M-STEP Item Analysis 2

Question 1

A test item has a point-biserial correlation of -0.15. What does this indicate?

Accepted Answer

High-scoring students tend to answer it incorrectly

Answer

A negative point-biserial correlation means higher-ability students are more likely to get the item wrong, signaling a flawed or ambiguous item.

Question 2

Which distractor characteristic is MOST desirable in a well-constructed multiple-choice item?

Accepted Answer

Distractors are chosen more often by low-scoring students than by high-scoring students

Answer

Effective distractors attract low-performing students while being rejected by high-performing students, supporting the item's ability to discriminate.

Question 3

On the M-STEP, what is the primary purpose of conducting item analysis after field testing?

Accepted Answer

To evaluate whether items function as intended across student subgroups

Answer

Item analysis after field testing checks whether each item functions fairly and effectively for all student subgroups before being included on the operational test.

Question 4

An item's facility index (p-value) is 0.95. How should test developers interpret this?

Accepted Answer

Almost all students answered the item correctly, so it may be too easy

Answer

A p-value of 0.95 means 95% of students answered correctly, indicating the item is very easy and may add little discriminating information.

Question 5

Which index is used to detect differential item functioning (DIF) during item analysis?

Accepted Answer

Mantel-Haenszel statistic

Answer

The Mantel-Haenszel statistic is a widely used method for detecting DIF by comparing item performance across focal and reference groups at matched ability levels.

(M-STEP) Michigan Student Test of Educational Progress Practice Test

(M-STEP) Michigan Student Test of Educational Progress Practice Test

M-STEP Item Analysis 2