USER GUIDE FOR THE ITEM ANALYSIS TEMPLATE © Balajadia 2014

General Directions:
1. Supply the "Worksheet" heading with the necessary data for Division, District, School, Subject, Grade-Section, Exam Title, Period, School Year, Name of Teacher.
2. Arrange checked and scored test papers from highest to lowest scorers.
3. Separate the highest 27% and the lowest 27%. Indicate the total number of students and the number of highest 27% in the "Worksheet" accordingly.
4. Tally the responses of students in the highest 27% (vertical) per item number (horizontal) in the yellow cells. Encode "1" for a correct answer and "0" for a wrong answer. Please, note that if you leave
student 1 blank on a particular item, it means that there are no data for that item.
5. Do step 4 for the lowest 27% in the pink cells.
6. Click the "Main Report" tab below to check the final report ready for interpretation. There is nothing to modify in this page.

Guide for Interpretation

1. Accept as it is. - No revision is needed because the level of difficulty and the discriminating power are enough. Retain the item and can be used again in future exams.
2. Accepted with very slight revision. - You can right away accept and retain the item or make little changes depending on the level of difficulty.
3. Accepted with slight revision. - The item is retained with slight increase or decrease of difficulty as regards the P.
4. May be accepted with minor revision. - The item may be retained or discarded as how you personally evaluate it. If retained, the level of difficulty and choices may be changed.
5. Major revision on the stem / choices. - If you think the item will be ratained, paraphrase the stem and replace the choices which no one chose for an answer.
6. Needs major revision or discarded. - Total paraphrasing of the stem and replacement of non-selected choices should be made. Better yet, discard the item.
7. Totally discard. - The item has to be discarded because it is either too easy or too difficult and is unable to distinguish the low performers from the high performers.
Notes: There are locked cells which you cannot modify to totally prevent errors and misencoding.The "Main Report" sheet is protected, therefore, no midification is necessary.

Instruction for writing the descriptive analysis

A. On the difficulty level of items
1. Group together the items having the same difficulty levels and infer on the topics or competencies the students achieved.
2. Highlight the items of "moderate difficulty" and explain that these items can challenge the students enough to think analytically and critically. Nitko and Brookhart (2011) explain that items with
moderate difficulty are better than those which are very easy or very difficult. In this way, students are genuinely tested of their analytical and critical thinking skills.
3. You may also describe easy items to be indicators of most learned concepts, likewise, difficult items signal the least learned competencies.
B. On the discrimination indices of items
1. Group together the items having the same discrimination indices and infer on the item on its ability to distinguish who thinks more analytically or don't.
2. Items that are very discriminating should be emphasized to discuss the credibility of the test in eliciting authentic learning abilities of students.
3. You may also mention about those which are discriminating and moderately discriminating to be reconsidered after some necessary revision.
4. Infer on the resulting items being non-discriminating and questionable.
C. On the final decision
1. Group together the items having the same decisions and infer on each item on its validity, reliability, and objectivity.
2. Commend the items that are to be accepted and retained right away.
3. Cite examples of revision of some items if there are.
4. Write a general impression of the entire test.

Printing and submission

1. Print the "Main Report" without any modification. Study the table(s).
2. Click the "Interpretation" tab below and accomplish your discussion as specified therein. Print.
3. Submit your report in the following order:
3.1 Main Report
3.2 Interpretation and Desriptive Analysis Report
3.3. Copy of the TOS and Test Paper with correct answers.
Division: Division of Pampanga District: CLUSTER II School: PORAC MODEL COMMUNITY HIGH SCHOOL

Subject / Grade - Section HOPE 4 12 - STEM/H.E-E Total Number of Students: 70

Exam Title / Period / School Year THIRD Periodic Test / SY 2019-2020 Number of highest scorers (27%): 19
Name of Teacher KELLY J. SEMSEM Number of lowest scorers (27%): 19
© Balajadia 2014
HIGHEST SCORERS LOWEST SCORERS

item/SN 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Total item/SN 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Total

Correct Correct
1 13 13 1 6 6
2 20 20 2 14 14
3 12 12 3 4 4
4 18 18 4 7 7
5 20 20 5 7 7
6 12 12 6 7 7
7 19 19 7 16 16
8 20 20 8 7 7
9 19 19 9 18 18
10 20 20 10 6 6
11 19 19 11 0 0
12 17 17 12 6 6
13 18 18 13 9 9
14 19 19 14 7 7
15 20 20 15 4 4
16 14 14 16 2 2
17 20 20 17 0 0
18 19 19 18 6 6
19 18 18 19 3 3
20 16 16 20 10 10
21 17 17 21 9 9
22 12 12 22 2 2
23 17 17 23 1 1
24 13 13 24 9 9
25 7 7 25 6 6
26 26
27 27
28 28
29 29
30 30
31 31
32 32
33 33
34 34
35 35
36 36
37 37
38 38
39 39
40 40
41 41
42 42
43 43
44 44
45 45
46 46
47 47
48 48
49 49
50 50

Total>>> 419 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Total>>> 166 0 0 0 0 0 0 0 0 0 0 0 0 0 0

© Balajadia 2014

© Balajadia 2014
 Department of Education - Region III
Division of Pampanga
CLUSTER II
PORAC MODEL COMMUNITY HIGH SCHOOL

ITEM ANALYSIS IN HOPE 4 12 - STEM/H.E-E

THIRD Periodic Test / SY 2019-2020

Exam Title / School Year

Total Students (100%): Name of Teacher: KELLY J. S

70 Highest Scorers (27%): 19 Lowest Scorers (27%): 19 38

Total Total Difficulty Index Discrimination Index

Total Correct
Item # Correct Correct (high+low) P Interpretation D Interpretation
(high) (low)

1 13 6 19 0.50 Moderately Difficult 0.37 Discriminating

2 20 14 34 0.90 Very Easy 0.32 Discriminating
3 12 4 16 0.42 Moderately Difficult 0.42 Discriminating
4 18 7 25 0.66 Easy 0.58 Discriminating
5 20 7 27 0.71 Easy 0.69 Very Discriminating
6 12 7 19 0.50 Moderately Difficult 0.26 Discriminating
7 19 16 35 0.93 Very Easy 0.16 Moderately Discriminating
8 20 7 27 0.71 Easy 0.69 Very Discriminating
9 19 18 37 0.98 Very Easy 0.05 Moderately Discriminating
10 20 6 26 0.69 Easy 0.74 Very Discriminating
11 19 0 19 0.50 Moderately Difficult 1.01 Very Discriminating
12 17 6 23 0.61 Moderately Difficult 0.58 Discriminating
13 18 9 27 0.71 Easy 0.48 Discriminating
14 19 7 26 0.69 Easy 0.63 Very Discriminating
15 20 4 24 0.63 Easy 0.85 Very Discriminating
16 14 2 16 0.42 Moderately Difficult 0.63 Very Discriminating
17 20 0 20 0.53 Moderately Difficult 1.06 Very Discriminating
18 19 6 25 0.66 Easy 0.69 Very Discriminating
19 18 3 21 0.56 Moderately Difficult 0.79 Very Discriminating
20 16 10 26 0.69 Easy 0.32 Discriminating
© Balajadia 2014
21 17 9 26 0.69 Easy 0.42 Discriminating
22 12 2 14 0.37 Difficult 0.53 Discriminating
23 17 1 18 0.48 Moderately Difficult 0.85 Very Discriminating
24 13 9 22 0.58 Moderately Difficult 0.21 Discriminating
25 7 6 13 0.34 Difficult 0.05 Moderately Discriminating
26
27
28
29
30
31
32
33
 34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50

Summary of Results
1.Accepted as it is………………………….. 5 4.May be accepted with minor revision…… 7 7.Totally discard…..
2.Accepted with very slight revision……… 6 5.Major revision on the stem or choices…. 1
3.Accepted with slight revision……………. 4 6.Needs major revision or be discarded….. 2
Signature/Date:
Item analysis in: HOPE 4 12 - STEM/H.E-E THIRD Periodic Test / SY 2019-2020 K

© Balajadia 2014
nt of Education - Region III
vision of Pampanga
CLUSTER II
L COMMUNITY HIGH SCHOOL

am Title / School Year

KELLY J. SEMSEM
page 1/2

Decision

2.Accepted with very slight revision.

5.Major revision on the stem or choices.
2.Accepted with very slight revision.
4.May be accepted with minor revision.
4.May be accepted with minor revision.
2.Accepted with very slight revision.
6.Needs major revision or may be discarded.
4.May be accepted with minor revision.
6.Needs major revision or may be discarded.
3.Accepted with slight revision.
1.Accepted as it is.
2.Accepted with very slight revision.
4.May be accepted with minor revision.
3.Accepted with slight revision.
2.Accepted with very slight revision.
1.Accepted as it is.
1.Accepted as it is.
3.Accepted with slight revision.
1.Accepted as it is.
4.May be accepted with minor revision.
© Balajadia 2014
4.May be accepted with minor revision.
3.Accepted with slight revision.
1.Accepted as it is.
2.Accepted with very slight revision.
4.May be accepted with minor revision.
 0
page 2/2

KELLY J. SEMSEM

© Balajadia 2014
 Department of Education - Region III
Division of Pampanga
CLUSTER II
PORAC MODEL COMMUNITY HIGH SCHOOL

ITEM ANALYSIS IN HOPE 4 12 - STEM/H.E-E

THIRD Periodic Test / SY 2019-2020
Exam Title / School Year
Interpretation and Descriptive Analysis

Test Difficulty
1. Group together the items having the same difficulty levels and infer on the topics or competencies the studen
2. Highlight t
"moderate difficulty" - can challenge the students enough to think analytically and critically (better than very eas
3. De
as most learned competencies likewise, difficult items as least learned competencies.

Difficulty Index Item Number/s

Very Easy 1,9

Easy 5,11,14,16,18,19,25,26,27,31,32,33,34,42,49

Moderately Difficult 2 ,3,4,7,10,12,15,17,20,21,22,23,24,28,29,30,36,37,38,39,40,41,43,44,45,4

Difficult 6,8,13,35

Very Difficult
INTERPRETATION
The difficulty index shows the rate of students in a group who answered in an item correctly. The highlighted items
Difficult in which the questions can challenge the students enough to think analytically and critically. Easy items listed o
most learned concepts while difficult items signal the least learned competencies. Very Easy and Very Difficult item
distinguish high performers from the low performers.

Test Discrimination
1. Group together the items having the same discrimination indeces.
2. Highlight items that are very discriminating.
3. Mention also those which are discrimina
moderately discriminating to be considered after some necessary revision.
4. Infer on the resulting items being no
and questionable.

Descrimination Index Item Number/s

Questionable 1,5,19

Not Discriminating
Moderately 1,6,9,11,17,18,20,26,28,29,30,31,47
Discriminating
Discriminating 2,3,4,5,8,10,12,13,14,15,16,19,21,22,23,24,25,27,32,33,34,35,36,37,39,40,41,42,43,44,

Very Discriminating 7,38

INTERPRETATION
The Discrimination Index is the rate of correct responses among high performers compared to th
performers. The highlighted items were VERY DISCRIMINATING that indicate the credibility of the
authentic learning abilities of students. The Discriminating and Moderately Discriminating were to be
 The Discrimination Index is the rate of correct responses among high performers compared to th
performers. The highlighted items were VERY DISCRIMINATING that indicate the credibility of the
authentic learning abilities of students. The Discriminating and Moderately Discriminating were to be
some necessary revision. There were only three (3) Questionable items and nothing on Not Dis

Final Impression
1. Group together the items having the same decisions and infer on each item on its validity an
2.
items that are to be accepted and retained right away.
3. Cite examples of r
items if there are.
4. Write a general impression of the entire test.

Decision Item Number/s

1. Accept as it is 7,38

2. Accept with very slight revision 2,3,4,10,12,15,21,22,23,24,36,37,39,40,41,43,44

3. Accepted with slight revision 8,17,20,25,27,28,29,30,33,34,35,42,4

4. May be accepted with minor revision 5,6,11,13,14,16,18,19,26,31,32,49

5. Major revision on the stem/choices

6. Needs major revision or discarded 1,9

7. Totally discard

INTERPRETATION
The results on the DECISION section came from the results in the difficulty and discrimination indeces to evaluate the validity, rel
of the test. The items ACCEPT AS IT IS, were the items with no revision needed because the level of difficulty and the discriminatin
Retain the items and can be used again in future examinations. However, items that fell on ACCEPTED WITH VERY SLIGHT REVISIO
were the items accepted but need slight changes on the level of difficulty. Items belong to MAY BE ACCEPTED WITH MINOR REVIS
or retained as how you personally evaluate it. If retained, the level of difficulty and choices may be changed. Items that fell on th
THE STEM/CHOICES and NEED MAJOR REVISION OR DISCARDED were the items needed to be paraphrased or better yet, discarde
TOTALLY DISCARD were the items to be discarded because the items are either too easy and too difficult and is unable to distingu
from the high performers.
of Education - Region III
on of Pampanga
CLUSTER II
OMMUNITY HIGH SCHOOL

School Year
nd Descriptive Analysis

and infer on the topics or competencies the students achieved.

2. Highlight the items of
hink analytically and critically (better than very easy and very difficult)
3. Describe easy items
st learned competencies.

Item Number/s

1,9

4,16,18,19,25,26,27,31,32,33,34,42,49

22,23,24,28,29,30,36,37,38,39,40,41,43,44,45,46,47,48,50

6,8,13,35

o answered in an item correctly. The highlighted items were Moderately

h to think analytically and critically. Easy items listed on the graph were the
earned competencies. Very Easy and Very Difficult items are unable to
rmers from the low performers.

ndeces.
e very discriminating.
3. Mention also those which are discriminating and
sary revision.
4. Infer on the resulting items being non-discriminating

Item Number/s

1,5,19

6,9,11,17,18,20,26,28,29,30,31,47

1,22,23,24,25,27,32,33,34,35,36,37,39,40,41,42,43,44,45,46,48,49,50

7,38

ponses among high performers compared to that of the low

IMINATING that indicate the credibility of the test in eliciting
ng and Moderately Discriminating were to be reconsidered after
ons and infer on each item on its validity and reliability.
2. Commend the
y.
3. Cite examples of revision of some

ession of the entire test.

Item Number/s

7,38

3,4,10,12,15,21,22,23,24,36,37,39,40,41,43,44,45,46,48,50

8,17,20,25,27,28,29,30,33,34,35,42,47

5,6,11,13,14,16,18,19,26,31,32,49

1,9

ulty and discrimination indeces to evaluate the validity, reliability and objectivity
needed because the level of difficulty and the discriminating power are sufficient.
er, items that fell on ACCEPTED WITH VERY SLIGHT REVISION and SLIGHT REVISION
lty. Items belong to MAY BE ACCEPTED WITH MINOR REVISION may be discarded
ifficulty and choices may be changed. Items that fell on the MAJOR REVISION ON
the items needed to be paraphrased or better yet, discarded. Items that fell on the
e either too easy and too difficult and is unable to distinguish the low performers
e high performers.