Studies have shown that early students stunting cause is normally associated with performance of children. -Scholars estimated that stunted student achieve 16.1% in Peabody picture vocabulary test and 48.8% in quantitative test. For assessment, we not only use an indigenous reading, writing and arithmetic assessment based test but we have also implemented it based on Item Response Theory (IRT) principles. IRT has three models. In the one and Two -parameter model, the ability of students is found by measuring the difficulty of the question. Three-parameter model takes an additional parameter which is concerned with the assumption that students with low ability can also give correct answers. We also use a fourth parameter which is time parameter. It is pertinent to note that some students take more time in answering questions while others will answer the same question in faster time. However, the ability of both students using the first, second, third and fourth parameter which is not an accurate representation of the student’s true ability.