I also do not share the item analysis and use it as reflection on my item writing and in identifying areas where students may need clarification on content. The item analysis also depends on sample size so it should be interpreted cautiously in small class sizes.
Rebecca J. Bartlett Ellis
Clinical Assistant Professor
Indiana University School of Nursing at Columbus
respect responsibility trust dialogue
On Dec 3, 2012, at 4:54 PM, "Jim Sibley" <[log in to unmask]<mailto:[log in to unmask]>> wrote:
The item analysis for me is personal reflection/introspection
students don't get to see it
jim
On Mon, Dec 3, 2012 at 11:45 AM, Brescia, Bill <[log in to unmask]<mailto:[log in to unmask]>> wrote:
How do you prevent this from turning into a fight for points? Something like we don't understand thus the question must be poorly written thus any of us who missed it should get the points.
_______________________
William Brescia, Ph.D.
Director of Instructional Technology
Associate Professor of Preventive Medicine
Office of Medical Education
University of Tennessee Health Science Center (UTHSC)
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Memphis, TN 38163
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-----Original Message-----
From: Team-Based Learning [mailto:[log in to unmask]<mailto:[log in to unmask]>] On Behalf Of Bill Goffe
Sent: Friday, November 30, 2012 2:18 PM
To: [log in to unmask]<mailto:[log in to unmask]>
Subject: Re: Item Analysis
For those of us without a scanner, I do the following to get a sense in the classroom which questions they had difficulty with (it is also something of a "sponge activity" as it can take variable amounts of time).
After teams finish their team RATS, I ask each team which questions they still don't understand (and add that they can explain the others). After all teams are done, I have each report out the ones they don't understand and either I or another team fills them in. This seems to fit into TBL "spirit" of getting quick feedback as well as helping build teamwork. I think I got this idea here...
- Bill
Jim said:
> we run item analysis on the whole cohort since our scanner pumps out
> discrimination, point bi-serial and p-value
>
> I don't see any problem with using only 10% of the group either
>
> jim
>
>
> On Fri, Nov 30, 2012 at 8:13 AM, Jenny Morris
> <[log in to unmask]<mailto:[log in to unmask]>>wrote:
>
> > Dear All****
> >
> > ** **
> >
> > As this is the first time we have been using TBL I plan to run an
> > item analysis on the questions we are using. We have around 300
> > students in the group and I was considering basing this analysis on
> > 10% of the group. I’d welcome feedback from others who have
> > undertaken similar work.****
> >
> > ** **
> >
> > Thanks and best wishes****
> >
> > ** **
> >
> > Jenny****
> >
> > ** **
> >
> > Dr Jenny Morris****
> >
> > Associate Professor (Senior Lecturer) in Health Studies****
> >
> > Faculty of Health, Education and Society****
> >
> > University of Plymouth****
> >
> > Knowledge Spa****
> >
> > Treliske****
> >
> > Truro TR1 3HD****
> >
> > Cornwall****
> >
> > ** **
> >
> > Tel: 01872 256461****
> >
> > Web: http://www.plymouth.ac.uk/faculties/health****
> >
> > ** **
> >
> > ‘High quality education for high quality care’****
> >
> > ** **
> >
> > ** **
> >
> > ** **
> >
> > ** **
> >
>
>
>
> --
> Jim Sibley
> [log in to unmask]<mailto:[log in to unmask]>
> NEW Home Phone 604-564-1043<tel:604-564-1043>
> Work 604-822-9241<tel:604-822-9241>
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Department of Economics
Penn State University
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Jim Sibley
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