ODB Assessment 3

Matthew 5:16
“Let your light shine.”
Assessment of Learning
INSTRUCTIONAL OBJECTIVES – Serve as guide for teaching and learning, communicate the intent of the instruction
to others, and provide guidelines for assessing the learning of the students.
 AKA behavioral objectives or learning objectives are statements which clearly describe an anticipated learning
outcome.
CHARACTERISTICS:
1. Sequentially appropriate
2. Student-oriented to focus on the learner not on the teacher
3. Describe a learning outcome
4. Developmentally appropriate
5. Attainable within a reasonable amount of time
6. Observable or describe an observable product
ITEM ANALYSIS – the process of examining the student’s response to each item in the test.
 Desirable item: can be retained for subsequent use
 Undesirable item: can either be revised or rejected
Criteria in determining desirability and undesirability of an item:

1. Difficulty of an item
2. Discriminating power of an item
3. Measures of attractiveness
DIFFICULTY INDEX (DF)

The proportion of the number of students in the upper and lower groups who answered an item correctly. In a classroom
achievement test, the desired indices of difficulty should not be lower than 0.20 nor higher than 0.80. The average index
of difficulty ranges from 0.30 or 0.40 to a maximum of 0.60.
PUG + PLG PUG = proportion of the upper group who got an item right
DF = PLG = proportion of the lower group who got an item right
2
Level of Difficulty of an Item
Index Range Difficulty Level

0.00 – 0.20 Very difficult
0.21 – 0.40 Difficult
0.41 – 0.60 Moderately Difficult
0.61 – 0.80 Easy
0.81 – 1.00 Very Easy
INDEX OF DISCRIMINATION
 Difference between the proportion of high-performing students who got the item right and proportion of low-
performing students who got an item right. The high and low performing students usually defined as the upper 27% of
the students based on the total examination score.
 Degree to which the item discriminates between high performing group and low performing group in relation of scores
on the total test, and is classified into positive and negative discrimination and zero discrimination.
DR. CARL E. BALITA REVIEW CENTER TEL. NO. 735-4098/7350740 -1-

Di = PUG - PLG PUG = proportion of the upper group who got an item right
PLG = proportion of the lower group who got an item right
Discrimination Item Evaluation

Index
0.40 and up Very good item
0.30 – 0.39 Reasonably good item but possibly subject to
improvement
0.20 – 0.29 Marginal item, usually needing and being subject to
improvement
Below 0.19 Poor item, to be rejected or revised for improvement
Positive Discrimination Negative Discrimination Zero Discrimination
When the proportion of students who Takes place when the proportion of When the proportion of the students
got an item right in the upper the students who got an item right in who got an item right in the upper
performing group is greater than the the low performing group is greater performing group and low performing
proportion of the low performing than the students in the upper group is equal.
group. performing group
Maximum Discrimination Discriminating Efficiency
Sum of the proportion of the upper and lower groups who
Index of discrimination divided by the maximum
answered the item correctly. Possible maximum
discrimination.
discrimination will occur if the half or less of the sum of the
upper and lower groups answered an item correctly. D D = Discrimination index
i i
DM = PUG + PLG DE = DM = Maximum discrimination
DM
PUG = proportion of the upper group who got an item right
PLG = proportion of the lower group who got an item right
MEASURES OF ATTRACTIVENESS
 To measure the attractiveness of the incorrect option (distracters) in multiple choice tests, we count the number of
students who selected the incorrect option in both the upper and lower groups. The incorrect option is said to be
effective distracter if there are more students in the lower group who chose that incorrect option than those students in
the upper group.
STEPS OF ITEM ANALYSIS:

1. Rank the scores of the students from the highest score to lowest score.
2. Select 27% of the papers within the upper performing group and 27% of the papers within the lower performing
group.
3. Set aside the 46% of papers because they will not be used for item analysis.
4. Tabulate the number of students in the upper group and lower group who selected each alternative.
5. Compute the difficulty of each item.
6. Compute the discriminating powers of each item.
7. Evaluate the effectiveness of the distracters.
TABLE OF SPECIFICATIONS: Device for describing test items in terms of the content and the process dimensions, that
is, what a student is expected to know and what he or she is expected to do with that knowledge. It is described by
combination of content and process in the table of specification.
Number of class sessions x Desired total

Number of items = number of items
Total number of class
sessions
DR. CARL E. BALITA REVIEW CENTER TEL. NO. 735-4098/7350740 -2-

ODB Assessment 3

Uploaded by

Copyright:

Available Formats

ODB Assessment 3

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

ODB Assessment 3

Uploaded by

Copyright:

Available Formats

Matthew 5:16

“Let your light shine.”

Criteria in determining desirability and undesirability of an item:

DIFFICULTY INDEX (DF)

Level of Difficulty of an Item

Index Range Difficulty Level

DR. CARL E. BALITA REVIEW CENTER TEL. NO. 735-4098/7350740 -1-

Discrimination Item Evaluation

STEPS OF ITEM ANALYSIS:

Number of class sessions x Desired total

DR. CARL E. BALITA REVIEW CENTER TEL. NO. 735-4098/7350740 -2-

You might also like