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Dual-Force Metric Learning for Robust Distracter-Resistant Tracker

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What does distracter mean?

Distractor analysis is an extension of item analysis, using techniques that are similar to item difficulty and item discrimination. In distractor analysis, however, we are no longer interested in how test takers select the correct answer, but how the distracters were able to function effectively by drawing the test takers away from the correct answer.

The number of times each distractor is selected is noted in order to determine the effectiveness of the distractor. We would expect that the distractor is selected by enough candidates for it to be a viable distractor. What exactly is an acceptable value?

This depends to a large extent on the difficulty of the item itself and what we consider to be an acceptable item difficulty value for test times. If we are to assume that 0. If we assume that A is the answer and the item difficulty is 0.


What about the remaining 30 students and the effectiveness of the three distractors? If all 30 selected D, the distractors B and C are useless in their role as distractors. The ideal situation would be for each of the three distractors to be selected by 10 students. Therefore, for an item which has an item difficulty of 0. What would be the ideal value for distractors in a four option multiple choice item when the item difficulty of the item is 0.

Hint: You need to identify the proportion of students who did not select the correct option. From a different perspective, the item discrimination formula can also be used in distractor analysis. The concept of upper groups and lower groups would still remain, but the analysis and expectation would differ slightly from the regular item discrimination that we have looked at earlier. Instead of expecting a positive value, we should logically expect a negative value as more students from the lower group should select distracters.

Each distractor can have its own item discrimination value in order to analyse how the distracters work and ultimately refine the effectiveness of the test item itself.

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If we use the above item as an example, the item discrimination concept can be used to assess the effectiveness of each distractor. If a class has students, we can form upper and lower groups of 30 students each. Assume the following are observed: The values in the last column of the table can once again be interpreted according to how we examined item discrimination values, but with a twist.

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  • Distractor Analysis - Test Item Analysis.

Alternative A is the key and a positive value is the value that we would want.