Problem:
Building on the importance of item difficulty, another critical aspect of assessment quality is item discrimination. Item discrimination refers to the ability of an assessment item to differentiate between students who have a strong understanding of the material and those who do not. According to McDonald (2018), using item discrimination indices can provide insight into how well an item distinguishes between higher and lower-performing students, enhancing the overall evaluation of student learning outcomes. Using the point-biserial correlation coefficient or discrimination index for this purpose. The point-biserial correlation measures the correlation between performance on a single item (correct/incorrect) and the total test score. Values closer to +1 indicate good discrimination, while values near 0 or negative suggest poor or inverse discrimination. Items with low or negative discrimination should be reviewed or revised to improve their effectiveness . (McDonald, 2018) By analyzing item discrimination, educators can identify which questions effectively gauge student comprehension and which may need revision or replacement to enhance the assessment's validity. [Insert sentence to transition into discussing test-level reliability like we did for the first paragraph item difficulty, into the next paragraph item discrimination] Need Assignment Help?