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 I/North District School: Ayala High School

Subject / Grade - Section Mathematics / Grade 9 Total Number of Students: 192

Exam Title / Period / School Year Third Periodic Test / SY 2019-2020 Number of highest scorers (27%): 52
Name of Teacher Mrs. Vivien Facun-David Number of lowest scorers (27%): 52
© Balajadia 2014
HIGHEST SCORERS LOWEST SCORERS
Total Total
item/SN 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Correct item/SN 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Correct

1 36 36 1 20 20
2 32 32 2 27 27
3 33 33 3 15 15
4 18 18 4 10 10
5 19 19 5 8 8
6 14 14 6 5 5
7 21 21 7 10 10
8 32 32 8 16 16
9 17 17 9 7 7
10 25 25 10 13 13
11 21 21 11 14 14
12 25 25 12 15 15
13 18 18 13 10 10
14 22 22 14 12 12
15 18 18 15 10 10
16 13 13 16 7 7
17 16 16 17 7 7
18 21 21 18 10 10
19 22 22 19 10 10

© Balajadia 2014
20 17 17 20 10 10
21 23 23 21 11 11
22 20 20 22 10 10
23 19 19 23 10 10
24 26 26 24 12 12
25 18 18 25 10 10
26 48 48 26 21 21
27 33 33 27 12 12
28 24 24 28 10 10
29 30 30 29 14 14
30 29 29 30 15 15
31 22 22 31 16 16
32 29 29 32 14 14
33 27 27 33 12 12
34 22 22 34 10 10
35 30 30 35 8 8
36 24 24 36 10 10
37 25 25 37 10 10
38 25 25 38 10 10
39 28 28 39 10 10
40 17 17 40 7 7
41 25 25 41 10 10
42 27 27 42 14 14
43 25 25 43 11 11
44 24 24 44 12 12
45 21 21 45 10 10
46 27 27 46 10 10
47 27 27 47 12 12
48 20 20 48 10 10
49 21 21 49 15 15
50 30 30 50 14 14

© Balajadia 2014
Total>>> 1206 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Total>>> 586 0 0 0 0 0 0 0 0 0 0 0 0 0 0

© Balajadia 2014

© Balajadia 2014
 Department of Education - Region III
Division of Pampanga
Cluster I/North District
Ayala High School

ITEM ANALYSIS IN Mathematics / Grade 9

Third Periodic Test / SY 2019-2020

Exam Title / School Year

Total Students (100%): Name of Teacher: Mrs. Vivien Fac

192 Highest Scorers (27%): 52 Lowest Scorers (27%): 52 104

Total Total Difficulty Index Discrimination Index

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

1 36 20 56 0.54 Moderately Difficult 0.31 Discriminating

2 32 27 59 0.57 Moderately Difficult 0.10 Moderately Discriminating
3 33 15 48 0.46 Moderately Difficult 0.35 Discriminating
4 18 10 28 0.27 Difficult 0.15 Moderately Discriminating
5 19 8 27 0.26 Difficult 0.21 Discriminating
6 14 5 19 0.18 Very Difficult 0.17 Moderately Discriminating
7 21 10 31 0.30 Difficult 0.21 Discriminating
8 32 16 48 0.46 Moderately Difficult 0.31 Discriminating
9 17 7 24 0.23 Difficult 0.19 Moderately Discriminating
10 25 13 38 0.37 Difficult 0.23 Discriminating
11 21 14 35 0.34 Difficult 0.13 Moderately Discriminating
12 25 15 40 0.38 Difficult 0.19 Moderately Discriminating
13 18 10 28 0.27 Difficult 0.15 Moderately Discriminating
14 22 12 34 0.33 Difficult 0.19 Moderately Discriminating
15 18 10 28 0.27 Difficult 0.15 Moderately Discriminating
16 13 7 20 0.19 Very Difficult 0.12 Moderately Discriminating
17 16 7 23 0.22 Difficult 0.17 Moderately Discriminating
18 21 10 31 0.30 Difficult 0.21 Discriminating
19 22 10 32 0.31 Difficult 0.23 Discriminating
20 17 10 27 0.26 Difficult 0.13 Moderately Discriminating
© Balajadia 2014
 21 23 11 34 0.33 Difficult 0.23 Discriminating
22 20 10 30 0.29 Difficult 0.19 Moderately Discriminating
23 19 10 29 0.28 Difficult 0.17 Moderately Discriminating
24 26 12 38 0.37 Difficult 0.27 Discriminating
25 18 10 28 0.27 Difficult 0.15 Moderately Discriminating
26 48 21 69 0.66 Easy 0.52 Discriminating
27 33 12 45 0.43 Moderately Difficult 0.40 Discriminating
28 24 10 34 0.33 Difficult 0.27 Discriminating
29 30 14 44 0.42 Moderately Difficult 0.31 Discriminating
30 29 15 44 0.42 Moderately Difficult 0.27 Discriminating
31 22 16 38 0.37 Difficult 0.12 Moderately Discriminating
32 29 14 43 0.41 Moderately Difficult 0.29 Discriminating
33 27 12 39 0.38 Difficult 0.29 Discriminating
34 22 10 32 0.31 Difficult 0.23 Discriminating
35 30 8 38 0.37 Difficult 0.42 Discriminating
36 24 10 34 0.33 Difficult 0.27 Discriminating
37 25 10 35 0.34 Difficult 0.29 Discriminating
38 25 10 35 0.34 Difficult 0.29 Discriminating
39 28 10 38 0.37 Difficult 0.35 Discriminating
40 17 7 24 0.23 Difficult 0.19 Moderately Discriminating
41 25 10 35 0.34 Difficult 0.29 Discriminating
42 27 14 41 0.39 Difficult 0.25 Discriminating
43 25 11 36 0.35 Difficult 0.27 Discriminating
44 24 12 36 0.35 Difficult 0.23 Discriminating
45 21 10 31 0.30 Difficult 0.21 Discriminating
46 27 10 37 0.36 Difficult 0.33 Discriminating
47 27 12 39 0.38 Difficult 0.29 Discriminating
48 20 10 30 0.29 Difficult 0.19 Moderately Discriminating
49 21 15 36 0.35 Difficult 0.12 Moderately Discriminating
50 30 14 44 0.42 Moderately Difficult 0.31 Discriminating

Summary of Results
1.Accepted as it is………………………….. 0 4.May be accepted with minor revision…… 23 7.Totally discard…..
2.Accepted with very slight revision……… 8 5.Major revision on the stem or choices…. 0
3.Accepted with slight revision……………. 17 6.Needs major revision or be discarded….. 2
Signature/Date:
Item analysis in: Mathematics / Grade 9 Third Periodic Test / SY 2019-2020 Mrs. Vi

© Balajadia 2014
Mrs. Vivien Facun-David
page 1/2

Decision

2.Accepted with very slight revision.

3.Accepted with slight revision.
2.Accepted with very slight revision.
4.May be accepted with minor revision.
4.May be accepted with minor revision.
6.Needs major revision or may be discarded.
4.May be accepted with minor revision.
2.Accepted with very slight revision.
4.May be accepted with minor revision.
3.Accepted with slight revision.
4.May be accepted with minor revision.
4.May be accepted with minor revision.
4.May be accepted with minor revision.
4.May be accepted with minor revision.
4.May be accepted with minor revision.
6.Needs major revision or may be discarded.
4.May be accepted with minor revision.
4.May be accepted with minor revision.
4.May be accepted with minor revision.
4.May be accepted with minor revision.
3.Accepted with slight revision.
4.May be accepted with minor revision.
4.May be accepted with minor revision.
3.Accepted with slight revision.
4.May be accepted with minor revision.
4.May be accepted with minor revision.
2.Accepted with very slight revision.
3.Accepted with slight revision.
2.Accepted with very slight revision.
2.Accepted with very slight revision.
4.May be accepted with minor revision.
2.Accepted with very slight revision.
3.Accepted with slight revision.
4.May be accepted with minor revision.
3.Accepted with slight revision.
3.Accepted with slight revision.
3.Accepted with slight revision.
3.Accepted with slight revision.
3.Accepted with slight revision.
4.May be accepted with minor revision.
3.Accepted with slight revision.
3.Accepted with slight revision.
3.Accepted with slight revision.
3.Accepted with slight revision.
4.May be accepted with minor revision.
3.Accepted with slight revision.
3.Accepted with slight revision.
4.May be accepted with minor revision.
4.May be accepted with minor revision.
2.Accepted with very slight revision.

0
page 2/2

Mrs. Vivien Facun-David

 Department of Education - Region III
Division of Pampanga
Cluster I/North District
Ayala High School

ITEM ANALYSIS IN Mathematics / Grade 9

Third Periodic Test / SY 2019-2020
Exam Title / School Year
Interpretation and Descriptive Analysis

Test Difficulty
1. Group together the items having the same difficulty levels and infer on the topics or competencies the s
2. H
"moderate difficulty" - can challenge the students enough to think analytically and critically (better than very
difficult)
easy items as most learned competencies likewise, difficult items as least learned competencies.

Difficulty Index Item Number/s

Very Easy

Easy 26

Moderately Difficult 1,2,3,8,27,29,30,32,50

4,5,7,9,10,11,12,13,14,15,17,18,19,20,21,22,23,24,25,28,31,33,34,35,36,37,3
Difficult 4,45,46,47,48,49

Very Difficult 6,16

INTERPRETATION
The difficulty index shows the rate of students in a group who answered in an item correctly. The highlighted ite
Difficult in which the questions can challenge the students enough to think analytically and critically. Easy items lis
the most learned concepts while difficult items signal the least learned competencies. Very Easy and Very Difficu
distinguish high performers from the low performers.
Test Discrimination
1. Group together the items having the same discrimination indeces.
2. Highlight items that are very discriminating.
3. Mention also those which a
moderately discriminating to be considered after some necessary revision.
4. Infer on the resulting items
discriminating and questionable.

Descrimination Index Item Number/s

Questionable

Not Discriminating
Moderately 2,4,6,9,11,12,13,14,15,16,17,20,22,23,25,31,40,48,49
Discriminating
Discriminating 1,3,5,7,8,10,18,19,21,24,26,27,28,29,30,32,33,34,35,36,37,38,39,41,42,43,44,

Very Discriminating
INTERPRETATION
The Discrimination Index is the rate of correct responses among high performers compared to
performers. The highlighted items were VERY DISCRIMINATING that indicate the credibility of t
authentic learning abilities of students. The Discriminating and Moderately Discriminating were
after some necessary revision. There were only three (3) Questionable items and nothing on N
Final Impression
1. Group together the items having the same decisions and infer on each item on its validit

the items that are to be accepted and retained right away.

3. Cite ex
revision of some items if there are.
4. Write a general impression of the entire

Decision Item Number/s

1. Accept as it is

2. Accept with very slight revision 1,3,10,27,29,30,32,50

3. Accepted with slight revision 2,10,21,24,28,33,35,36,37,38,39,41,42,43

4. May be accepted with minor revision 4,5,7,9,11,12,13,14,15,17,18,19,20,22,23,25,26,3

5. Major revision on the stem/choices

6. Needs major revision or discarded 6,16

7. Totally discard

INTERPRETATION
The results on the DECISION section came from the results in the difficulty and discrimination indeces to evaluate the va
objectivity of the test. The items ACCEPT AS IT IS, were the items with no revision needed because the level of difficulty a
power are sufficient. Retain the items and can be used again in future examinations. However, items that fell on ACCEPTE
REVISION and SLIGHT REVISION were the items accepted but need slight changes on the level of difficulty. Items belong to
MINOR REVISION may be discarded or retained as how you personally evaluate it. If retained, the level of difficulty and ch
Items that fell on the MAJOR REVISION ON THE STEM/CHOICES and NEED MAJOR REVISION OR DISCARDED were the
paraphrased or better yet, discarded. Items that fell on the TOTALLY DISCARD were the items to be discarded because the it
and too difficult and is unable to distinguish the low performers from the high performers.
sis

r competencies the students achieved.

2. Highlight the items of
cally (better than very easy and very
3. Describe
mpetencies.

50

,31,33,34,35,36,37,38,39,40,41,42,43,4

tly. The highlighted items were Moderately

critically. Easy items listed on the graph were
y Easy and Very Difficult items are unable to
ers.
.
n also those which are discriminating and

on the resulting items being non-

23,25,31,40,48,49

,37,38,39,41,42,43,44,45,46,47,50

ormers compared to that of the low

e the credibility of the test in eliciting
iscriminating were to be reconsidered
s and nothing on Not Discriminating.
h item on its validity and reliability.
2. Commend

3. Cite examples of

ssion of the entire test.

27,29,30,32,50

6,37,38,39,41,42,43,44,46,47

19,20,22,23,25,26,31,34,40,45,48,49

6,16

ndeces to evaluate the validity, reliability and

se the level of difficulty and the discriminating
ems that fell on ACCEPTED WITH VERY SLIGHT
fficulty. Items belong to MAY BE ACCEPTED WITH
level of difficulty and choices may be changed.
R DISCARDED were the items needed to be
discarded because the items are either too easy
the high performers.