Professional Documents
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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.
© Balajadia 2014
27 19 19 27 9 9
28 24 24 28 16 16
29 37 37 29 27 27
30 26 26 30 18 18
31 31
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50 50
© Balajadia 2014
© Balajadia 2014
Department of Education - Region III
Division of Pampanga
Cluster IV
Don Antonio Lee Chi Uan Integrated School
1 39 33 72 0.92 Very Easy 0.15 Moderately Discriminating 6.Needs major revision or may be discarded.
2 39 27 66 0.85 Very Easy 0.31 Discriminating 5.Major revision on the stem or choices.
3 28 11 39 0.50 Moderately Difficult 0.44 Discriminating 2.Accepted with very slight revision.
4 37 29 66 0.85 Very Easy 0.21 Moderately Discriminating 6.Needs major revision or may be discarded.
5 37 16 53 0.68 Easy 0.54 Discriminating 4.May be accepted with minor revision.
6 22 27 49 0.63 Easy -0.13 Moderately Discriminating 7.Totally discard.
7 18 9 27 0.35 Difficult 0.23 Discriminating 3.Accepted with slight revision.
8 32 18 50 0.64 Easy 0.36 Discriminating 3.Accepted with slight revision.
9 17 10 27 0.35 Difficult 0.18 Moderately Discriminating 4.May be accepted with minor revision.
10 39 22 61 0.78 Easy 0.44 Discriminating 4.May be accepted with minor revision.
11 39 25 64 0.82 Very Easy 0.36 Discriminating 5.Major revision on the stem or choices.
12 33 18 51 0.65 Easy 0.38 Discriminating 3.Accepted with slight revision.
13 26 11 37 0.47 Moderately Difficult 0.38 Discriminating 2.Accepted with very slight revision.
14 35 9 44 0.56 Moderately Difficult 0.67 Very Discriminating 1.Accepted as it is.
15 16 10 26 0.33 Difficult 0.15 Moderately Discriminating 4.May be accepted with minor revision.
16 26 20 46 0.59 Moderately Difficult 0.15 Moderately Discriminating 3.Accepted with slight revision.
17 18 7 25 0.32 Difficult 0.28 Discriminating 3.Accepted with slight revision.
18 38 15 53 0.68 Easy 0.59 Discriminating 4.May be accepted with minor revision.
19 22 26 48 0.62 Easy -0.10 Moderately Discriminating 7.Totally discard.
20 39 27 66 0.85 Very Easy 0.31 Discriminating 5.Major revision on the stem or choices.
© Balajadia 2014
21 19 3 22 0.28 Difficult 0.41 Discriminating 4.May be accepted with minor revision.
22 37 16 53 0.68 Easy 0.54 Discriminating 4.May be accepted with minor revision.
23 39 20 59 0.76 Easy 0.49 Discriminating 4.May be accepted with minor revision.
24 31 14 45 0.58 Moderately Difficult 0.44 Discriminating 2.Accepted with very slight revision.
25 22 26 48 0.62 Easy -0.10 Moderately Discriminating 7.Totally discard.
26 17 5 22 0.28 Difficult 0.31 Discriminating 4.May be accepted with minor revision.
27 19 9 28 0.36 Difficult 0.26 Discriminating 3.Accepted with slight revision.
28 24 16 40 0.51 Moderately Difficult 0.21 Moderately Discriminating 3.Accepted with slight revision.
29 37 27 64 0.82 Very Easy 0.26 Discriminating 5.Major revision on the stem or choices.
30 26 18 44 0.56 Moderately Difficult 0.21 Moderately Discriminating 3.Accepted with slight revision.
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Summary of Results
1.Accepted as it is………………………….. 1 4.May be accepted with minor revision…… 9 7.Totally discard….. 3
2.Accepted with very slight revision……… 3 4
page 2/2
5.Major revision on the stem or choices….
3.Accepted with slight revision……………. 8 6.Needs major revision or be discarded….. 2
Signature/Date:
page 2/2
Signature/Date:
Item analysis in:ENGLISH 10 (PASCAL,ROSE,DAFFODIL,LAVENDER) Third Periodic Exam / SY 2021-2022 Mrs.Michelle Calma-Dizon
© Balajadia 2014
Department of Education - Region III
Division of Pampanga
Cluster IV
Don Antonio Lee Chi Uan Integrated School
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.
Very Easy
Easy 1,2,4,10,11,20,23,29
Difficult 3,7,9,13,15,17,21,26,27
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.
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.
Questionable
Not Discriminating
Moderately 1,4,6,7,9,15,16,19,25,27,28,29,30
Discriminating
Discriminating 2,3,5,8,10,11,12,13,14,17,18,20,21,22,23,24,26
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 no items on both Questionable and 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.
1. Accept as it is
7. Totally discard
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.
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.