The purpose of item analysis is to determine the quality of a test and to ensure that it met the required standards. Also, item analysis helps educators to determine the validity and reliability of tests. Therefore, item analysis is an important process that should not be undermined. In this regard, procedures and decisions made during the process should reflect the same level of importance (Quaigrain & Arhin, 2017). In this case, there are ten out of fifty questions that have issues. Moreover, the three educators do not agree on how to approach the issue. To find a solution, there is some qualitative and quantitative information to consider.
First, the team should begin by looking at the students’ scores as it is. Thirty learners sat the test and obtained various scores. These scores could reflect whether the learners were affected by the problematic nature of these ten questions or not. For example, high scores, despite the problems, would indicate that it had little impact. However, if many students failed the test, it could be possible that the ten questions had a large impact on the scores, and the team of educators should consider this fact during item analysis. This information would help by reducing any unfair affect the test would have on the learners’ grades.
I would ask the educators to consider the nature of these problematic questions and how they would affect course outcomes. At the beginning of the course, there were predetermined outcomes that the students were to meet at the end. This test should determine whether the learners achieved these outcomes (Green, Worthey, & Kerven, 2018). Therefore, the analysis process needs to consider how these questions would affect the course objectives. Besides, educators must ensure that the evaluation and assessment process is fair to all learners