Item analysis is the practise of examining student responses to specific test items (questions) in order to evaluate the quality of those items and the test as a whole. Item analysis is particularly useful for refining things that will be used again in subsequent tests, but it may also be used to eliminate unclear or misleading items in a single test session. Furthermore, item analysis is useful for improving teachers' test-creation abilities and identifying specific areas of course content that require more attention or clarity. Classical Test Theory offers a straightforward and natural method to item analysis. It makes little use of anything more complex than proportions, averages, counts, and correlations. As a result, it is appropriate for small-scale tests or for working with groups who lack psychometric knowledge. Item Response Theory (IRT) is a complex item analysis paradigm that addresses a wide range of psychometric tasks. It needs significantly bigger sample sizes than CTT (100-1000 answers per item) as well as substantial knowledge (typically a PhD psychometrician). It is not appropriate for small-scale assessments such as classroom quizzes.

Ashkeen Shajahan

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