Item difficulty index can be found by dividing the number of the test takers correctly answering each item by .........
The total number taking the test
In item analysis, the difficulty index (p) of an item is the proportion of examinees who answer it correctly: \(p = \dfrac{\text{number answering the item correctly}}{\text{total number taking the test}}\).
A high p (close to 1) means an easy item and a low p means a difficult item. Dividing by the number of girls, boys or questions would not give this proportion.
Hence, the answer is The total number taking the test.
How well the item differentiates between the good student and the poor student is called......................
Focus of performance assessment is not on ................ .
The teacher-child interaction observations in the context of formative assessment is .............
Rubrics always contain ............ .
Using ................ is an efficient way to assess ‘portfolios’.
Which type of assessment is most likely to engage students in activelearning ?
If a teacher conducts an activity to detect errors in his/her classroom presentations; ________ will be appropriate for this activity.
Match List – I with List – II.
| List – I | List – II |
| I. Projective Test | A. BSID |
| II. Intelligence test for adults | B. WISC-III |
| III. Intelligence test for children | C. APGAR |
| IV. Infant scales | D. WAIS |
| V. New born assessment | E. CLAT |
| F. TAT |
Codes :
In CLT, the teacher evaluates student's :
(a) Errors
(b) Vocabulary
(c) Fluency
(d) Structure
(e) Performance informally as co-communication.
Choose the most appropriate answer from the options given below :