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 VII School: TELACSAN NATIONAL HIGH SCHOOL

Subject / Grade - Section ENGLISH/GRADE 8 Total Number of Students: 104

Exam Title / Period / School Year POST-TEST/SY 2021-2022 Number of highest scorers (27%): 28
Name of Teacher RODALYN JOY M. DIZON Number of lowest scorers (27%): 28
© 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 14 14 1 8 8
2 19 19 2 12 12
3 7 7 3 11 11
4 7 7 4 8 8
5 20 20 5 12 12
6 11 11 6 6 6
7 12 12 7 8 8
8 22 22 8 10 10
9 20 20 9 8 8
10 15 15 10 9 9
11 9 9 11 11 11
12 11 11 12 14 14
13 16 16 13 2 2
14 21 21 14 15 15
15 6 6 15 5 5
16 9 9 16 9 9
17 13 13 17 11 11
18 26 26 18 12 12
19 18 18 19 13 13

© Balajadia 2014
20 21 21 20 9 9
21 18 18 21 3 3
22 14 14 22 9 9
23 16 16 23 12 12
24 15 15 24 3 3
25 14 14 25 8 8
26 12 12 26 13 13
27 23 23 27 21 21
28 19 19 28 6 6
29 19 19 29 9 9
30 8 8 30 5 5
31 6 6 31 7 7
32 15 15 32 5 5
33 19 19 33 9 9
34 19 19 34 8 8
35 10 10 35 14 14
36 13 13 36 8 8
37 20 20 37 8 8
38 22 22 38 12 12
39 5 5 39 5 5
40 3 3 40 3 3
41 13 13 41 9 9
42 23 23 42 9 9
43 13 13 43 6 6
44 11 11 44 5 5
45 23 23 45 8 8
46 17 17 46 7 7
47 19 19 47 11 11
48 8 8 48 5 5
49 12 12 49 2 2
50 14 14 50 6 6

© Balajadia 2014
Total>>> 740 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Total>>> 429 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 VII
TELACSAN NATIONAL HIGH SCHOOL

ITEM ANALYSIS IN ENGLISH/GRADE 8

POST-TEST/SY 2021-2022
Exam Title / School Year

Total Students (100%): Name of Teacher: RODALYN JOY M. DIZON

104 Highest Scorers (27%): 28 Lowest Scorers (27%): 28 56 page 1/2

Total Total Total Difficulty Index Discrimination Index

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

1 14 8 22 0.39 Difficult 0.21 Discriminating 3.Accepted with slight revision.

2 19 12 31 0.55 Moderately Difficult 0.25 Discriminating 2.Accepted with very slight revision.
3 7 11 18 0.32 Difficult -0.14 Moderately Discriminating 7.Totally discard.
4 7 8 15 0.27 Difficult -0.04 Moderately Discriminating 6.Needs major revision or may be discarded.
5 20 12 32 0.57 Moderately Difficult 0.29 Discriminating 2.Accepted with very slight revision.
6 11 6 17 0.30 Difficult 0.18 Moderately Discriminating 4.May be accepted with minor revision.
7 12 8 20 0.36 Difficult 0.14 Moderately Discriminating 4.May be accepted with minor revision.
8 22 10 32 0.57 Moderately Difficult 0.43 Discriminating 2.Accepted with very slight revision.
9 20 8 28 0.50 Moderately Difficult 0.43 Discriminating 2.Accepted with very slight revision.
10 15 9 24 0.43 Moderately Difficult 0.21 Discriminating 2.Accepted with very slight revision.
11 9 11 20 0.36 Difficult -0.07 Moderately Discriminating 6.Needs major revision or may be discarded.
12 11 14 25 0.45 Moderately Difficult -0.11 Moderately Discriminating 6.Needs major revision or may be discarded.
13 16 2 18 0.32 Difficult 0.50 Discriminating 3.Accepted with slight revision.
14 21 15 36 0.64 Easy 0.21 Discriminating 3.Accepted with slight revision.
15 6 5 11 0.20 Very Difficult 0.04 Moderately Discriminating 6.Needs major revision or may be discarded.
16 9 9 18 0.32 Difficult 0.00 Moderately Discriminating 4.May be accepted with minor revision.
17 13 11 24 0.43 Moderately Difficult 0.07 Moderately Discriminating 3.Accepted with slight revision.
18 26 12 38 0.68 Easy 0.50 Discriminating 4.May be accepted with minor revision.
19 18 13 31 0.55 Moderately Difficult 0.18 Moderately Discriminating 3.Accepted with slight revision.
20 21 9 30 0.54 Moderately Difficult 0.43 Discriminating 2.Accepted with very slight revision.
© Balajadia 2014
 21 18 3 21 0.38 Difficult 0.54 Discriminating 3.Accepted with slight revision.
22 14 9 23 0.41 Moderately Difficult 0.18 Moderately Discriminating 3.Accepted with slight revision.
23 16 12 28 0.50 Moderately Difficult 0.14 Moderately Discriminating 3.Accepted with slight revision.
24 15 3 18 0.32 Difficult 0.43 Discriminating 3.Accepted with slight revision.
25 14 8 22 0.39 Difficult 0.21 Discriminating 3.Accepted with slight revision.
26 12 13 25 0.45 Moderately Difficult -0.04 Moderately Discriminating 4.May be accepted with minor revision.
27 23 21 44 0.79 Easy 0.07 Moderately Discriminating 5.Major revision on the stem or choices.
28 19 6 25 0.45 Moderately Difficult 0.46 Discriminating 2.Accepted with very slight revision.
29 19 9 28 0.50 Moderately Difficult 0.36 Discriminating 2.Accepted with very slight revision.
30 8 5 13 0.23 Difficult 0.11 Moderately Discriminating 4.May be accepted with minor revision.
31 6 7 13 0.23 Difficult -0.04 Moderately Discriminating 6.Needs major revision or may be discarded.
32 15 5 20 0.36 Difficult 0.36 Discriminating 3.Accepted with slight revision.
33 19 9 28 0.50 Moderately Difficult 0.36 Discriminating 2.Accepted with very slight revision.
34 19 8 27 0.48 Moderately Difficult 0.39 Discriminating 2.Accepted with very slight revision.
35 10 14 24 0.43 Moderately Difficult -0.14 Moderately Discriminating 7.Totally discard.
36 13 8 21 0.38 Difficult 0.18 Moderately Discriminating 4.May be accepted with minor revision.
37 20 8 28 0.50 Moderately Difficult 0.43 Discriminating 2.Accepted with very slight revision.
38 22 12 34 0.61 Moderately Difficult 0.36 Discriminating 2.Accepted with very slight revision.
39 5 5 10 0.18 Very Difficult 0.00 Moderately Discriminating 6.Needs major revision or may be discarded.
40 3 3 6 0.11 Very Difficult 0.00 Moderately Discriminating 6.Needs major revision or may be discarded.
41 13 9 22 0.39 Difficult 0.14 Moderately Discriminating 4.May be accepted with minor revision.
42 23 9 32 0.57 Moderately Difficult 0.50 Discriminating 2.Accepted with very slight revision.
43 13 6 19 0.34 Difficult 0.25 Discriminating 3.Accepted with slight revision.
44 11 5 16 0.29 Difficult 0.21 Discriminating 4.May be accepted with minor revision.
45 23 8 31 0.55 Moderately Difficult 0.54 Discriminating 2.Accepted with very slight revision.
46 17 7 24 0.43 Moderately Difficult 0.36 Discriminating 2.Accepted with very slight revision.
47 19 11 30 0.54 Moderately Difficult 0.29 Discriminating 2.Accepted with very slight revision.
48 8 5 13 0.23 Difficult 0.11 Moderately Discriminating 4.May be accepted with minor revision.
49 12 2 14 0.25 Difficult 0.36 Discriminating 4.May be accepted with minor revision.
50 14 6 20 0.36 Difficult 0.29 Discriminating 3.Accepted with slight revision.

Summary of Results
1.Accepted as it is………………………….. 0 4.May be accepted with minor revision…… 11 7.Totally discard….. 2
2.Accepted with very slight revision……… 16 5.Major revision on the stem or choices…. 1

page 2/2
3.Accepted with slight revision……………. 13 6.Needs major revision or be discarded….. 7
Signature/Date:
Item analysis in: ENGLISH/GRADE 8 POST-TEST/SY 2021-2022 RODALYN JOY M. DIZON

© Balajadia 2014
 Department of Education - Region III
Division of Pampanga
CLUSTER VII
TELACSAN NATIONAL HIGH SCHOOL

ITEM ANALYSIS IN ENGLISH/GRADE 8

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

Easy 14,18,27

Moderately Difficult 2,5,8,9,10,12,17,19,20,22,23,26,28,29,33-35,37,28,42,45-47

Difficult 1,3,4,6,7,11,13,16,21,24,25,30,31,32,36,41,43,44,48,49,50

Very Difficult 15,49,40

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

Not Discriminating
Moderately
3,4,6,7,11,12,15-17,19,22-23,26,27,30,31
Discriminating
Discriminating 1,2,5,8,9,10,13,14,18,20-21,24,25,28,29,32-34,37,38,42-47,49-50

Very Discriminating 37,38,42-47,49-50

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 Questionable items and nothing on Not Discriminating.
Final Impression

Most of the items were considered accepted with some revisions.Thus, there were two items which are totally
discarded.

Decision Item Number/s

1. Accept as it is

2. Accept with very slight revision 2,5,8,9,10,20,28-29,33-34,37,38,41,45-47

3. Accepted with slight revision 1,13,14,17,19,21-25,32,43,50

4. May be accepted with minor revision 6,7,16,18,26,30,36,41,44,48,49

5. Major revision on the stem/choices 27

6. Needs major revision or discarded 4,11,12,15,31,39,40

7. Totally discard 3,35

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.