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The two item analysis procedures are beneficial to learning and assessment because they help improve the quality of an exam by identifying items that prepare candidates for retention, revision or removal. Item analysis identifies both good and deficient items and clarifies concepts that the examinees have not mastered (Kubiszyn & Borich, 2010).
The risks that come if these items are not administered are that the wrong impression will be got of the student that is not true. Students may fail because there were errors that gave rise to multiple interpretations and not that they did not know. An example of imperfect test may be for example: who was the President of America between 2000 and 2008? A second one may be: Assess the importance of not examining students after end of the course. It is important for the teacher to use both qualitative item analysis and quantitative item analysis because they help to fine tune a test and build reliability and credibility into a test. When we look at qualitative analysis we find that it is subjective as opposed to quantitative analysis and therefore a combination is important to eliminate errors and build credibility into the test (J., 2009).
The authors say that marks reflect only academic achievement and not other factors like attitude and effort because of many reasons. One is that factors like attitudes and effort cannot be graded in terms of marks and therefore it would be difficult to rate a student at the end of the learning period. Secondly students come to school to gain knowledge in a specific field and they are subjected to a syllabus and content that thy must cover in order to show their understanding of various aspects of the course. Their understanding of the knowledge covered in the syllabus can only be done by giving them a test to using marks to gauge their achievement (Kubiszyn & Borich, 2010). Unfortunately attitudes and efforts do not compose the content of the syllabus
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