Item Analysis of Multiple-Choice Questions in Junior Secondary School Mathematics

Abstract

The quality of test items plays a crucial role in ensuring the validity and reliability of learning assessments in mathematics education. This study aims to analyze the quality of multiple-choice questions used in mathematics assessments at the junior secondary school level. The analysis focuses on several important indicators of item quality, including the difficulty index, discrimination index, and distractor effectiveness. The research employs a quantitative descriptive approach using item analysis techniques. The data were obtained from students’ responses to a mathematics test consisting of multiple-choice questions administered to junior secondary school students. The collected data were analyzed using classical test theory to determine the level of difficulty, the ability of items to differentiate between high- and low-performing students, and the effectiveness of distractors in each question. The results indicate that a proportion of the test items fall into acceptable categories in terms of difficulty and discrimination, while several items require revision due to low discrimination power and ineffective distractors. These findings highlight the importance of systematic item analysis to improve the quality of assessment instruments in mathematics education. The study suggests that teachers should regularly conduct item analysis to ensure that test items accurately measure students’ mathematical understanding and support effective learning evaluation.