Hello,
everyone.
My
name
is
Kemp
Wu.
I
come
from
Taiwan,
and
I
work
in
Applied
Material
for
Continuous
Improvement
Group.
Today,
I
will
present
BB
JMP Exam Item Analysis.
First,
let's
do
the
project
adjusted
in
2023.
The
entities
sub
way
used
in
GB/BB
training
course
is
changed
from
mete
r
to
JMP.
To
modify
the
AGU,
GB/BB exam questions
based
on
JMP
survey
is
necessary.
In
this
project,
we
use
Item
Analysis
to
study
the
2022
BB JMP exam
questions
to
support
this
GB/BB exam questions change
.
Item analysis
will
help
us
to
identify
the
difficulty
and
the
discrimination
of
each
questions.
For
GB
we
need
easier
questions
because it is
data
label
requirement
for
the
beginner.
We
won't
want
too
many
hard
questions
inside
GB exam.
When
we
move
to
BB exam,
the
questions
should
be
harder
and
better discriminated.
For
the
last
year,
for
the
three
chapter
of
the
BB JMP
training
programs,
we
have,
step
one,
is
the
Intermediate
Statistics
and
step
two,
for
the
Graphical
Entity
and
step
three
is
MSA,
PCA
and
SPC.
Based
on
that,
we
would
like
to
identify
each
questions
difficulty
and
discriminations
and
by
day,
if
any
opportunity
to
modify
the
training
material
is
sent
questions
based
on
the
NAC
results.
Also
the
capability
of
the
questions
to
judge
the
ability
of
the
trainees.
This
is
the
last
year
field
JMP insignation
results.
For
the
step
two,
is
the
Graphical
Entities.
It's very
basically
for
the
reading,
also
the
drawing
for
the
users.
For
the
step
three,
is
the
MSA,
PCA
and
SPC.
This
is
more
advantaged.
For
the
best
one,
we
got
a
more
higher
score
for
the
average.
Then
the
advantage f
or
the
statue,
the
score
is
more
lower.
If
we
want
to
be
used
the based
on
the
score,
it's
very
difficult
to
separate
for
the
GB
or
the
BB,
the
questions.
That's
why
we
come
out.
We
need
to
use
the
JMP Item Analysis.
They
can
deliver
more
information
for
us
to
do
the
data
analysis
for such
as
the
questions'
difficulty
or
the
discriminations.
How
to
use
for
the
JMP
Item
Analysis
application
on
the
GB
and
the
BB
installations.
F
irst,
let's
look
at
the
characteristics
curve.
Characteristics curve control
the
relationship
between
the
probability
of
quality
answers.
The
item
and
the
ability
for
different
probability labels
on
the
ability
scope
also
show
correlation
between
for
the
difficulty
and
the
discrimination
attributes.
There
are
two
parameters
in
the
used
parameters
curve.
First
is
the
a
parameter,
is
about
for
the
discriminating
power.
Another
one
is
the
b
parameter,
is
about
the
item
difficulty
for
the
left
button
of
the
chart.
For
the
y-axis
is
the
probability
of
the
quality
of
the
answers
from 0-1.
One is
meaning
for
the
100%.
For
the
x-axis,
is
the
abilities
from
minus 4-plus 4.
More
higher
number
is
being
more
difficulty.
Also
more
ability
for
the
center.
For
the
periphery,
if
the
curve
is
more
steepness
of
the
curve
it mean
is
more
powerful
for
the
discriminations.
For
the
parameter
b
is
above
the
difficulty.
We
can
see
for
this
chart,
the
right
hand
side of t
his
curve
is
more
difficulty
than
the
left
hand
side.
For
example,
the
ability
for
the
deal
to
go
up
to
match
for
the
right
side
of the
curve
is
about
just
only
about
the
10%
the
corrected.
If
compared
with
the
left
side
of
the
curve,
it
can
go
to
about
90%
can
be
corrected.
Also
we
look
at
the
example
for
the
question
24,
b is
the
vertical
line
of
the
preferred
of
the
discriminations.
And
the
right
hand
side
for
the
question 12
is
for
the
difficulty,
for
the
terratinous
curve
[inaudible 00:06:28]
curve
from
the
bottom
left
to
the
up
of
the
right
side.
Next
we
do
add
the
parameter
estimated.
The
parameter
estimated,
it show
the
item
which
is,
each
of
the
questions
showed
by
the
difficulty
and
the
discriminations.
It show
by
the
numbers
also
by
the
histogram.
For
the
difficulty,
easy
one
is
less
than zero
and
the
hard
questions
is
over
zero.
With
the
discrimination,
it
is
over
plus
and
minus
three.
The up is,
there's
no
discriminations.
This
example
for
our
result
for
the
step
one,
we
have
nine
questions
to
show
by
the
parameter
estimated
for
each
of
the
number.
Also
for
this
parameter
estimated,
the
number also
will
be
showing
in
the
characteristic curve.
We
separate
for
the
three
group
of
the
data
based
on
the
difficulty
and
the
discriminations.
For
the
group 1
is
the
green
zone.
It is
the
easy
with
no
discriminations.
We
can
see
for
the
red
virtual line
,
it is
less
than zero
.
Even
the
question
is
easy.
Also
with
the
fake
curve,
for
this
blue
curve
it
means
is
no
discriminations.
For
another one
is
the
group 2
is
the
easy
with
the
discriminations.
We
can
see
the grey
line
is
less
than
the
zero
or
another
one
is
a
vertical
line.
This
show
for
the
over
the
blue
line
and here
it
can
be
100%
correct.
If left
lower
than
this
line, it mean
is
probably
very
hard
to
have
the
correct.
Next
one
is
the
group four.
Group
four
is
the
hard
questions
with
the
discriminations.
We
can
see
the
ability
is
over
the
needle.
It
also
showed
the
virtual
line
for
the
blue
curve.
It says
group 1
have
no
sample
so
we
didn't
find
out
there's
any
show
by
the
glossary.
Next
we
will
go
for
the
Dual
Plot.
The
Dual Plot
report
contain
a
plot
that
show
question
difficulty
and
the
student
ability
in
the
same
scale.
I
t
will show
on
the
Y
scale
for
the
ability
from
minus
4-
four.
There
are
some
three
zones.
The
first
zone
is
this
area.
This
is
about
the
question
difficult.
More
higher
it
being
the
question
is
more
difficult
and
more
lower
it being
the
question
is
more
easier.
Another
one
in
the
middle
zone
is
for
the
student
ability.
More
higher
it being
the
student
have
more
ability
and
more
lower it being
the
student
has
low
ability.
How
to
compare
with
the
question
difficulty
and
the
student
ability?
For
example,
the
student 2
to
compare
with
the
question
28
because
the
student
is
more
higher
than
the
question
28.
The
student 2
he
have
more
probability
to
answer
correct
questions.
The
obvious
is
for
the
student 1.
Student 1
compared
with
the
question
15.
It
means
the
student 1
is
very
hard
to
correct
the
answers.
A
lso
for
this
one
is,
the
right
zone
is
for
the
group
shown
by
the
histogram
is
shown
for
the
two
group
of
the
student.
From
minus
2-0
is
one
group
and
zero
-2
is
another
group.
For
this
example,
it
show
for
the
two
bimodal
more
the
upper
zero
is
for
the
G
B and
the
lower zero
is
for
the
BB exam
.
Another
one
is
the
group three
STIPS
descent
result
to
show
by
the
dual
plot.
First
we
go
for
the
cell
plot
to
see
the
reference
for
each
questions.
For
x-axis
is
for
each
questions
and
y-axis
for
each
of
the
students.
For
the
red
color,
it
means
the
answer
is
right,
and
for
the
blue
color
the
answer
is
wrong.
We
come
to
see
the
dual
part.
For
the
step
one
you
show
the
pattern
isâ¦
We
see
the
student
number
5
is
more
high
performance
than
others.
Step
two
they
have
too
good
of
the
students.
Step
three,
this
group
of
students
all better
than
zero
and
also
show
the
students
six
is
not
that
good,
but
if
compared
with
the
student
1
you
have
very
long
difference.
It
means
the
student 1
is
the
outlier.
From
this
we
have
four
way
for
the
improvements.
The
first
is
we
can
base
on
the ability
zero
to
separate
the
upper
side
is
for
the
GB
and
the
lower
list
zero
is
for
the
BB itself.
Second,
we
can
base
on
the
discrimination
to
show a
different
kind
of
happen
like
state 1
we
can
find
the
most
performance
student.
For
the
state 2
we
can
separate
from
the
people
have
good
study
or
no
study
for
the
same.
The
third
one
is
the
question
difficulty
such
as
this
question.
None
of
the
students
can
be
correctly
to
answer
this
question.
Maybe
there's
a
material
need
to
be
improved
or
some
area
we
didn't
teach
for
the
students.
The
last
one
is
we
also
can
find
who
is
the
student
need
to
have
more
extra
coach
such
as
the
student 1,
is
[inaudible 00:15:05]
.
Maybe
we
need
to
pay
more
attention
on
him.
All
of
the
essential
can
be
decided
by
you.
You
can
see
from
the
door
part
to
see
if
the
ascent
achieve
your
expectations.
Now
I
will
show
you
the
real
case
on
the
issue
of
the
group
of
the
questions.
The
group 1
is
the
easy
with
no
discrimination.
This
is
the
question
of
this
and
this
the
issue
of
the
session
or
the
answers?
For
this
question
the
answer
is
D.
It
is
very
easy
and
simple
for
the
JMP
operations
and
it
can
be
found
in
the
training
material.
You
can
see
for
the
cell
plot,
most
of
people
are say
correct
and
another
one
is
the
group
2
is
the
easy
with
these
questions.
Is
about
for
the
parallel
part
and
the
answer
is
B,
negative
correlation.
Even
this
parallel
part
is
easy
but
if
the
student,
they
don't
really
understand
how
to
read
the
parallel
part,
they
cannot
understand
how
to
say
the correct
answers.
We
are
going
to
see
the
group
3
with
no
discriminations.
This
question
is
hard
also
in
the
training
material
is
the
guide
the
way
let
you
to
say
the
answer
D.
We
can
see
most
of
people
are
saying
wrong
for
these
questions.
Maybe
we
need
to
reconsider
is
there
any
training
material
need
to
be
corrected?
For
another
one, the group
4, hard
with
the
discrimination
questions.
Even
that's
all
the
question.
It
looks
very
similar
and
hard
to
decide.
But
if
we
pay
attention
on
the
case
or
making
the
nose,
you
will
understand
the
answer
is
the
B.
From
the
item
analysis
we
can
be
analyzed
for
the
issue
of
question
for
the
difficulty
and
discriminations
to
dive
into
for
good
of
the
questions
for
the
continuing
improvement
opportunity.
According
for
good
of
the
questions,
we
can
deliver
for
the
GB
and
the
BB
proposal.
For
the
GB
we
will
consider
for
the
30%
for
the
easy
and
the
no
discrimination
for
basically
questions
for
the
students
and
for
60%
for
the
easy
and
with
the
discrimination
to
separate
the
student
who
has
studied
and
not
studied.
Also,
we
consider
10%
for
the
high-
performance
student
and
for
the
BB
we
are
not
considered
for
the
best
questions
for
the
BB
due
to
you
need
to
be
more
difficulty
and
we
consider
30%
for
the
easy
with
discrimination,
not
every
question
need
to
be
hard
and
also
for
the
70%
for
the
hard
with
the
discriminations
but
we
not
consider
for
the
difficulty
and
the
discrimination
and
the
duration
of
the
questions
is
for
the
reference.
Of
course,
it
depends
on
the
ascent
requirement
to
adjust
the
percentage
for
the
ascent.
Last
I
will
be
talking
about
for
the
takeaway
learning
the
JMP
item
analyze
can
help
to
organize
GB
and BB exam
questions
based
on JMP.
The
item
analyze
help
to
detect
difficulty
and
discrimination
of
the
same
questions
for
instructor
identify
any
gap
in
teaching
efficiency.
Also
modify
GB
/BB
training
material
based
on
JMP
item
analysis
models.
Last
one
it
can
be
proliferate
to
the
internal
training
programs
such
as,
8D
program
or
the
Lean
training.
Thank you very much.
