OPOL COMMUNITY COLLEGE

OPOL, MISAMIS ORIENTAL

Learning Activity Package No. 6

Assessment of Learning 1

Name: Lyn H. Roxas Date: 31/10/22

Direction: Provide the given questions.

A. Item Analysis – Discrimination and Difficulty Index.Give the term

described/explained.

Item Analysis 1. Refers to a statistical technique that helps instructors identify

the effectiveness of their test items.

Item Difficulty 2. Refers to the proportion of students who got the test item
correctly.

Discrimination Index 3. Which is the difference between the proportion of the

top scorers who got an item correct and the proportion of the bottom scorers
who got the item right?

Item Difficulty Index 4. Which one is concerned with how easy or difficult a
test item is?

Item Analysis 5. Which adjective describes an effective distracter?

B. Write TRUE if the statement is correct and FALSE if it is wrong.

TRUE 1.Difficulty index indicates the proportion of students who got the
item
right.
FALSE 2.The difficulty index indicates the proportion of students who got the
item wrong.
TRUE 3.A high percentage indicates an easy item/question and a low
percentage indicates a difficult item.
TRUE 4. The authoragrees, in general, that items should have values of
difficulty no less than 20% correct and no greater than 80%.
FALSE 5.Very difficult or very easy items should contribute greatly to the
discriminating power of a test.
FALSE 6. The discrimination index range is between -1 and +2.
TRUE 7. The farther the index is to +1, the more effectively the item
distinguishes between the two groups of students.
TRUE 8.When an item discriminates negatively, the such item should be
revised and eliminated from scoring.
TRUE 9.A positive discrimination index indicates that the lower-performing
students actually selected the key or correct response more
frequently than the top performers.
TRUE 10.If no one selects a distracter it is important to revise the option and
attempt to make the distracter a more plausible choice.

C. Essay. Discuss the following question.

1. Enumerate the three types of validity evidence. Which of these types of
validity is the most difficult to measure? Why?

The following three types of validity evidence are:

1. Content-related evidence of validity

It is the common content and composition of the instrument. This include if it's
appropriate, comprehensive, logically get the intended variable and etc...

2. Criterion-related evidence of validity

It is a kind of instrument obtaining scores and examine the scores from

different type of test or often called often called criterion. This may ask of how
strong the relationship and how it will estimate the present future of
performance.

3. Construct-related evidence validity

A nature of psychological construct that will examine the adequate scores of

the test. Therefore it will measure and to demonstrate the different
characteristic of students performance.

2. What is the relationship between validity and reliability? Can a test be

reliable and yet not valid? Illustrate?

The instrument cannot be valid if it's not reliable, therefore reliability and
validity are connected to each other in order to improve the instrument. It will
be more credible if it is scientifically valid and reliable.

3. Discuss the different measures of reliability. Justify the use of each

measure in the context of measuring reliability. Can a test be valid and not
reliable?
Inter-rate reliability

It measure the agreement between two rates or examine the creator of

measurement. This may analyse percentage or the relationship of the scores
presented.

Test-retest reliability

It measure the consistent stability of the scores from the participants

points of time. Therefore it will examine the relationship between the two
response of time 1 and 2.

Parallel forms reliability

Refers to measure the degree to which changing the form of

questionnaire changes of response.

Internal consistency reliability

It will measure the agreement between two rates or to examine the

creator of instrument.