BEBLAÑAS, CRISTINE MAY

Bachelor of Physical Education

WALTER F. GALAROSA, PhD

Test I.

1. D
2. B
3. C
4. C
5. C
6. A
7. A
8. D
9. B
10. A

Test II.

1. G
2. D
3. I
4. E
5. J
6. C
7. B
8. L
9. H
10. A

Test III.

1. Norm- Referenced Grading System

2. Positively Skewed Distribution
3. Organizing Test Score
4. Frequency Table
5. Difficulty Index
6. Test Item
7. Norm Reference
8. Range
9. Standard Deviation
10. Ordering

Test IV.
 1. Range
2. Interquartile range
3. Standard Deviation
4. Variance
5. It provides useful information for class discussion of the rest
6. It provides data which help students to improve their learnings
7. It provides insigjht and skills that lead to the preparation for better tests in the future
8. Content –Related Evidence
9. Criterion-Related Evidence
10. Construct-Related Evidence of Validity
11. Mean
12. Median
13. Mode
14. Concurrent Validity
15. Predictive Validity
16. Item difficulty
17. Discrimination Index
18. The difficulty of the item
19. The discrimination power of the item
20. The effectiveness of each alternative

Test V.

1. Construct validity  analyzes whether the indicator is correlated with other constructs to which
it is meant to be related and not with those to which it should not be. Criterion validity
compares the indicator to a standard variable that it should be connected with if it is valid.
2. The consistency of the metric is referred to as its reliability. High dependability means that the
measuring system consistently generates comparable findings under the same conditions.
Validity refers to whether the measures accurately reflect what they are designed to measure.
Researchers must assess whether or not they are measuring what they believe they are.
3. Predictive validity is the relationship between a test and its findings that allows individuals to
anticipate future academic or professional performance. It aids in the definition of the test's
quality and functionality. Construct validity assesses how well a certain assessment
corresponds to the construct you want to measure.
4. The researcher can perceive survey responses as quantitative symbolizations using this sort of
rating scale. Typically, a numerical rating scale is employed to measure qualitative data such
as pain, feelings, product satisfaction, likely to suggest, customer loyalty, and so
on.Percentage rating a way of rank ordering people compared to others in a sample.
5. The difference between the high and low numbers is referred to as the range. Because it
exclusively employs extreme values, it is significantly influenced by extreme values. The
average squared difference from the mean is the variance. Its use is restricted since the units
are squared and do not correspond to the actual data.

Test VI.

1. The posttest provides teachers and students with summative data and guarantees that
students begin the following lesson together. Students and teachers can use the posttest to
reflect on each student's understanding of the unit, directing future learning activities to
ensure student mastery.
 2. As a teacher, I will ask my student if he/she is okay and ask him why he was able to cheat, I
will offer him a few positive words so that he can’t do the cheating next time, and I will not
tolerate such an attitude from my student. So I'll still discipline him to make him understand
that cheating is a crime.
3. Reliability and validity are closely related, but they mean different things. A measurement can
be reliable without being valid. However, if a measurement is valid, it is usually also reliable.

Test VII.

1. 40 43 47 31 22 30 49 45 25 28
49 47 45 43 40 32 30 28 25 22

2. 88 96 69 80 103 77 84 70 88 95
92 85 88 95 91 76 85 89 98 73

69 70 73 76 77 80 84 85 85 88

88 88 89 91 92 95 95 96 98

3. 31 26 34 37 29 22 28 34 22 25
31 28 12 33 30 19 28 23 21 23
36 37 32 26
37 2
36 1
34 2
33 1
32 1
30 1
29 1
28 3
26 2
25 1
23 1
22 2
21 1
19 1
12 1

4. A. 4

B. 4

C. NO MODE

D. 6

5. (87 + 95 + 76 + 88 + x) / 5 = 85
 87 + 95 + 76 + 88 + x = 425

346 + x = 425

x = 79

6. Solve for the difficulty of each test item: 

Difficulty Index

0.42/42%

0.33/33%

0.67/67%

0.1/1%

0.38/38%

Which is the most difficult? Most easy? 

The most difficult is item number 2 and the most easy item number 3. 

Which needs revision? Which should be discarded? Why?

Item four requires correction, while items one, two, and five should be removed.