USER GUIDE FOR THE ITEM ANALYSIS TEMPLATE © Balajadia 2014

General Directions:
1. Supply the "Worksheet" heading with the necessary data for Division, District, School, Subject, Grade-Section, Exam Title, Period, School Year, Name of Teacher.
2. Arrange checked and scored test papers from highest to lowest scorers.
3. Separate the highest 27% and the lowest 27%. Indicate the total number of students and the number of highest 27% in the "Worksheet" accordingly.
4. Tally the responses of students in the highest 27% (vertical) per item number (horizontal) in the yellow cells. Encode "1" for a correct answer and "0" for a wrong answer. Please, note that if you leave
student 1 blank on a particular item, it means that there are no data for that item.
5. Do step 4 for the lowest 27% in the pink cells.
6. Click the "Main Report" tab below to check the final report ready for interpretation. There is nothing to modify in this page.

Guide for Interpretation

1. Accept as it is. - No revision is needed because the level of difficulty and the discriminating power are enough. Retain the item and can be used again in future exams.
2. Accepted with very slight revision. - You can right away accept and retain the item or make little changes depending on the level of difficulty.
3. Accepted with slight revision. - The item is retained with slight increase or decrease of difficulty as regards the P.
4. May be accepted with minor revision. - The item may be retained or discarded as how you personally evaluate it. If retained, the level of difficulty and choices may be changed.
5. Major revision on the stem / choices. - If you think the item will be ratained, paraphrase the stem and replace the choices which no one chose for an answer.
6. Needs major revision or discarded. - Total paraphrasing of the stem and replacement of non-selected choices should be made. Better yet, discard the item.
7. Totally discard. - The item has to be discarded because it is either too easy or too difficult and is unable to distinguish the low performers from the high performers.
Notes: There are locked cells which you cannot modify to totally prevent errors and misencoding.The "Main Report" sheet is protected, therefore, no midification is necessary.

Instruction for writing the descriptive analysis

A. On the difficulty level of items
1. Group together the items having the same difficulty levels and infer on the topics or competencies the students achieved.
2. Highlight the items of "moderate difficulty" and explain that these items can challenge the students enough to think analytically and critically. Nitko and Brookhart (2011) explain that items with
moderate difficulty are better than those which are very easy or very difficult. In this way, students are genuinely tested of their analytical and critical thinking skills.
3. You may also describe easy items to be indicators of most learned concepts, likewise, difficult items signal the least learned competencies.
B. On the discrimination indices of items
1. Group together the items having the same discrimination indices and infer on the item on its ability to distinguish who thinks more analytically or don't.
2. Items that are very discriminating should be emphasized to discuss the credibility of the test in eliciting authentic learning abilities of students.
3. You may also mention about those which are discriminating and moderately discriminating to be reconsidered after some necessary revision.
4. Infer on the resulting items being non-discriminating and questionable.
C. On the final decision
1. Group together the items having the same decisions and infer on each item on its validity, reliability, and objectivity.
2. Commend the items that are to be accepted and retained right away.
3. Cite examples of revision of some items if there are.
4. Write a general impression of the entire test.

Printing and submission

1. Print the "Main Report" without any modification. Study the table(s).
2. Click the "Interpretation" tab below and accomplish your discussion as specified therein. Print.
3. Submit your report in the following order:
3.1 Main Report
3.2 Interpretation and Desriptive Analysis Report
3.3. Copy of the TOS and Test Paper with correct answers.
Division: DIVISION OF PAMPANGA District: CLUSTER IV School: MEXICO NATIONAL HIGH SCHOOL

Subject / Grade - Section TLE - ICT - TECHNICAL DRAWING Total Number of Students: 50
Exam Title / Period / School Year Second Periodic Test / SY 2019-2020 Number of highest scorers (27%): 14

Name of Teacher RAFFY L. NAVARRO Number of lowest scorers (27%): 14

HIGHEST SCORERS LOWEST SCORERS

item/SN 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Total item/SN 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Total

Correct Correct
1 28 28 1 32 32
2 31 31 2 29 29
3 31 31 3 25 25
4 33 33 4 27 27
5 27 27 5 25 25
6 34 34 6 25 25
7 30 30 7 28 28
8 27 27 8 16 16
9 31 31 9 16 16
10 33 33 10 17 17
11 34 34 11 18 18
12 30 30 12 20 20
13 27 27 13 21 21
14 31 31 14 23 23
15 33 33 15 24 24
16 34 34 16 25 25
17 30 30 17 23 23
18 31 31 18 17 17
19 28 28 19 21 21
20 31 31 20 25 25
21 34 34 21 29 29
22 29 29 22 25 25
23 25 25 23 23 23
24 27 27 24 23 23
25 33 33 25 24 24
26 30 30 26 25 25
27 30 30 27 25 25
28 28 28 28 27 27
29 29 29 29 28 28
30 30 30 30 21 21
31 28 28 31 23 23
32 29 29 32 26 26
33 26 26 33 24 24
34 31 31 34 25 25
35 29 29 35 23 23
36 33 33 36 27 27
37 35 35 37 29 29
38 20 20 38 34 34
39 22 22 39 34 34
40 20 20 40 31 31
41 30 30 41 24 24
42 35 35 42 26 26
43 39 39 43 22 22
44 35 35 44 23 23
45 38 38 45 24 24
46 40 40 46 24 24
47 40 40 47 23 23
48 31 31 48 21 21
49 30 30 49 28 28
50 32 32 50 31 31

Total>>> 1532 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Total>>> 1229 0 0 0 0 0 0 0 0 0 0 0 0 0 0

 Department of Education - Region III
DIVISION OF PAMPANGA
CLUSTER IV
MEXICO NATIONAL HIGH SCHOOL

ITEM ANALYSIS IN TLE - ICT - TECHNICAL DRAWING

Second Periodic Test / SY 2019-2020

Exam Title / School Year

Total Students (100%): Name of Teacher: RAFFY L. NAVARRO

50 Highest Scorers (27%): 14 Lowest Scorers (27%): 14 27 page 1/2

Total Total Total Difficulty Index Discrimination Index

Item # Correct Correct Correct Decision
(high) (low) (high+low) P Interpretation D Interpretation

1 28 32 60 2.22 Very Easy -0.30 Not Discriminating 7.Totally discard.

2 31 29 60 2.22 Very Easy 0.15 Moderately Discriminating 6.Needs major revision or may be discarded.
3 31 25 56 2.07 Very Easy 0.44 Discriminating 5.Major revision on the stem or choices.
4 33 27 60 2.22 Very Easy 0.44 Discriminating 5.Major revision on the stem or choices.
5 27 25 52 1.93 Very Easy 0.15 Moderately Discriminating 6.Needs major revision or may be discarded.
6 34 25 59 2.19 Very Easy 0.67 Very Discriminating 4.May be accepted with minor revision.
7 30 28 58 2.15 Very Easy 0.15 Moderately Discriminating 6.Needs major revision or may be discarded.
8 27 16 43 1.59 Very Easy 0.81 Very Discriminating 4.May be accepted with minor revision.
9 31 16 47 1.74 Very Easy 1.11 Very Discriminating 4.May be accepted with minor revision.
10 33 17 50 1.85 Very Easy 1.19 Very Discriminating 4.May be accepted with minor revision.
11 34 18 52 1.93 Very Easy 1.19 Very Discriminating 4.May be accepted with minor revision.
12 30 20 50 1.85 Very Easy 0.74 Very Discriminating 4.May be accepted with minor revision.
13 27 21 48 1.78 Very Easy 0.44 Discriminating 5.Major revision on the stem or choices.
14 31 23 54 2.00 Very Easy 0.59 Discriminating 5.Major revision on the stem or choices.
15 33 24 57 2.11 Very Easy 0.67 Very Discriminating 4.May be accepted with minor revision.
16 34 25 59 2.19 Very Easy 0.67 Very Discriminating 4.May be accepted with minor revision.
17 30 23 53 1.96 Very Easy 0.52 Discriminating 5.Major revision on the stem or choices.
18 31 17 48 1.78 Very Easy 1.04 Very Discriminating 4.May be accepted with minor revision.
19 28 21 49 1.81 Very Easy 0.52 Discriminating 5.Major revision on the stem or choices.
20 31 25 56 2.07 Very Easy 0.44 Discriminating 5.Major revision on the stem or choices.

21 34 29 63 2.33 Very Easy 0.37 Discriminating 5.Major revision on the stem or choices.
22 29 25 54 2.00 Very Easy 0.30 Discriminating 5.Major revision on the stem or choices.
23 25 23 48 1.78 Very Easy 0.15 Moderately Discriminating 6.Needs major revision or may be discarded.
24 27 23 50 1.85 Very Easy 0.30 Discriminating 5.Major revision on the stem or choices.
25 33 24 57 2.11 Very Easy 0.67 Very Discriminating 4.May be accepted with minor revision.
26 30 25 55 2.04 Very Easy 0.37 Discriminating 5.Major revision on the stem or choices.
27 30 25 55 2.04 Very Easy 0.37 Discriminating 5.Major revision on the stem or choices.
28 28 27 55 2.04 Very Easy 0.07 Moderately Discriminating 6.Needs major revision or may be discarded.
29 29 28 57 2.11 Very Easy 0.07 Moderately Discriminating 6.Needs major revision or may be discarded.
30 30 21 51 1.89 Very Easy 0.67 Very Discriminating 4.May be accepted with minor revision.
31 28 23 51 1.89 Very Easy 0.37 Discriminating 5.Major revision on the stem or choices.
32 29 26 55 2.04 Very Easy 0.22 Discriminating 5.Major revision on the stem or choices.
33 26 24 50 1.85 Very Easy 0.15 Moderately Discriminating 6.Needs major revision or may be discarded.
34 31 25 56 2.07 Very Easy 0.44 Discriminating 5.Major revision on the stem or choices.
35 29 23 52 1.93 Very Easy 0.44 Discriminating 5.Major revision on the stem or choices.
36 33 27 60 2.22 Very Easy 0.44 Discriminating 5.Major revision on the stem or choices.
37 35 29 64 2.37 Very Easy 0.44 Discriminating 5.Major revision on the stem or choices.
38 20 34 54 2.00 Very Easy -1.04 #N/A #N/A
39 22 34 56 2.07 Very Easy -0.89 Questionable 7.Totally discard.
40 20 31 51 1.89 Very Easy -0.81 Questionable 7.Totally discard.
41 30 24 54 2.00 Very Easy 0.44 Discriminating 5.Major revision on the stem or choices.
42 35 26 61 2.26 Very Easy 0.67 Very Discriminating 4.May be accepted with minor revision.
43 39 22 61 2.26 Very Easy 1.26 Very Discriminating 4.May be accepted with minor revision.
44 35 23 58 2.15 Very Easy 0.89 Very Discriminating 4.May be accepted with minor revision.
45 38 24 62 2.30 Very Easy 1.04 Very Discriminating 4.May be accepted with minor revision.
46 40 24 64 2.37 Very Easy 1.19 Very Discriminating 4.May be accepted with minor revision.
47 40 23 63 2.33 Very Easy 1.26 Very Discriminating 4.May be accepted with minor revision.
48 31 21 52 1.93 Very Easy 0.74 Very Discriminating 4.May be accepted with minor revision.
49 30 28 58 2.15 Very Easy 0.15 Moderately Discriminating 6.Needs major revision or may be discarded.
50 32 31 63 2.33 Very Easy 0.07 Moderately Discriminating 6.Needs major revision or may be discarded.

Summary of Results
1.Accepted as it is………………………….. 0 4.May be accepted with minor revision…… 18 7.Totally discard….. 3
page 2/2

0
2.Accepted with very slight revision……… 5.Major revision on the stem or choices…. 19
3.Accepted with slight revision……………. 0 6.Needs major revision or be discarded….. 9
Signature/Date:
Item analysis in: TLE - ICT - TECHNICAL DRAWING Second Periodic Test / SY 2019-2020 RAFFY L. NAVARRO
 Department of Education - Region III
DIVISION OF PAMPANGA
CLUSTER IV
MEXICO NATIONAL HIGH SCHOOL

ITEM ANALYSIS IN TLE - ICT - TECHNICAL DRAWING

Second Periodic Test / SY 2019-2020
Exam Title / School Year

Interpretation and Descriptive Analysis

Test Difficulty

Items 21,37,46,47,50 are easy, while the remaining items were all moderately difficult .

Test Discrimination

Items 8-11,18,43-47 were discriminating, items 38-40 are not discriminating, while items 8-11,18, 43-47 were all moderately dicriminating

Final Impression

Out of 50 items test, 1 item was major revision on the stem,34 items were accepted with slight revision, 9 items may be accepted with very slight
revision, 3 items maybe accepted with minor revision while there was 3 items that needs totally discarded. Periodical exam in Filipino 10 is not that
easy nor difficult.

Analyzed and reported by:

RAFFY L. NAVARRO
Teacher