English Language Testing and Evaluation (GED4023)

Acknowledgement

In performing our assignment, we had to take the help and guideline of some respected
persons, who deserve our greatest gratitude. The completion of this assignment gives us
much Pleasure. We would like to show our gratitude to Madam Nirmala for giving us a good
guideline for this project throughout numerous consultations. We would also like to expand
our deepest gratitude to all those who have directly and indirectly guided us in writing this
assignment.
In addition, a thank you to my peer who introduced me to the Methodology of work, and
whose passion for the underlying structures had lasting effect. Many people, especially our
classmates and team members itself, have made valuable comment suggestions on this
project which gave us an inspiration to improve our assignment. We thank all the people for
their help directly and indirectly to complete our assignment.

Ruzawati bt Zakaria
012012110
Hafizullah b. Ramlan
012012110570

English Language Testing and Evaluation (GED4023)

Table of content
1. Introduction
2. Objective
3. Task I, II & III
4. Reports

Introduction
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Hafizullah b. Ramlan
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English Language Testing and Evaluation (GED4023)

Item analysis is a process which examines student responses to individual test items
(questions) in order to assess the quality of those items and of the test as a whole. Item
Analysis allows us to observe the characteristics of a particular question (item) and can be
used to ensure that questions are of an appropriate standard and select items for test inclusion.
Item Analysis describes the statistical analyses which allow measurement of the effectiveness
of individual test items. An understanding of the factors which govern effectiveness (and a
means of measuring them) can enable us to create more effective test questions and also
regulate and standardise existing tests.

Objective
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Hafizullah b. Ramlan
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English Language Testing and Evaluation (GED4023)

To improve test items and identify unfair or biased items. Results should be used to refine
test item wording. In addition, closer examination of items will also reveal which questions
were most difficult, perhaps indicating a concept that needs to be taught more thoroughly. If a
particular distracter that is, an incorrect answer choice is the most often chosen answer, and
especially if that distracter positively correlates with a high total score, the item must be
examined more closely for correctness. This situation also provides an opportunity to identify
and examine common misconceptions among students about a particular concept.

Task I
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012012110
Hafizullah b. Ramlan
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English Language Testing and Evaluation (GED4023)

Table of Specifications
Questions
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20

Task II
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Hafizullah b. Ramlan
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Items
Animals
Spelling
Noun
Noun
Vocabulary
Vocabulary
Collective noun
Vocabulary
Vocabulary
Vocabulary
Social expressions
Social expressions
Social expressions
Social expressions
Social expressions
Grammar
Grammar
Grammar
Grammar
Grammar

English Language Testing and Evaluation (GED4023)

Task III
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Hafizullah b. Ramlan
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English Language Testing and Evaluation (GED4023)

Reports
As the answer sheets are scored, records are written which contain each student's score and
his or her response to each item on the test. These records are then processed and an item
Ruzawati bt Zakaria
012012110
Hafizullah b. Ramlan
012012110570

English Language Testing and Evaluation (GED4023)

analysis report file is generated. An instructor may obtain test score distributions and a list of
students' scores, in alphabetic order, in student number order, in percentile rank order, and/or
in order of percentage of total points. Each item is identified by number and the correct
option is indicated. The group of students taking the test is divided into upper, middle and
lower groups on the basis of students' scores on the test. This division is essential if
information is to be provided concerning the operation of distracters (incorrect options) and
to compute an easily interpretable index of discrimination. It has long been accepted that
optimal item discrimination is obtained when the upper and lower groups each contain
twenty-seven percent of the total group.

Ruzawati bt Zakaria
012012110
Hafizullah b. Ramlan
012012110570

English Language Testing and Evaluation (GED4023)

Ruzawati bt Zakaria
012012110
Hafizullah b. Ramlan
012012110570