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Abstract
One of the cornerstones of teaching is the evaluation of student performance. Traditionally, such evaluations are performed through the administration of exams, quizzes, research papers, and group projects. Although faculty are accustomed to evaluating students, rarely do they evaluate the quality of the aforementioned methods used to assess student knowledge. The present study will illustrate how certain measurement theory techniques (i.e., item difficulty, index of discrimination, Cronbach's alpha, and point biserial correlation) can be utilized to investigate the reliability and validity of student performance and what their impact is on grade distribution. Additionally, a new method for performing item analysis is proposed. To demonstrate the applicability of measurement theory in estimating the reliability and validity of student performance, we draw from one of the author's experiences in teaching an introductory course in political behavior.
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