LEM4 500x200

Template Created by Carlo Excels
Lumen Ex Machina 4 500x200

Test General Information This template is free! Video tutorial link below:
https://www.youtube.com/watch?v=GpO31yImCNo
Class
Teacher
Test Name
Test Date Month: (select) Day: (select) Year: (select)
Guide on Item Types:

Multiple Choice dichotomous, input letters as data
Short Answer dichotomous, open-ended, input scores as data
Essay non-dichotomous, open-ended, input scores as data
Other non-dichotomous, open-ended, input scores as data
Notes on Item Type Descriptions:

Dichotomous Items that have only two possibilities -- correct or wrong
Non-Dichotomous Items that have varying degrees/levels of correctness
Close-Ended Items that require students to pick from finite choices
Open-Ended Items that have an infinite number of possible student answers
Item Types Points Per Item
Item Type From To Minimum Maximum From To
Points Points
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Test Raw Data Input Unused
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STUDENT NAMES (blank) (blank) (blank) (blank) (blank)

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Test Remediation Summary This template is free! Video tutorial link below:
General Information Reliability Measurements

Students on Record 0 All Items
KR-20
Students Who Took the Test 0 Dichotomous Items
Items on the Test 0 All Items
KR-21
Points on the Test 0 Dichotomous Items
Test Specifics All Items
Cronbach's Alpha
Dichotomous Items 0 Non-Dichotomous Items
Non-Dichotomous Items 0 Item Analysis

Multiple Choice 0
Average Difficulty Easy
Item Short Answer 0
Types Essay 0 Easy Items 0
Other 0 Item Difficulty Average Items 0
Central Tendency Hard Items 0
Range 0-0
Average Discrimination Discriminating
Mean
Median Discriminating Items 0
Item Average Items 0
Mode Discrimination
Variance Not Discriminating Items 0
Standard Deviation Items to Accept 0
Item Items that May Need Revision 0
Recommendation Items that Need Revision 0
Items to be Discarded 0
Multiple Choice Distracter Analysis
Okay Items 0
Items with Defects 0
Items with Rejects 0
Items with Defects or Rejects 0
Items with Defects and Rejects 0
High Group N 0 Low Group N
Rank Student Score Rank Student
Easy
Discriminating
0
Score
Item Difficulty and Discrimination This template is free! Video tutorial link below:
Item Recommendation Adjustm

Difficulty Threshold Adjustments
Difficulty
EASY if value is greater than: 0.75
HARD if value is less than: 0.25 Easy
Otherwise, the item is AVERAGE
You are currently using the default values.
Average
Discrimination Threshold Adjustments
DISCRIMINATING if value is greater than: 0.4

NOT DISCRIMINATING if value is less than: 0.0001 Hard
Otherwise, the item is AVERAGE
You are currently using the default values. You are currently using the default
Average Difficulty Average

Easy Discrimination
Item # Item Type
Difficulty Value Item Difficulty Discrimination Index
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plate Created by Carlo Excels
plate is free! Video tutorial link below:
ww.youtube.com/watch?v=GpO31yImCNo
Item Recommendation Adjustments

Discrimination Recommendation
Not Discriminating Discard
Average Needs Revision
Discriminating Needs Revision
Not Discriminating Needs Revision
Average May Need Revision
Discriminating Accept
Not Discriminating Discard
Average May Need Revision
Discriminating Accept
You are currently using the default values.
Discriminating
Recommendation
Item Discrimination
Multiple Choice Distracter Analysis This template is free! Video tutorial link below:
Default Display Choices: A-D
Display Item A B
Item # Item Type Defects? Rejects?
Choice Answer Value Meaning Value Meaning
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C D
Value Meaning Value Meaning
Class: LEM4_500x200
Teacher: Test Takers 0
Test Name: Total Items 0
Test Date: (select) (select), (select) Total Points 0
Central Tendency of Scores Test Reliability Measurements Average Difficulty Index
Range 0-0 Kuder-Richardson's Formula 20 Easy
Mean Kuder-Richardson's Formula 21 Average Discrimination Index
Standard Deviation Cronbach's Coefficient Alpha Discriminating
Item Difficulty Analysis
Easy Items
Count 0
Percent
Average items
Count 0
Percent
Hard Items
Count 0
Percent
Item Discrimination Analysis
Discriminating Items
Count 0
Percent
Items with Average

Discrimination
Count 0
Percent
Items that are

Not Discriminating
Count 0
Percent
Item Recommendation Summary
Acceptable Items
Count 0
Percent
Items that May Need

Revision
Count 0
Percent
Items that Need Revision
Count 0
Percent
Items that must

be Discarded
Count 0
Percent
Multiple Choice Distracter Analysis
Items with Okay

distracters
Count 0
Percent
Items with either Rejected

or Defective distracters
Count 0
Percent
BANKABLE ITEMS: Items with an "ACCEPT" recommendation and "OKAY" distracters
Count 0
Percent
CHANGE DISTRACTERS: Items with an "ACCEPT" recommendation and "REJECT" or "DISCARD" distracters
Count 0
Percent
ITEMS THAT MAY NEED REVISION: Items with any "REVISION" recommendation
Count 0
Percent
DISCARDABLE ITEMS: Items with a "DISCARD" recommendation
Count 0
Percent
TEST RELIABILITY
The Reliability of a test can be defined as the ability of a test to measure

something consistently. A test is a measuring tool that can measure something, and that
something depends on how the test was designed. Is it measuring students' knowledge
on a topic? Is it measuring students' ability to spell? Is it measuring students' ability to
follow instructions? Whatever the test is measuring, it must be able to do it consistently.
But what does a measuring tool look like when it's reliable? Imagine that we
are to measure the volume of an amount of water using a clear glass jar that has lines of
measurement on its side, such as a graduated cylinder or a measuring cup. Now, measure
that same volume of water using a balloon that has lines of measurement on its side. The
glass jar will not change its shape when water is poured into it, so its lines will not change,
but the balloon will expand once water is poured into it, and once the balloon expands, the
gaps between the lines of measurement will change as well. With that, we can say that the
glass jar is a more consistent tool than the balloon when it comes to measuring water
volume, and therefore, the glass jar is a more reliable measuring tool.
Tests, because they are also measuring tools, must also be able to measure things
consistently. The following are ways of testing a test's reliability:
Kuder-Richarson Formula 20 The KR-20, by Kuder and Richardson (1937), is a reliability

measurement that can be used to measure the reliability of
a test with dichotomous (only one correct answer) questions
where the proportion of correct answers vary widely. Between
KR-20 and KR-21, KR-20 is more difficult to manually calculate
but is widely considered as the more accurate of the two.
Kuder-Richarson Formula 21 The KR-21, by Kuder and Richardson (1937), is a reliability

measurement that can be used to measure the reliability of
a test with dichotomous (only one correct answer) questions
where the proportion of correct answers do not vary widely.
Between KR-20 and KR-21, KR-21 is easier to manually calculate
but is widely considered as the less accurate of the two.
Cronbach's Coefficient Alpha The Coefficient Alpha, developed by Cronbach (1951), is a

reliability measurement that can be used to measure the
reliability of a test with non-dichotomous (varying degrees of
correctness) questions.
A standardized test must have KR-20, KR-21 and Cronbach's Alpha results of at least 0.9
for it to be considered acceptably reliable (Raagas, Absin, 2004). A teacher-prepared test must
have KR-20, KR-21 and Cronbach's Alpha results of at least 0.6 for it to be considered acceptably
reliable (Diederich, 1973). A test that has KR-20, KR-21 and Cronbach's Alpha results of less than
0.5 is considered as an unreliable test (Kane, 1986).
ITEM ANALYSIS
Item Analysis is a blanket term used to describe varied steps to analyze the items of a
test. It generally starts by separating the results of a "high group" and a "low group". The High
Group are the takers of a test who scored high, and presumably, have studied for the test and
have exhibited the mastery of its competencies. The Low Group are the takers of a test who
scored low, and presumably, have exhibited low mastery of its competencies.
DIFFICULTY INDEX
The Difficulty Index is a number between 0 and 1, and it expresses how easy or how
hard test items are. It is calculated by averaging the number of High Group and Low Group
students who have answered an item correctly. The higher the Difficulty Index is, the easier the
test item is.
Above 0.75 - Easy Item

0.75 to 0.25 - item with Average Difficulty
Below 0.25 - Difficult Item
* (Raagas, Absin, 2004), These thresholds may be changed in the LEM based on user preferences.
DISCRIMINATION INDEX
Each test item must be discriminating, meaning that the each item must have the
ability to discriminate between those who know the lesson and those who do not know the
lesson. In essence, a person who studies for an exam must be able to get the exam's items
correctly, and a person who does not study enough for the exam must not be able to get the
exam's items correctly.
Think of it this way: An exam was to be about computers, and it was to be taken by
a computer engineer who studied for the exam and a child who knows nothing about computers.
If Item # 1 was correctly answered by the engineer and incorrectly answered by the child, that
situation would be considered normal and predictable. However, if Item # 2 was correctly
answered by the child and incorrectly answered by the engineer, wouldn't that situation be
strange? If knowledge on computers is required to answer Item # 2, how did the child answer it
while the engineer didn't? Maybe the child merely guessed it? In these situations, Item # 1 is an
example of a discriminating item, while Item # 2 is an item that cannot discriminate.
The Discrimination Index is a number between -1 and 1, and measures an item's ability
to discriminate, and is calculated by subtracting the number of students in the High Group who
got the item correctly to the number of students in the Low Group who got the item correctly,
divided by the total number of students in both groups.
Above 0.40 - Discriminating Item

0.40 to 0.0001 - Average Discrimination
0 or Below - Not Discriminating
* (Endrina, 2007), These thresholds may be changed in the LEM based on user preferences.
MULTIPLE CHOICE DISTRACTER ANALYSIS
In a multiple choice question, the distracters must be alternatives that look correct to
somebody who did not study for the test, and must not fool somebody who studied for the test.
If the distracter is something that is answered by someone who supposedly studied for a test,
and is not answered by someone who supposedly did not study for a test, then something is
definitely wrong with either the distracter or the question as a whole. Think of it as the
Discrimination Index of each and every distracter of a test, except it is interpreted in reverse.
The distracter's Index of Effectiveness is a number between -1 and 1, and is calculated

by subtracting the number of students in the High Group who chose the distracter to the number
of students in the Low Group who chose the distracter, divided by the total number of students in
both groups.
Below 0 - good distracter

0, tie between high group and low group - may need to be revised
0, not chosen by anybody - needs to revised, since it doesn't distract anyone
Above 0 - bad distracter or bad item, needs to be revised
* (Endrina, 2007)
MATCHING TYPE DISTRACTER ANALYSIS
A matching type set of questions is like a number of multiple choice questions where
the choices merely repeat themselves over and over again. In a matching type set of questions,
a choice is the correct answer to one of the questions on the set, and is a distracter to the rest
of the questions on the set. Knowing this, the same process to analyze multiple choice questions
can be used to analyze a matching type set of questions.
ITEM RECOMMENDATION AND BANKING
For a test item to be considered good and bankable, it must be either average of hard
in difficulty, it must be discriminating, and if it is a multiple choice question, all of its distracters
must be good.
However, what needs to be revised and what needs to be discarded is a gray area,
and might vary according to teacher preferences or school standards.
* The Item Recommendations in the LEM are merely suggestions, and can be changed according
to user preferences.
Primary Source:
Ester L. Raagas and Saturnina B. Absin, Introduction to Measurement and Evaluation, Concepts
and Applications. Cagayan de Oro City, Philippines: Iwag Printing and Publications, 2004.

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LEM4 500x200

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Template Created by Carlo Excels

Lumen Ex Machina 4 500x200

Guide on Item Types:

Notes on Item Type Descriptions:

STUDENT NAMES (blank) (blank) (blank) (blank) (blank)

(blank) (blank) (blank)

General Information Reliability Measurements

Non-Dichotomous Items 0 Item Analysis

Item Recommendation Adjustm

DISCRIMINATING if value is greater than: 0.4

Average Difficulty Average

Item Recommendation Adjustments

Default Display Choices: A-D

Items with Average

Items that are

Items that May Need

Items that Need Revision

Items that must

Items with Okay

Items with either Rejected

BANKABLE ITEMS: Items with an "ACCEPT" recommendation and "OKAY" distracters

DISCARDABLE ITEMS: Items with a "DISCARD" recommendation

The Reliability of a test can be defined as the ability of a test to measure

Kuder-Richarson Formula 20 The KR-20, by Kuder and Richardson (1937), is a reliability

Kuder-Richarson Formula 21 The KR-21, by Kuder and Richardson (1937), is a reliability

Cronbach's Coefficient Alpha The Coefficient Alpha, developed by Cronbach (1951), is a

Above 0.75 - Easy Item

Above 0.40 - Discriminating Item

The distracter's Index of Effectiveness is a number between -1 and 1, and is calculated

Below 0 - good distracter

MATCHING TYPE DISTRACTER ANALYSIS

ITEM RECOMMENDATION AND BANKING

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