covenant University, Ota, Nigeria.
Qual Quant. 2018;52(3):983-997. doi: 10.1007/s11135-017-0499-2. Epub 2017 Mar 14.
Teachers and Students worldwide often dance to the tune of tests and examinations. Assessments are powerful tools for catalyzing the achievement of educational goals, especially if done rightly. One of the tools for 'doing it rightly' is item analysis. The core objectives for this study, therefore, were: ascertaining the item difficulty and distractive indices of the university wide courses. A range of 112-1956 undergraduate students participated in this study. With the use of secondary data, the ex-post facto design was adopted for this project. In virtually all cases, majority of the items (ranging between 65% and 97% of the 70 items fielded in each course) did not meet psychometric standard in terms of difficulty and distractive indices and consequently needed to be moderated or deleted. Considering the importance of these courses, the need to apply item analyses when developing these tests was emphasized.
世界各地的教师和学生常常随着考试的节奏起舞。评估是促进教育目标实现的有力工具，尤其是如果方法得当的话。“正确进行评估”的工具之一是项目分析。因此，本研究的核心目标是：确定全校课程的项目难度和干扰指数。112至1956名本科生参与了本研究。利用二手数据，本项目采用事后设计。实际上在所有情况下，大多数项目（每门课程设置的70个项目中，占比在65%至97%之间）在难度和干扰指数方面都不符合心理测量标准，因此需要进行调整或删除。考虑到这些课程的重要性，强调了在开发这些测试时应用项目分析的必要性。
