Evaluation of Northwest University, Kano Post-UTME Test Items Using Item Response Theory

Abstract

High-stakes testing is used for the purposes of providing results that have important consequences. Validity is the cornerstone upon which all measurement systems are built. This study applied the Item Response Theory principles to analyse Northwest University Kano Post-UTME Economics test items. The developed fifty (50) economics test items was administered to a sample of 600 students. The data obtained was analysed using XCALIBRE 4 and SPSS 20v softwares to determine items parameters base on IRT models. Indicate that, the test measure single trait by satisfying the condition of unidimensionality. Similarly, the goodness of fit test revealed that, the two parameter IRT model was more suitable since no misfit item was observed and the test reliability was 0.86. The mean examinee ability was 0.07 (SD = 0.94). The mean item difficulty was -0.63(SD = 2.54) and mean item discrimination was 0.28 (SD = 0.04). 16 (33%) items were identified as “problematic” based on difficulty indices, 35(71%) also failed to meet the set standards on the basis of discrimination parameters. it can be concluded that, using the IRT approach, the NWU Post-UTME items are not stable as far as item difficulty and discrimination indices are concerned. It is recommended that, the Post-UTME items should be made to pass through all process of standardisation and validation; test development and content experts should be involve in developing and validating the test items in order to obtain valid and reliable results which will lead to valid inferences

Distractor Efficiency of an Intermediate English Proficiency Course Final Examination Paper

“…The English Proficiency test that was analysed in this study was considered as an achievement test. The outcome or result of the achievement test is useful in determining the output of the hard word invested in improving the education system and make it clear on the next pathway to take in educating students (Bichi et al, 2016). Bichi et al (2016) stated that sharing the students' achievements, the enhancement in the instructional plan, motivating students and student selection are among the purposes of an achievement test.…”

“…The outcome or result of the achievement test is useful in determining the output of the hard word invested in improving the education system and make it clear on the next pathway to take in educating students (Bichi et al, 2016). Bichi et al (2016) stated that sharing the students' achievements, the enhancement in the instructional plan, motivating students and student selection are among the purposes of an achievement test. Achievement tests are useful in understanding how much the students have mastered the learning goals of the course they have learned.…”

“…From their research on the Northwest University (NWU) Post-UTME Economics test items, (Bichi et al, 2016), they found that nearly three quarter of the items (71%) have low or insignificant discriminating ability, and therefore these items have to be rechecked or discarded, but 29% of the items are moderate or significant in differentiating students. Discrimination index helps teachers to identify items that can tell apart between students of different abilities; hence, it means a test paper which items have high discrimination index would indicate that the students are displaying a wide difference in the levels of performance.…”

Penerapan Estimasi Skor Grup Domain untuk Meningkatkan Kualitas Pendidikan

“…Demikian pula ciri peserta akan tetap sama, tidak menjadi soal butir mana yang ditanggapinya (Susan E. Embretson & Steven P. Reise, 2000). IRT baru dapat berlaku apabila memenuhi asumsi: unidimensi, independensi lokal, dan invariansi kelompok (Hambleton & Slater, 1997), (Bichi, Hafiz, & Bello, 2016), (Retnawati, 2014) dan (Dali S. Naga, 2013). Salah satu bagian penting dalam teori responsi butir adalah penentuan karakteristik butir yang dikenal sebagai model responsi butir, ada tiga model respon butir yaitu: Model logistik satu parameter (L1P) hanya menggunakan parameter taraf sukar butir b, model logistik dua parameter (L2P) menggunakan parameter taraf sukar butir b dan daya beda a, dan model logistik tiga parameter (L3P) menggunakan parameter taraf sukar butir b, daya beda a, dan faktor kebetulan betul c. Ciri peserta dinyatakan dengan parameter kemampuan θ. Respon atau jawaban peserta terhadap butir dinyatakan dalam bentuk probabilitas jawaban benar P(θ) (Linden & Mcgraw-hill, 2010).…”

Digital book for assessment and evaluation courses based on Kvisoft-kelase asynchronous pattern

“…The main purpose of the assessment and evaluation process is to provide an appropriate recommendation as a basis for facilitating decision making. This is following some statements that have been expressed by some researchers, including Gagnon, Hall, and Marion [4]; Sugiharni, et al [5]; Zheng and Guan [6]; Dahler-Larsen [7]; Machaka [8]; Molina and Ratté [9]; Ying, Liu, and Qin [10]; Mapitsa and Khumalo [11]; Muammar, Widodo, and Sulhadi [12]; Sumual and Ali [13]; Liu and Stronge [14]; Finucane, Martinez, and Cody [15]; Madigan, et al [16]; Erford, et al [17]; Jin, et al [18]; Wotela [19]; Bichi [20]; Prihatiningsih and Qomariyah [21]; Donaldson and Papay [22]; Cornelius, Wood, and Lai [23], Cutts, et al [24]; which in essence also states the same thinking that the assessment and evaluation process leads to the provision of recommendations as the basis for making the right and valid decision.…”