THE GREAT PLEBEIAN COLLEGE

Don Reinoso Street, Poblacion

Alaminos City, Pangasinan

ASSESSMENT OF LEARNING 1
Module 3

Cristy Grace W. Bautista, Ph.D.

Instructor
Cell No. 09398588391

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 Instructions
In time of pandemic, and in the absence of face to face learning, the Great Plebeian College
come up with Alternative mode of delivery of instruction and that is the use of module. This
module allows you, the learner to continue learning despite the present situation that we are facing
now. This learning resource hopes to engage you into guided and independent learning activities.
Furthermore, this also aims to help you acquire the needed 21 st century skills while taking into
consideration your needs and circumstances. . It is designed in line with the course Assessment of
Learning 1 which provides you with meaningful opportunities for guided and independent learning
at your own pace and time. The module will be assessed independently of other modules and
guided by the CHED in delivery and assessment.

Overview
This module is intended for Education students enrolled in Assessment of Learning 1. The
topics discussed in this module are aligned with the CHED-prescribed new teacher education
curriculum that is reflective of the National Competency-Based Teacher Standards. The activities and
exercises are intended not only for drill and evaluative purposes but also for purposes of advocacy
for current trends in education.

Objectives
At the end of this module, the students should be able to:

1. analyze the item in the test through Item Analysis

2. utilize assessment data through the application of statistics.

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 TABLE OF CONTENTS
Introduction I …………………………………………………………………………………. 4
Discussion 1: Analyzing the Test Item
 Difficulty Index…. ……………………………………………………...4
 Discrimination Index. …………………………………………………5
 Analysis of Response Option……………….…………………….…..6
 Application/Learning Activities………………………………………6
 Assessment/Deliverable…………………………………………….…6

Discussion 2: Utilization of Assessment Data

 Frequency Distribution………………….…………………………….7
 Application/Learning Activities…………………………………….10
 Assessment/Deliverable……………………………………………..10
References…………………………………………………….…………………………………10

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 Introduction

After administering and scoring the test, the teacher should analyze
the quality of each item in the test. In this module, we shall introduce the
technique to help teachers determine the quality of a test known as item
analysis. Through this, we can identify the item that is good, item that needs
improvement or items to be removed from the test. One of the purposes of
item analysis is to improve the quality of the assessment tools.
Another focus of this module is the utilization of assessment data
using statistics. Statistics is important most especially in describing,
analyzing, and interpreting the performance of the students in the
assessment procedures. Statistical tools in analyzing and interpreting
assessment results will be introduced in this module.

Lesson 1: Analyzing The Test Item

I. Analyzing the Test
After administering and scoring the test, the teacher should also analyze
the quality of each item in the test. Through this you can identify the item that is
good, item that needs improvement or items to be removed from the test. Through
item analysis, we can determine the quality of the assessment tools.
There are two kinds of item analysis, quantitative item analysis and
qualitative item analysis (Kubiszyn and Borich, 2007).
Item Analysis
Item analysis is a process of examining the student’s response to individual
item in the test. It consists of different procedures for assessing the quality of the
test items given to the students.
Types of Quantitative Item Analysis
There are three common types of quantitative item analysis which provide
teachers with three different types of information about individual test items. These
are difficulty index, discrimination index, and response options analysis.
1. Difficulty index
It refers to the proportion of the number of students in the upper and lower
groups who answered an item correctly. The larger the proportion, the more
students, who have learned the subject is measured by the item. To compute the
difficulty index of an item, use the formula:
DF = n/N, where DF = difficulty index
n = number of the students selecting item correctly in
the upper group and in the lower group.

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Level of Difficulty
To determine the level of difficulty of an item, find first the difficulty index
using the formula and identify the level of difficulty using the range given below.
Level of Difficulty of an Item

Index Range Difficulty Level

0.00 – 0.20 VeryDifficult
0.21 – 0.40 Difficult
0.41 – 0.60 Average/moderately
Difficult
0.61 – 0.80 Easy
0.81 – 1.00 Very Easy
The higher the value of the index of difficulty, the easier the item is.
Hence, more students got the correct answer and more students mastered the
content measured by that item.

2. Discrimination Index
The power of the item to discriminate the students between those who scored
high and those who scored low in the overall test. In other words, it is the power of
the item to discriminate the students who know the lesson and those who do not
know the lesson. Discrimination index is the basis of measuring the validity of an
item. This index can be interpreted as an indication of the extent to which overall
knowledge of the content area or mastery of the skills is related to the response on
an item.

Types of Discrimination Index

There are three kinds of discrimination index: positive discrimination,
negative discrimination, and zero discrimination.
1. Positive discrimination happens when more students in the upper group
got the item correctly than those students in the lower group.
2. Negative discrimination occurs when more students in the lower group got
the item correctly than the students in the upper group.
3. Zero discrimination happens when a number of students in the upper
group and lower group who answer the test correctly are equal, hence, the test
cannot distinguish the students who performed in the overall test and the students
whose performance are very poor.

Level of Discrimination
Index Range Discrimination Level
0.19 and below Poor item, should be eliminated or need to be revised
0.20 – 0.29 Marginal item, needs some revision
0.30 – 0.39 Reasonably good item but possibly for improvement
0.40 and above Very good item

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Discrimination Index Formula
DI = CUG – CLG, where
D
DI = discrimination index value
CUG = number of the students selecting the correct answer in the upper group.
CLG = number of the students selecting the correct answer in the lower group.
D = number of students in either the lower group or upper group.

3. Analysis of Response Options

Aside from identifying the difficulty index and discrimination index, another
way to evaluate the performance of the entire test item is through the analysis of
the response options. It is very important to examine the performance of each
option in a multiple -choice item. Through this, you can determine whether the
distracters or incorrect options are effective or attractive to those who do not know
the correct answer.

Steps in Solving Difficulty Index and Discrimination Index

1. Arrange the scores from highest to lowest

2. Separate the scores into upper group and lower group. There are different methods to do this;
(a) if a class consists of 30 students who takes an exam, arrange the scores from highest to
lowest, then divide them into two groups. The highest scores belong to the higher group and the
lowest score belong to the lower group. (b) Other literatures suggested to use 27%, 30%, or 33%
of the students for the upper group and the lower group. However in the LET the test developers
always used 27% of the students who participated in the examination for the upper group and
lower group.
3. Count the number of those who chose the alternatives in the upper and lower group for each
item and record the information using the template.
Options A B C D E
Upper Group
Lower Group

4. Compute the value of the difficulty index and the discrimination index and also the analysis of
each
response in the distracters.
5. Make an analysis for each item.

3. Analysis of Response Options

Aside from identifying the difficulty index and discrimination index, another
way to evaluate the performance of the entire test item is through the analysis of
the response options. It is very important to examine the performance of each
option in a multiple -choice item. Through this, you can determine whether the
distracters or incorrect options are effective or attractive to those who do not know
the correct answer.
Analyzing the incorrect options allows the teachers to improve the test items so
that it can be used again in the future.

Applications/Learning Activities

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1. Compute the difficulty and discrimination index of a test item number 6 administered to 40
students in statistics class. Twenty seven percent of the students belong to the upper group and 27%
belongs to the lower group. There are 5 students from the upper group who got the item correctly
and 9 from the lower group got the item right.
a. Compute for the difficulty index
b. What is the difficulty level?
c. Compute for the discrimination index.
d. What is the discrimination level?
e. Is item number 6 a good item?
f. What will you do with item no. 6?

Assessment Task/ Deliverables

1. Discuss the steps in item analysis.
2. Differentiate quantitative item analysis from qualitative item analysis. What are the advantages of
a quantitative item analysis over qualitative item analysis?
3. Why is item analysis necessary in the assessment process?
4. Differentiate difficulty index from discrimination index.

Lesson 2: Utilization of Assessment Data

Statistics is a very important tool in the utilization of the assessment data
most especially in describing, analyzing and interpreting the performance of the
students in the assessment procedures.
Statistics- is a branch of science, which deals with collection, presentation,
analysis and interpretation of quantitative data.

Branches of Statistics:
1. Descriptive statistics- is a method concerned with collecting, describing, and
analyzing a set of data without drawing conclusions about a large group.
2. Inferential statistics – is a branch of statistics, concerned with the analysis of a
subset of data leading to prediction or inferences about the entire set of data.
Frequency Distribution is a tabular arrangement of data into appropriate categories
showing the number of observations in each category or group.

Part of Frequency Table

1. Class limit is the groupings or categories defined by the lower and upper limits.

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Example: LL - UL
10- 14
15- 19
20- 24

Lower class limit (LL) represents the smallest number in each group.
Upper class limit (UL) represents the highest number in each group.

2. Class size (c.i) is the width of each class interval

Example: LL – UL
10- 14
15- 19
20- 24
The class size in this score distribution is 5.
3. Class boundaries are the numbers used to separate each category in the frequency distribution
but without gaps created by the class limits. The scores of the students are discrete. Add .5 to the
upper limit to get the upper class boundary and subtract 0.5 to the lower limit to get the lower class
boundary in each group or category.
Example: LL – UL LCB - UCB
10- 14 9.5 - 14.5
15- 19 14.5 – 19.5
20- 24 19.5 – 24.5
4. Class marks are the midpoint of the lower and upper class limits. The formula is X M = LL + UL
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Example: LL – UL XM
10- 14 12
15- 19 17
20- 24 22
Steps in constructing Frequency Distribution
1. Compute the value of the range (R). Range is the difference between the highest score and the
lowest score. R = HS - LS
Determine the class size (c.i). The class size is the quotient when you divide the range by the
desired number of classes or categories. The desired number of classes are usually 5, 10 or 15 and
they depend on the number of scores in the distribution. If the desired number of classes is not
identified, find the value of k, where k = 1 + 3.3 log n.
c.i = R or c.i = R
desired no. of cases k

2. Set up the class limits of each class or category. Each class defined by the lower limit and upper
limit. Use the lowest score as the lower limit of the first class.
3. Set up the class boundaries if needed in the appropriate classes.
4. Tally the scores in the appropriate classes.
5. Find the other parts if necessary such as class marks, among others.
Example: Raw scores of 40 students in a 50-item mathematics quiz. Construct a frequency
distribution following the steps given previously.

17 25 30 33 25 45 23 19
27 35 45 48 20 38 39 18

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 44 22 46 26 36 29 15-LS 21
50-HS 47 34 26 37 25 33 49
22 33 44 38 46 41 37 32
R= HS – LS
= 50- 15
R= 35
n = 40
Solve the value of k. since n = 40
k = 1 + 3.3 log n
k = 1 + 3.3 log 40
k = 1 + 3.3 (1.602059991)
k = 1 + 5.286797971
k=6
Find the class size.
c.i = R/k
c.i = 35/6
c.i = 5.8333
c.i = 6
Construct the class limit starting with the lowest score as the lower limit of the first category.
The last category should contain the highest score in the distribution. Each category should contain
6 as the size of the width (X). Count the number of scores that falls in each category (f).
X Tally Frequency Class Boundaries Xm
15- 20 //// 4 14.5 – 20.5 17.5
21- 26 ///////// 9 20.5 –26.5 23.5
27- 32 /// 3 26.5 --32.5 29.5
33- 38 ////////// 10 32.5—38.5 35.5
39- 44 //// 4 38.5- 44.5 41.5
45- 50 ////////// 10 44.5 – 50.5 47.5
n = 40

Applications/Learning Activities
On the table below are scores of 50 students in a 40-item test in mathematics.
Construct a frequency distribution table following the steps as discussed.
25 34 12 23 33
21 25 10 18 40
36 29 22 15 36
22 33 11 28 38
16 25 35 36 40
29 10 28 38 35
30 18 40 36 16
34 36 35 33 19
33 38 38 22 25
25 24 19 30 36

Assessment Task/Deliverables
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Scores of 40 students in a 40-item science quiz. Using the data below, construct a frequency
distribution table.

26 33 13 19 27
23 25 10 23 40
37 30 24 28 37
22 33 13 23 36
17 23 37 39 40
28 14 29 27 33
31 19 40 36 12
35 38 35 34 16

References
Navarro, Rosita L. and Santos, Rosita G. Assessment of Learning 1, Lori Mar
Publishing Inc. Cubao, Quezon City, Manila.

Santos, Rosita D., Assessment of Learninf 2. Lorimar Publishing Inc., Cubao, Quezon City, Manila.

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