Determining the level of difficulty of each test vocabulary is necessary because it shows the teacher how the student performs in the task measured by the individual, as well as the general level of the performance of the students of a given class in each of the test vocabulary. Thus, the teacher can determine the achievement of the educational objectives measured by these vocabulary , And knowing how much the difficulty of the unit helps to identify vocabulary that is very difficult and easy for students of a particular class
It is the remaining space of each of them
If the difficulty is 40%, 60% is easy
I think that this can be evaluated statistically by testing of significance for the frequency distribution of students marks, for which the ease and difficulty are the tails of normal distribution curve. Best regards.
Dear ابتسام صاحب الزويني
In educational research many measurement instruments are used, as many as the design of the same and the method lead to the generation of new knowledge, both in the administrative side of education and in the academic side.
In case of evaluation of academic performance, the measuring instruments are the type tests:
- Reagents with response options. It is usually a reactive with five response options, where only one of them is the correct answer.
- There are other evaluation formats, such as open questions, correlation questions and questions with answer options False (V), True (V) and No Se (NS);
- The format that best adapts to the analysis of the type of reagent to assess its quality; they are the Coefficients or Indices of Difficulty (Easy or Difficult) and the Coefficient or Index of Discrimination (Relationship between those who respond correctly and know, and among those who do not know and respond in an incorrect way).
Analysis of Reagents in a Measurement Instrument:
- Coefficient or Difficulty Index. The difficulty of a reagent is understood as the proportion of people who respond correctly to a reagent of a test. The greater this proportion, the less difficult it will be. Which means that it is an inverse relationship: The greater the difficulty of the reagent, the lower its rate of correct answers. To calculate the difficulty of a reagent, simply divide the number of people who answered the reagent correctly among the total number of people who answered, either correctly or incorrectly.
- Coefficient or Index of Discrimination. If the test and a reagent measure the same skill or competence, we can expect that the one who had a high score in the whole test, should have a high probability of answering correctly reactive. We must also expect the opposite, that is, that whoever had low scores in the test, should have little chance of correctly answering the reagent. Thus, a good reagent must discriminate between those who obtained good grades in the test and those who obtained low grades.
There are simple and specific formulas for each of the aforementioned Coefficients or Indices, which can be seen in detail in the following link:
Article Level of difficulty and power of discrimination of the Examination ...
In the following link, you can also find an article that describes in detail the different modalities of Measurement Instruments to Evaluate the Learning of the Students. Case example in Medicine:
Chapter Evaluation of learning in medicine
regards
Jose Luis
Estimado ابتسام صاحب الزويني
En investigación educativa se utilizan muchos instrumentos de medición, tantos como el diseño del mismo y el método lleven a la generación de nuevos conocimientos, tanto en la vertiente administrativa de la educación como en la vertiente académica.
En caso de evaluación del rendimiento académico, los instrumentos de medición son las pruebas tipo:
- Reactivos con opciones de respuesta. Generalmente es un reactiva con cinco opciones de respuesta, donde solo uno de ellos es la respuesta correcta.
- Existen otros formatos de evaluación, como preguntas abiertas, preguntas de correlación y preguntas con opciones de respuesta Falso (V), Verdadero (V) y No Se (NS);
- El formato que más se adapta al análisis de tipo de reactivo para valorar la calidad del mismo; son los Coeficientes o Índices de Dificultad (Fácil o Difícil) y el Coeficiente o Índice de Discriminación (Relación entre los que responden en forma correcta y saben; y entre los que no saben y responden en forma incorrecta).
Análisis de Reactivos en un Instrumento de Medición:
- Coeficiente o Índice de Dificultad. La dificultad de un reactivo se entiende como la proporción de personas que responden correctamente un reactivo de una prueba. Entre mayor sea esta proporción, menor será su dificultad. Lo que quiere decir que se trata de una relación inversa: A mayor dificultad del reactivo, menor será su índice de respuestas correctas. Para calcular la dificultad de un reactivo, se divide simplemente el número de personas que contestó correctamente el reactivo entre el número total de personas que contestaron, ya sea en forma correcta o incorrectamente.
- Coeficiente o Índice de Discriminación. Si la prueba y un reactivo miden la misma habilidad o competencia, podemos esperar que quien tuvo una puntuación alta en toda la prueba, deberá tener altas probabilidades de contestar correctamente reactivo. También debemos esperar lo contrario, es decir, que quien tuvo bajas puntuaciones en la prueba, deberá tener pocas probabilidades de contestar correctamente el reactivo. Así, un buen reactivo debe discriminar entre aquellos que obtuvieron buenas calificaciones en la prueba y aquellos que obtuvieron bajas calificaciones.
Existen fórmulas sencillas y específicas para cada uno de los Coeficientes o Índices mencionados, lo que se puede ver con detalle en el siguiente vínculo:
Article Nivel de dificultad y poder de discriminación del Examen de ...
En el siguiente vínculo, también podrá encontrar un artículo que describe con detalle las diferentes modalidades de Instrumentos de Medición para Evaluar el Aprendizaje de los Alumnos. Caso de ejemplo en Medicina:
Chapter Evaluación del aprendizaje en medicina
Saludos
José Luis
The difficulty factor is useful in clarifying the ease or difficulty of a question in the test, which is the percentage of students who answered the question correctly, and the level of difficulty and ease of the paragraph indicates the percentage of respondents who answered the paragraph or question. Or the paragraph increases the coefficient of ease and the test of the difficulty coefficient is because the coefficient of difficulty is equal to (100 - coefficient of ease).
Interesting question dear Dr. Ibtisam!.
I'm completely agree with jose opinion it's really useful.
REGARDS
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