USER GUIDE FOR THE ITEM ANALYSIS TEMPLATE © Balajadia 2014

with the necessary data for Division, District, School, Subject, Grade-Section, Exam Title, Period, School Year, Name of Teacher.
papers from highest to lowest scorers.
e lowest 27%. Indicate the total number of students and the number of highest 27% in the "Worksheet" accordingly.
n the highest 27% (vertical) per item number (horizontal) in the yellow cells. Encode "1" for a correct answer and "0" for a wrong answer. P
, it means that there are no data for that item.
he pink cells.
w to check the final report ready for interpretation. There is nothing to modify in this page.

eded because the level of difficulty and the discriminating power are enough. Retain the item and can be used again in future exams.
n. - You can right away accept and retain the item or make little changes depending on the level of difficulty.
he item is retained with slight increase or decrease of difficulty as regards the P.
sion. - The item may be retained or discarded as how you personally evaluate it. If retained, the level of difficulty and choices may be cha
ces. - If you think the item will be ratained, paraphrase the stem and replace the choices which no one chose for an answer.
d. - Total paraphrasing of the stem and replacement of non-selected choices should be made. Better yet, discard the item.
be discarded because it is either too easy or too difficult and is unable to distinguish the low performers from the high performers.
you cannot modify to totally prevent errors and misencoding.The "Main Report" sheet is protected, therefore, no midification is necess

iptive analysis

ing the same difficulty levels and infer on the topics or competencies the students achieved.
ate difficulty" and explain that these items can challenge the students enough to think analytically and critically. Nitko and Brookhart (201
an those which are very easy or very difficult. In this way, students are genuinely tested of their analytical and critical thinking skills.
ems to be indicators of most learned concepts, likewise, difficult items signal the least learned competencies.
items
ing the same discrimination indices and infer on the item on its ability to distinguish who thinks more analytically or don't.
ting should be emphasized to discuss the credibility of the test in eliciting authentic learning abilities of students.
those which are discriminating and moderately discriminating to be reconsidered after some necessary revision.
eing non-discriminating and questionable.

ing the same decisions and infer on each item on its validity, reliability, and objectivity.
to be accepted and retained right away.
ome items if there are.
the entire test.

any modification. Study the table(s).

ow and accomplish your discussion as specified therein. Print.
ng order:

e Analysis Report
aper with correct answers.
Division: Division of Pampanga District: CANDABA EAST DISTRICT School: PULONG GUBAT ELEMENTARY SCHOOL

Subject / Grade - Section MTB-MLE / Grade 3 Total Number of Students: 31

Exam Title / Period / School Year POST TEST / SY 2021-2022 Number of highest scorers (27%): 8
Name of Teacher MRS. FERMINA V. GALANG Number of lowest scorers (27%): 8
© Balajadia 2014
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 0 0 1 1 1 0 1 1 5 1 1 1 1 0 1 1 1 0 6
2 1 1 0 1 0 1 1 1 6 2 1 1 1 1 0 1 1 1 7
3 0 1 1 0 1 1 1 1 6 3 0 0 1 1 1 0 1 1 5
4 1 1 0 1 1 0 1 1 6 4 0 1 0 1 0 1 1 1 5
5 1 0 1 0 0 1 1 1 5 5 1 0 0 0 1 1 1 1 5
6 1 1 0 1 1 1 1 1 7 6 1 1 1 0 1 1 1 1 7
7 0 1 1 1 1 1 1 0 6 7 1 1 1 1 1 1 1 1 8
8 0 1 0 1 0 1 0 0 3 8 1 0 1 0 1 0 1 1 5
9 1 1 1 1 0 1 1 1 7 9 0 1 1 1 1 1 1 1 7
10 1 0 1 1 0 1 1 1 6 10 1 0 1 1 1 0 1 0 5
11 1 1 1 1 1 1 1 1 8 11 1 1 1 0 1 1 1 1 7
12 1 1 1 1 1 0 1 1 7 12 1 0 1 0 1 0 1 1 5
13 0 1 0 1 1 1 0 0 4 13 1 1 1 0 1 1 0 1 6
14 1 1 0 1 1 0 1 1 6 14 1 1 1 1 0 1 1 1 7
15 0 1 1 1 1 1 1 1 7 15 1 1 1 0 1 1 1 1 7
16 1 1 1 1 1 1 1 1 8 16 1 1 1 1 1 1 1 1 8
17 1 1 1 0 1 1 1 1 7 17 1 0 1 0 1 1 1 0 5
18 1 0 1 1 1 0 1 1 6 18 1 1 1 1 1 1 1 1 8
19 1 1 1 0 1 1 1 1 7 19 0 1 1 0 0 0 1 1 4
20 1 1 1 1 0 1 1 1 7 20 1 1 1 1 1 1 1 1 8
21 1 1 1 1 1 1 1 1 8 21 1 1 1 1 1 1 1 1 8

© Balajadia 2014
 22 1 0 0 1 1 1 0 1 5 22 1 1 1 1 1 0 1 1 7
23 1 1 1 0 1 1 1 1 7 23 1 1 0 1 1 1 1 1 7
24 1 0 1 1 0 1 1 1 6 24 1 1 1 1 0 0 1 1 6
25 1 1 1 1 1 1 1 1 8 25 1 1 1 1 1 1 0 0 6
26 1 1 0 1 1 1 1 1 7 26 1 1 1 1 0 0 1 1 6
27 0 0 1 0 1 1 0 0 3 27 1 1 1 1 1 1 1 1 8
28 1 1 1 0 1 0 1 1 6 28 1 0 1 1 1 1 1 1 7
29 1 1 1 0 1 1 1 0 6 29 1 1 1 0 1 1 1 1 7
30 0 0 1 1 1 1 1 1 6 30 0 1 0 1 1 1 1 1 6
31 1 1 1 0 1 1 1 1 7 31 1 1 0 1 1 0 1 1 6
32 1 1 1 0 1 1 1 1 7 32 1 1 1 0 0 1 1 1 6
33 0 1 0 1 1 1 1 1 6 33 1 0 1 1 1 1 1 1 7
34 0 1 1 0 1 0 0 1 4 34 1 1 1 0 1 1 0 0 5
35 1 1 1 1 1 1 1 1 8 35 1 0 1 1 1 0 1 1 6
36 1 1 1 1 0 1 1 1 7 36 1 0 1 1 1 0 1 1 6
37 1 1 0 1 1 0 1 1 6 37 0 1 1 0 1 1 1 1 6
38 1 0 1 1 1 1 1 1 7 38 1 1 1 1 0 0 0 1 5
39 1 0 1 0 0 0 1 1 4 39 0 1 1 1 0 1 1 1 6
40 0 1 0 1 1 1 0 1 5 40 1 0 1 1 1 1 1 1 7
41 41
42 42
43 43
44 44
45 45
46 46
47 47
48 48
49 49
50 50

Total>>> 29 30 29 28 31 31 34 35 0 0 0 0 0 0 0 Total>>> 33 29 35 26 31 28 36 35 0 0 0 0 0 0 0

© Balajadia 2014

© Balajadia 2014
 Department of Education - Region III
Division of Pampanga
CANDABA EAST DISTRICT
PULONG GUBAT ELEMENTARY SCHOOL

ITEM ANALYSIS IN MTB-MLE / Grade 3

POST TEST / SY 2021-2022

Exam Title / School Year

Total Students (100%): Name of Teacher: MRS. FERMINA V. GALANG

31 Highest Scorers (27%): 8 Lowest Scorers (27%): 8 17 page 1/2

Total Total Total Difficulty Index Discrimination Index

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

1 5 6 11 0.66 Easy -0.12 Moderately Discriminating 7.Totally discard.

2 6 7 13 0.78 Easy -0.12 Moderately Discriminating 7.Totally discard.
3 6 5 11 0.66 Easy 0.12 Moderately Discriminating 4.May be accepted with minor revision.
4 6 5 11 0.66 Easy 0.12 Moderately Discriminating 4.May be accepted with minor revision.
5 5 5 10 0.60 Moderately Difficult 0.00 Moderately Discriminating 3.Accepted with slight revision.
6 7 7 14 0.84 Very Easy 0.00 Moderately Discriminating 6.Needs major revision or may be discarded.
7 6 8 14 0.84 Very Easy -0.24 Not Discriminating 7.Totally discard.
8 3 5 8 0.48 Moderately Difficult -0.24 Not Discriminating 7.Totally discard.
9 7 7 14 0.84 Very Easy 0.00 Moderately Discriminating 6.Needs major revision or may be discarded.
10 6 5 11 0.66 Easy 0.12 Moderately Discriminating 4.May be accepted with minor revision.
11 8 7 15 0.90 Very Easy 0.12 Moderately Discriminating 6.Needs major revision or may be discarded.
12 7 5 12 0.72 Easy 0.24 Discriminating 4.May be accepted with minor revision.
13 4 6 10 0.60 Moderately Difficult -0.24 Not Discriminating 7.Totally discard.
14 6 7 13 0.78 Easy -0.12 Moderately Discriminating 7.Totally discard.
15 7 7 14 0.84 Very Easy 0.00 Moderately Discriminating 6.Needs major revision or may be discarded.
16 8 8 16 0.96 Very Easy 0.00 Moderately Discriminating 6.Needs major revision or may be discarded.
17 7 5 12 0.72 Easy 0.24 Discriminating 4.May be accepted with minor revision.
18 6 8 14 0.84 Very Easy -0.24 Not Discriminating 7.Totally discard.
19 7 4 11 0.66 Easy 0.36 Discriminating 3.Accepted with slight revision.
20 7 8 15 0.90 Very Easy -0.12 Moderately Discriminating 7.Totally discard.
© Balajadia 2014
 21 8 8 16 0.96 Very Easy 0.00 Moderately Discriminating 6.Needs major revision or may be discarded.
22 5 7 12 0.72 Easy -0.24 Not Discriminating 7.Totally discard.
23 7 7 14 0.84 Very Easy 0.00 Moderately Discriminating 6.Needs major revision or may be discarded.
24 6 6 12 0.72 Easy 0.00 Moderately Discriminating 5.Major revision on the stem or choices.
25 8 6 14 0.84 Very Easy 0.24 Discriminating 5.Major revision on the stem or choices.
26 7 6 13 0.78 Easy 0.12 Moderately Discriminating 5.Major revision on the stem or choices.
27 3 8 11 0.66 Easy -0.60 Questionable 7.Totally discard.
28 6 7 13 0.78 Easy -0.12 Moderately Discriminating 7.Totally discard.
29 6 7 13 0.78 Easy -0.12 Moderately Discriminating 7.Totally discard.
30 6 6 12 0.72 Easy 0.00 Moderately Discriminating 5.Major revision on the stem or choices.
31 7 6 13 0.78 Easy 0.12 Moderately Discriminating 5.Major revision on the stem or choices.
32 7 6 13 0.78 Easy 0.12 Moderately Discriminating 5.Major revision on the stem or choices.
33 6 7 13 0.78 Easy -0.12 Moderately Discriminating 7.Totally discard.
34 4 5 9 0.54 Moderately Difficult -0.12 Moderately Discriminating 6.Needs major revision or may be discarded.
35 8 6 14 0.84 Very Easy 0.24 Discriminating 5.Major revision on the stem or choices.
36 7 6 13 0.78 Easy 0.12 Moderately Discriminating 5.Major revision on the stem or choices.
37 6 6 12 0.72 Easy 0.00 Moderately Discriminating 5.Major revision on the stem or choices.
38 7 5 12 0.72 Easy 0.24 Discriminating 4.May be accepted with minor revision.
39 4 6 10 0.60 Moderately Difficult -0.24 Not Discriminating 7.Totally discard.
40 5 7 12 0.72 Easy -0.24 Not Discriminating 7.Totally discard.
41
42
43
44
45
46
47
48
49
50

Summary of Results
1.Accepted as it is………………………….. 0 4.May be accepted with minor revision…… 6 7.Totally discard….. 15
2.Accepted with very slight revision……… 0 9

page 2/2
5.Major revision on the stem or choices….
3.Accepted with slight revision……………. 2 6.Needs major revision or be discarded….. 8
Signature/Date:
Item analysis in: MTB-MLE / Grade 3 POST TEST / SY 2021-2022 MRS. FERMINA V. GALANG

© Balajadia 2014
 Department of Education - Region III
Division of Pampanga
CANDABA EAST DISTRICT
PULONG GUBAT ELEMENTARY SCHOOL

ITEM ANALYSIS IN MTB-MLE / Grade 3

POST TEST / SY 2021-2022
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 students achieved.
2. Highlight the items of "moderate
difficulty" - can challenge the students enough to think analytically and critically (better than very easy and very difficult)
3. Describe easy items as most learned
competencies likewise, difficult items as least learned competencies.

Difficulty Index Item Number/s

Very Easy 6, 7,9, 11, 15, 16, 18, 20, 21, 23, 25, 35

Easy 1, 2, 3, 4, 10, 12, 14, 17, 19, 22, 24, 26, 27, 28, 29, 30, 31, 32, 33, 36, 37, 38, 40

Moderately Difficult 5, 8, 13, 34, 39

Difficult

Very Difficult
INTERPRETATION
The difficulty index shows the rate of students in a group who answered in an item correctly. The highlighted items were Moderately Difficult in
which the questions can challenge the students enough to think analytically and critically. Easy items listed on the graph were the most learned
concepts while difficult items signal the least learned competencies. Very Easy and Very Difficult items are unable to 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 are discriminating and moderately
discriminating to be considered after some necessary revision.
4. Infer on the resulting items being non-discriminating and questionable.

Descrimination Index Item Number/s

Questionable 27

Not Discriminating 7, 8, 13, 18, 22, 39, 40

Moderately 1, 2, 3, 4, 5, 6, 9, 10, 11, 14, 15, 16, 20, 21, 23, 24, 26, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37
Discriminating
Discriminating 12,17, 19, 25, 35, 38

Very Discriminating
INTERPRETATION
The Discrimination Index is the rate of correct responses among high performers compared to that of the low performers.
The highlighted items were VERY DISCRIMINATING that indicate the credibility of the test in eliciting authentic learning
abilities of students. The Discriminating and Moderately Discriminating were to be reconsidered after some necessary
revision. There were only three (3) Questionable items and nothing on Not Discriminating.
Final Impression
1. Group together the items having the same decisions and infer on each item on its validity and reliability.
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.

Decision Item Number/s

1. Accept as it is

2. Accept with very slight revision

3. Accepted with slight revision 5, 19

4. May be accepted with minor revision 3, 4, 10, 12, 17, 38

5. Major revision on the stem/choices 24, 25, 26, 30, 31, 32, 35, 36, 37

6. Needs major revision or discarded 6, 9, 11, 15, 16, 21, 23, 34

7. Totally discard 1, 2, 7, 8, 13, 14, 18, 20, 22, 27, 28, 29, 33, 39, 40

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