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 31 31 27 17 17
28 37 37 28 19 19
29 28 28 29 12 12
30 39 39 30 39 39
31 31
32 32
33 33
34 34
35 35
36 36
37 37
38 38
39 39
40 40
41 41
42 42
43 43
44 44
45 45
46 46
47 47
48 48
49 49
50 50
© Balajadia 2014
© Balajadia 2014
Department of Education - Region III
Division of Pampanga
Cluster IV
Don Antonio Lee Chi Uan Integrated School
Summary of Results
1.Accepted as it is………………………….. 1 4.May be accepted with minor revision…… 8 7.Totally discard….. 1
age 2/2
2.Accepted with very slight revision……… 7 1
page 2/2
5.Major revision on the stem or choices….
3.Accepted with slight revision……………. 9 6.Needs major revision or be discarded….. 3
Signature/Date:
Item analysis in:ENGLISH 10 (PASCAL,ROSE,DAFFODIL,LAVENDER) Fourth 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 30
Easy 1,11,25,26,27,28
Difficult 4,10,14,16,17,18,19,23,24
Questionable
Not Discriminating
Moderately 1,3,4,5,6,9,16,18,20,23,24,30
Discriminating
Discriminating 2,8,10,11,12,13,14,15,17,19,21,22,25,26,27,28,29
Very Discriminating 7
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
7. Totally discard 1
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.