Unit 9
P/F Writing Assignment

1. Prepare the first page of your test in your test construction project.
   • Consult the checklist on pages 360-361 to make sure that you have included all the required elements on the first page (items 14-21 on page 361, plus a place for students to write their name), and that they are formatted correctly on the page. Don't forget to provide full directions: how and where to answer, how many sections there are, how much items are worth, how much time they have, and so on.
   • You will have room for only several test items. For each of those items, please list on a separate page the learning outcomes (and Bloom level) that each is meant to sample. (Hint: I assume that all the questions on the first page will target the knowledge level, because the easiest items are supposed to come first.)
   • Review items 3-10 on the checklist on page 360 to make sure all your questions pass all these tests. (Recall, you only need enough questions for the first page of your test for this pass-fail assignment.)
   • The page should be word processed and look just like a final copy. (You can, of course, modify it later.)

2. Conduct an item analysis on sample data.
   • Attached is a chart showing the responses of the 27 students in your 7th grade math class to each of 20 items on their last multiple choice test. Each test item had four alternatives for students to select among. (You might prefer to use an already simplified version of the chart. It shows only the incorrect answers.)
   • Please conduct an item analysis of these test scores using the "Aims and Procedures for a Simplified Item Analysis" in your reading for this week.
   • This is the same procedure that I demonstrated to you after your first exam. It would probably help if you pulled out the handouts for that day and examined the example we went over. As outlined in the "Aims and Procedures" guidelines, you will compare the responses of the top 10 scorers to the bottom 10 scorers on the test.
   • The analysis should yield three results, the first two numerical but the third not, for each of the 20 items.
     1. item difficulty
     2. item discriminability
     3. quality of distracters
   • Record item discrimination levels onto the attached form and this will automatically indicate the item difficulty levels as well.
   • Record comments about the quality of the distracters on a separate piece of paper.
   • We will go over your answers in class, so be sure to bring in your worksheet where you listed the top and bottom 10 scorers and calculated your indexes. Please turn in this worksheet with your answers.