Difficulty Index - Teachers produce

Difficulty Index - Teachers produce a difficulty index for a test item by calculating the proportion of students in class who got an item correct. (The name of this index is counter-intuitive, as one actually gets a measure of how easy the item is, not the difficulty of the item.) The larger the proportion, the more students who have learned the content measured by the item.Discrimination Index - The discrimination index is a basic measure of the validity of an item. It is a measure of an item's ability to discriminate between those who scored high on the total test and those who scored low. Though there are several steps in its calculation, once computed, this index can be interpreted as an indication of the extent to which overall knowledge of the content area or mastery of the skills is related to the response on an item. Perhaps the most crucial validity standard for a test item is that whether a student got an item correct or not is due to their level of knowledge or ability and not due to something else such as chance or test bias.Analysis of Response Options - In addition to examining the performance of an entire test item, teachers are often interested in examining the performance of individual distractors (incorrect answer options) on multiple-choice items. By calculating the proportion of students who chose each answer option, teachers can identify which distractors are "working" and appear attractive to students who do not know the correct answer, and which distractors are simply taking up space and not being chosen by many students. To eliminate blind guessing which results in a correct answer purely by chance (which hurts the validity of a test item), teachers want as many plausible distractors as is feasible. Analyses of response options allow teachers to fine tune and improve items they may wish to use again with future classes.