ITEM ANALYSIS AND NORMATIVE STANDARDS

MELJEAN L. FELECIANO

Submitted to: Dr. Jo A. Espiritu

Ramon Magsaysay Technological University in
Partial Fulfillment of the Requirements
for the Degree of

MASTERS OF EDUCATION
Major: Educational Administration
MA Education Evaluation
 I. INTRODUCTION

Background

When norm-referenced tests are developed for instructional purposes, to assess the

effects of educational programs, or for educational research purposes, it can be very

important to conduct item and test analyses. These analyses evaluate the quality of the

items and of the test as a whole. Such analyses can also be employed to revise and improve

both items and the test as a whole. However, some best practices in item and test analysis

are too infrequently used in actual practice.

Making fair and systematic evaluations of others' performance can be a challenging

task.

Teachers, employers, and others in evaluative positions use a variety of tools to

assist them in their

evaluations. Tests are tools that are frequently used to facilitate the evaluation process.

When

norm-referenced tests are developed for instructional purposes, to assess the effects of

educational programs, or for educational research purposes, it can be very important to

conduct item and test analyses.

The purpose of this paper is to determine the

performance of the class in terms of averages and percentages through the use of

measurement tools.
 Objectives

 To conduct Item Analysis on Oral Communication (ENG111) Grade 11.

 To determine Difficulty Index and Discriminating Index in Oral

Communication(ENG111).

 To decide whether to revise, reject, retain the item.

 To revise the items determined for revision.

 To determine the performance of the class in terms of averages and percentage

measures.
 II. MATERIALS AND METHODS

A. Data Gathering Tools

The Table of Specifications and Test Papers for the First Grading were used as the
data

gathering tools.

Table Of Specification

a. Very Easy

2. It is the movement o tongue, lips, jaw and other speech organs to make speech sounds.

4. It is a type of speech wherein the speakers develop their verbal and non-verbal
communication.

5. It is the changing of tone, pitch and volume of your voice.

7. This method can bring out the best of the speaker as it appears to be delivered
naturally.

11. It is a type of speech wherein the speakers tries to influence his/her listeners.

12. It is a type of speech wherein the speakers don’t have enough preparations.

16. Speaking is a communication that serves three functions on society.

29. Being sincere is necessary in delivering an effective speech.

30. Speech needs to be a homily to give inspiration.

33 - 35. Give the three essential parts of speech

36 - 39. Give the four types of debate

b. Easy
1. It is a great way of delivering a speech with a number of speech participants.

3. It is a delivery method wherein the speaker primarily relies on a written text.

15. It is the hand movements made by the speaker while delivering a speech.

19. In climactic order details are presented from points to sub-points or to topic to sub-
topics.

20. In problem solution order the information is organized by presenting a problem and
offering

several solutions.

21. In topical order ideas are organized from the physical structure or location of the
subjects.
22. In comparative advantage method two details are presented which highlight one idea
as more

beneficial than the other.

23. In spatial order ideas are organized from the physical structure.

31 - 32. Give the 3 types of speech

40 - 43. Give the ways on how to deliver a speech

c. Average

6. It is a type of speech wherein it tries to explains, describes and clarifies an object.

8. It is also known as developing connection to your audience.

9. It is a type of speech wherein the speakers use an outline or speech guide.

10. The group is divided into two teams affirmative and negative.

13. It is the ability to command the attention of a theater audience by one’s manner of
appearance.

14. The primary goal of this speech is to stimulate the emotions of audience in an
optimistic manner.

17. Speech has three main parts namely introduction, body, and argument.

18. Knowing your audience will help you to choose the proper words to use on you
speech.

24. “Pathos” is creating an argument based on the gathered evidence.

25. “Ethos” is also known as the “credibility of the speaker.

26. “Logos” creates a feeling o empathy on the part of the audience.

27. Debate has 5 types.

 d. Difficult

46 - 55. Create a 2 paragraph speech that shows persuasion.

B. Procedures

The exercise was first done by determining the upper 10 and the lower 10 of the
whole class
who took the test. After identifying the upper 10 and lower 10, the Difficulty Index and
the
Discriminating Index (See Table 1) was identified. The Frequency Distribution and
Percentile Rank
(See Table 2) was also computed and the Best Distracters (Table 3) for each item was
also
identified.
The respondents of the exercise are the 36 pupils of Grade 11 of Asian Institute o
Computer
Studies. The instruments used are the 2nd Quarter Examination and Table of
Specifications of
Oral Communication (ENG111)

III. FINDINGS and INTERPRETATION

Table 1

Frequency Distribution and Percentile Ranks for an Objective test of 70 Items

Test Score Frequency Cummulative Frequency Percentile Rank

58 1 36 99

57 1 35 96
56 0 34 94

55 2 34 92

54 1 32 88

53 0 31 86

52 1 31 85

51 1 30 82

50 1 29 79

49 3 28 74

48 1 25 68

47 2 24 64

46 2 22 58

45 0 20 56

44 1 20 54

43 2 19 50

42 5 17 40

41 0 12 33

40 3 12 29

39 2 9 22

38 0 7 19

37 0 7 19
36 0 7 19

35 1 7 18

34 0 6 17

33 1 6 15

32 0 5 14

31 1 5 13

30 0 4 11

29 2 4 8

28 2 2 3

36

Mean - 43.28

Mode - 42

Median - 46
 Table 2

Test Item Upper Lower Difficulty Index Difficulty Level Discrimination Index Discrimination Level

1 8 7 0.75 Easy 0.10 Reject or Revise

2 10 7 0.85 Very Easy 0.30 Improve

3 8 7 0.75 Easy 0.10 Reject or Revise

4 9 8 0.85 Very Easy 0.10 Reject or Revise

5 10 10 1.00 Very Easy 0.00 Reject or Revise

6 8 4 0.60 Average 0.40 Retain

7 10 8 0.90 Very Easy 0.20 Revise

8 5 4 0.45 Average 0.10 Reject or Revise

9 6 4 0.50 Average 0.20 Revise

10 7 5 0.60 Average 0.20 Revise

11 9 8 0.85 Very Easy 0.10 Reject or Revise

12 10 9 0.95 Very Easy 0.10 Reject or Revise

13 7 5 0.60 Average 0.20 Revise

14 6 5 0.55 Average 0.10 Reject or Revise

15 9 7 0.80 Easy 0.20 Revise

16 10 10 1.00 Very Easy 0.00 Reject or Revise

17 5 4 0.45 Average 0.10 Reject or Revise

18 7 5 0.60 Average 0.20 Revise

19 8 7 0.75 Easy 0.10 Reject or Revise

20 9 6 0.75 Easy 0.30 Improve

21 7 6 0.65 Easy 0.10 Reject or Revise

22 10 5 0.75 Easy 0.50 Retain

23 10 6 0.80 Easy 0.40 Retain

24 8 4 0.60 Average 0.40 Retain

25 6 5 0.55 Average 0.10 Reject or Revise

26 8 4 0.60 Average 0.40 Retain

27 7 3 0.50 Average 0.40 Retain

28 6 4 0.50 Average 0.20 Revise

29 10 10 1.00 Very Easy 0.00 Reject or Revise

30 9 8 0.85 Very Easy 0.10 Reject or Revise

31 10 6 0.80 Easy 0.40 Retain

32 9 6 0.75 Easy 0.30 Improve

33 10 8 0.90 Very Easy 0.20 Revise

34 10 10 1.00 Very Easy 0.00 Reject or Revise

35 10 8 0.90 Very Easy 0.20 Revise

36 10 7 0.85 Very Easy 0.30 Improve

37 9 8 0.85 Very Easy 0.10 Reject or Revise

38 10 8 0.90 Very Easy 0.20 Revise

 39 10 7 0.85 Very Easy 0.30 Improve

40 8 7 0.75 Easy 0.10 Reject or Revise

41 8 7 0.75 Easy 0.10 Reject or Revise

42 7 6 0.65 Easy 0.10 Reject or Revise

43 8 5 0.65 Easy 0.30 Improve

44 9 8 0.85 Very Easy 0.10 Reject or Revise

45 9 8 0.85 Very Easy 0.10 Reject or Revise

46-55 5 2 0.35 Difficult 0.30 Improve

 IV. CONCLUSION

Constructing multi-choice test items for an end of semester examination requires

time and carefully selecting content that will produce the desired test results. In conclusion,

item analysis provides valuable information for further item modification and future test

development. Quality control is important for test development. It is therefore, important

for teachers to perform item analysis or seek assistance where they feel inadequate.

Accordingly, performance in an examination should reflect only the proficiency in the

target construct and no other irrelevant ones. Items should be modified if students

consistently fail to select certain multiple-choice alternatives. This means that the test

should be uni-dimensional.

Items with very low discrimination indices must be deleted or replaced. Classroom

teachers must rewrite all items with very low discrimination indices. Also, teachers must

replace or rewrite all items with low positive discrimination indices. When all these are

done the reliability of the test will be increased.

Developing the perfect test is the

unattainable goal for anyone in an evaluative position. Even when guidelines for

constructing fair and systematic tests are followed, a plethora of factors may enter into a

student's perception of the test items. Looking at an item's difficulty and discrimination

will assist the test developer in determining what is wrong with individual items. Item and

test analysis provide empirical data about how individual items and whole tests are

performing in real test situations.

 REFERENCES

https://en.wikipedia.org/wiki/Educational_measurement

Table of Specifications

2nd Quarter Examination

APPENDICES

Table 1 Difficulty Index and Discriminating Index

Table 2 Frequency Distribution and Percentile Rank