Utilization Of Item Difficulty, Discrimination, And Distracter Analysis With Kuder-Richardson 20 And Rasch Model (3d-KRM) To Examine Psychometric Properties Of Term Examination In Calculus

Test construction has a step-by-step procedure to be done before an examination is given to the intended students. Starting from the test of objectives, type of test, table of specifications, drafting, up to try-out, and validation, each step has its own process to ensure the constructed test is valid, reliable, and usable. The teachers in higher education seemed to follow the first four steps, but the last step was often neglected due to its rigorous process, which makes it complex. For this reason, the validity and reliability of term examinations distributed to students are compromised. With this, a psychometric guide is needed to address the presented issue. In this study, the item difficulty index, discrimination, distractors’ efficiency, Kuder-Richardson 20, and Rasch model (3D-KRM) were used to analyze psychometric properties of an examination given to 19 purposively selected students in the Calculus subject. A 50-item test was given to the respondents. Out of 50 items, only 31 items were considered reliable after passing the 3D-KRM analysis. These items are recommended for the finalization of the test for future use.