Documente Academic
Documente Profesional
Documente Cultură
Report on Assessment X
An independent report
Magdaleen Kotzé
00011100100010001010101011101010101010001011111010101010010101110110101001010100
Report on Assessment X
Magdaleen Kotzé
Table of Contents
Table of Contents ................................................................................................................................... ii
List of graphs .......................................................................................................................................... v
1 Introduction .................................................................................................................................. 1
1.1 Rationale for the report ............................................................................................................ 1
1.2 Background ............................................................................................................................... 1
2 Test analysis .................................................................................................................................. 1
2.1 Scores and range ....................................................................................................................... 1
2.2 Measures of central tendency .................................................................................................. 2
2.3 Tabulating the data ................................................................................................................... 3
2.4 Standard deviation .................................................................................................................... 4
2.5 Z‐scores and T‐scores ................................................................................................................ 5
2.6 Reliability coefficient ................................................................................................................. 6
3 Item analysis ................................................................................................................................. 6
3.1 Question 1 ................................................................................................................................. 6
3.2 Question 2 ................................................................................................................................. 7
3.3 Question 3 ................................................................................................................................. 7
3.4 Question 4 ................................................................................................................................. 7
3.5 Question 5 ................................................................................................................................. 8
ii
3.6 Question 6 ................................................................................................................................. 8
3.7 Question 7 ................................................................................................................................. 8
3.8 Question 8 ................................................................................................................................. 8
3.9 Question 9 ................................................................................................................................. 9
3.10 Question 10 ........................................................................................................................... 9
3.11 Question 11 ......................................................................................................................... 10
3.12 Question 12 ......................................................................................................................... 10
3.13 Question 13 ......................................................................................................................... 10
3.14 Question 14 ......................................................................................................................... 10
3.15 Question 15 ......................................................................................................................... 11
3.16 Question 16 ......................................................................................................................... 11
3.17 Question 17 ......................................................................................................................... 11
3.18 Question 18 ......................................................................................................................... 12
3.19 Question 19 ......................................................................................................................... 12
3.20 Question20 .......................................................................................................................... 12
4 Conclusion ................................................................................................................................... 13
4.1 Recommendations .................................................................................................................. 13
References ............................................................................................................................................ 13
Addendum A ........................................................................................................................................... 1
iii
iv
List of graphs
Graph 1: Scores of the learners (ordered ascending) 2
Graph 2: Normal distribution 3
Graph 3: Histogram of Assessment X 4
List of tables
Table 1: Measures of central tendency 3
Table 2: Student scores 5
v
1 Introduction
The following report contains the results of Assessment X completed by the Grade 9B Mathematic
group. The report is structured in two main sections. The test analysis section focuses on the results of
the learners in the test as a whole. The second section will provide more detail on the different test
items used in the specific test.
1.1 Rationale for the report
The rationale of this report is to share the analysis and results of an objective test with the
headmaster and school governing body. The report forms part of an independent investigation
requested to be performed of the grade 9B Mathematics group.
1.2 Background
The assessment consists out of 20 multiple choice question items on the first learning area
completed by the learners. Every item weighs 1 mark, thus the maximum score that a learner could
achieve in the test is 20. Twenty five learners completed the test during a scheduled period.
2 Test analysis
This section of the report starts by summarising the data of the test, this provides a global description of
how the group achieved in the assessment. This is followed by an analysis of each learner’s z‐scores and
t‐scores.
2.1 Scores and range
Graph 1 is a visual representation of the scores that the learners achieved in the assessment.
The minimum score in the class was 3 (out of 20) and the maximum score was 20 (out of 20)
which were achieved by 2 learners. Eleven out of 20 learners (44%) achieved above the class
average (indicated by the red dotted line on Graph 1). Eighteen learners (72%) passed the test
with scores above 10 (out of 20) which is indicated with the blue dotted line in Graph 1.
GRAPH 1: SCORES OF THE LEARNERS (ORDERED ASCENDING)
The statistics show that the learners achieved a large range of scores on the test. The range of
the test is 17. A larger range indicates that the scores in the test are more extreme. The range in
this test is very big. This is not the only measure of variability that can be done. The variance and
standard deviation will also be calculated to insure that it was not due to one extreme score
that that range is large.
2.2 Measures of central tendency
The mean, mode and median are determined using the achievement scores of the learners. The
scores are represented in Table 1. The values of the three measures are the same, which
indicates that a normal distribution is applicable to the data. The score of 13 is also indicates
that it is normal, slightly above the mid value of 20.
2
TABLE 1: MEASURES OF CENTRAL TENDENCY
Mean 13
Mode 13
Median 13
GRAPH 2: NORMAL DISTRIBUTION
Source: Kubiszyn and Borich (2007: p280)
2.3 Tabulating the data
To complete the test analysis the grouped frequency distribution was calculated. The scores
were divided into 6 intervals with each interval size equal to3 points. The intervals form
categories of data to assist researchers to group similar data and to interpret the data. Graph 3
is a histogram that represents the grouped frequency distribution.
GRAPH 3: HISTOGRAM OF ASSESSMENT X
3
Take note that this frequency tends to be more weighted towards the higher scores. The first
interval (“3‐5”) is only represented by one score. This is an indication of a single extreme score.
The “12‐14” interval is above the midpoint of the scores and it has the most scores, namely 7.
The mode and mean falls in this interval and will contribute to the higher number of learners
that is represented in the interval. The analysis of the data highlight the last interval (“18 – 20”)
which has 5 scores and is a large amount in relation to the other scores. This shows that 5
learners did extremely well in the assessment.
2.4 Standard deviation
As mentioned above, the range of the scores is not the only way to calculate the variability of
achievements. Kubiszyn and Borich (2007: p272) defines standard deviation as: “The SD is
normally reported as the estimate of variability that accompanies the mean in describing a
distribution.” The mean is used to get a better understanding of the scores.
4
The standard deviation for Assessment X is 4.53. (see addendum A for calculations) This
indicates that the scores are mostly grouped within 4.53 around the mean of the test. The
standard deviation is normal for the test.
2.5 Zscores and Tscores1
This section focuses on each learner’s score and how it is compared to the average and what the
z‐score for the student is. Table 2 represents the scores of the learners. Previously in the
document, the mean, mode and median indicated that a normal distribution was applicable for
this assessment. The z‐score will indicate where the student is placed on the normal distribution
curve. The top 2 and bottom 2 scores are highlighted to show the difference in Z and T scores.
TABLE 2: STUDENT SCORES
1 6 19 32 -1.55 34.47
2 18 20 90 1.09 60.94
3 18 20 90 1.09 60.94
4 14 20 70 0.21 52.12
5 15 20 75 0.43 54.32
6 11 20 55 -0.45 45.50
7 10 20 50 -0.67 43.29
8 13 20 65 -0.01 49.91
9 13 20 65 -0.01 49.91
10 12 20 60 -0.23 47.71
11 20 20 100 1.54 65.36
12 14 20 70 0.21 52.12
13 17 20 85 0.87 58.74
14 17 19 89 0.87 58.74
15 9 20 45 -0.89 41.09
16 20 20 100 1.54 65.36
17 8 17 47 -1.11 38.88
18 13 20 65 -0.01 49.91
1
The z‐scores and t‐scores will be used to complete the investigation further. These scores can be
compared to each other.
5
Student Student Number of Percentage Z-score T-Score
Number score answered
questions
19 3 20 15 -2.22 27.85
20 17 20 85 0.87 58.74
21 11 20 55 -0.45 45.50
22 10 20 50 -0.67 43.29
23 13 20 65 -0.01 49.91
24 6 19 32 -1.55 34.47
25 18 20 90 1.09 60.94
2.6 Reliability coefficient
The Kuder‐Richardson (formula 20) method was used to determine the reliability coefficient.
The coefficient is 0.86. This is a positive value and thus indicates that the test is reliable.
3 Item analysis
In section 3 an analysis of each question item is done. The analysis includes the difficulty index and the
discrimination index of each item. The difficulty index calculates the number of learners that selected
the correct answer in relation with the number of learners that attempted to answer the question.
The discrimination index will indicate whether the learners that performed better (upper limit values)
got the question right compared to the learners in the lower part of the class. This would indicate a
positive discrimination.
3.1 Question 1
Difficulty index The question was too easy because 84% of the class got it right. 84 %
Discrimination The discrimination index is ‐0.07 which is a negative ‐0.07
index discrimination index.
Other comments Distracter A is not a good distracter, because none of the
learners attempted it.
Distracter B is troublesome because 3 of the learners in the
upper limit chose it, but none of the learners in the lower limit
selected it.
6
Distracter D is also not a good distracter because only one
student in the upper limit selected it and none of the learners in
the lower limit.
3.2 Question 2
Difficulty index The difficulty index of question 2 shows that most of the 88 %
learners (88%) got the question right. The question was too
easy.
Discrimination The discrimination index is 0.00 because the same amount of 0.00
index learners in the upper and lower limit got the question right. This
is not a good discrimination index – because all values ≤ 0.2 is
seen as negative.
Other comments Distracters A, C and D need all to be improved because none of
the learners in the lower limit selected them, only a small
number of learners in the upper limit selected them.
3.3 Question 3
Difficulty index The difficulty index shows the difficulty of the question is 68 %
acceptable because 68% of the learners got the correct answer.
Discrimination The discrimination index is negative because all the learners in ‐0.36
index the lower limit (11) answered correctly and only 6 (of 14)
learners in the upper limit answered correct.
Other comments Distracters A, B and C need all to be improved because none of
the learners in the lower limit selected them. Some of the
learners in the upper limit selected them.
3.4 Question 4
Difficulty index This item was much more difficult for the learners, but it falls in 48%
the acceptable category of difficulty index. Only 48% of the
learners answered correctly.
Discrimination The discrimination index is negative because more learners in ‐0.14
index the lower limit answered correctly. The discrimination index for
question 4 is ‐0.14.
Other comments Distracters A, B and C are all good distracters. Some of the
learners in both groups selected these distracters.
7
3.5 Question 5
Difficulty index The item is too easy, because 84% of the learners answered it 84%
correctly.
Discrimination The discrimination index is ‐0.07 which is a negative ‐0.07
index discrimination index.
Other comments Distracters A and D should be eliminated because none of the
learners chose them. Distracter C is also not a good distracter
because only learners in the upper limit selected the distracter.
3.6 Question 6
Difficulty index This question item’s difficulty index is acceptable because 68% 68%
of the learners got the correct answer.
Discrimination The discrimination index is ‐0.07 which is a negative ‐0.07
index discrimination.
Other comments Distracters A, B and D had some learners that selected them.
Something to note is that none of the learners in the lower limit
selected either A or B, but learners in the upper limit did.
3.7 Question 7
Difficulty index This item was much more difficult for the learners, but it falls in 44%
the acceptable category of difficulty index. Only 44% of the
learners answered correctly.
Discrimination The item has a negative discrimination index of ‐0.21. This is ‐0.21
index because more learners in the lower limit selected the correct
answer than in the upper limit.
Other comments Distracter C should be eliminated because none of the learners
selected it. Both distracters A and B were good distracters
because learners in the upper and lower limit selected them.
3.8 Question 8
Difficulty index Question 8 has an acceptable difficulty index because 52% got 52%
the answer correct.
Discrimination The discrimination index is a large negative. This is because 10 ‐0.57
index out of 11 learners in the lower limit selected the correct answer
and only 2 out of 12 learners that answered the question in the
upper limit selected the correct answer. Note also that 2 of the
learners in the upper limit did not answer the question.
8
Other comments Distracter D was selected by 7 learners in the upper limit and 1
student (the remaining student that did not select the correct
answer) in the lower limit. This indicates that the question was
ambiguous to the learners. It can also indicate that the
question was miskeyed.
3.9 Question 9
Difficulty index Question 9 has an acceptable difficulty index because 52% got 52%
the answer correct.
Discrimination The discrimination index is a large negative. The scoring looks ‐0.50
index similar to question 8. There are 10 out of 11 learners that
selected the correct answer. In the upper limit only 3 out of 14
selected the correct answer. This question is not in an
acceptable condition.
Other comments Distracter A should be removed because none of the learners
selected it. Distracter B was selected by 4 learners in the upper
limit did. Distracter D was selected by the largest portion of the
learners in the upper limit and by the remaining student in the
lower limit. This distribution can indicate that due to the
ambiguity in the question the learners in the upper limit
guessed the answer.
3.10 Question 10
Difficulty index The difficulty index of this question lies on the boundary 33%
between difficult and acceptable because 33% of the learners
answered correctly.
Discrimination The discrimination index is a large negative. The question is very ‐0.57
index problematic because none of the learners in the upper limit
answer correctly, while the larger proportion of the learners in
the lower limit answered it correctly. This should be
investigated further.
Other comments Distracter A seems to be a good distracter because 2 of the
learners in the lower limit selected it while none of the learners
in the upper limit did. Distracter C was selected by 4 learners in
the upper limit and none in the lower limit. The most
cumbersome distracter is D that was selected by 9 learners in
the upper limit. This can indicate miskeying in the question or
that the question is ambiguous.
9
3.11 Question 11
Difficulty index The difficulty index of question 11 shows that most of the 92%
learners (92%) got the question right. The question was too
easy.
Discrimination The discrimination index is 0.21 which is a positive 0.21
index discrimination.
Other comments Distracters B and D should be eliminated as distracters because
none of the learners selected them.
3.12 Question 12
Difficulty index The difficulty index of the question indicates that the question is 76%
easy, but not too easy. 76% of the learners provided the correct
answer.
Discrimination More learners answered the question correctly in the lower ‐0.07
index limit than in the upper limit. The discrimination index is
therefore negative with a ‐0.07.
Other comments Distracter A was not selected by any of the learners and should
be eliminated.
3.13 Question 13
Difficulty index This question item’s difficulty index is acceptable because 60% 60%
of the learners got the correct answer.
Discrimination The item has a negative discrimination index of ‐0.21. This is ‐0.21
index because more learners in the lower limit selected the correct
answer than in the upper limit.
Other comments A large portion of the learners selected distracter A as the
answer, especially in the upper limit. This can indicate that there
was ambiguity in the question. Distracter C was not selected by
any of the learners and should be eliminated.
3.14 Question 14
Difficulty index The item is too easy, because 84% of the learners answered it 84%
correctly.
Discrimination The discrimination index is ‐0.07 which is a negative ‐0.07
index discrimination index. All of the learners in the lower limit
10
answered correctly, while not all the learners in the upper limit
did.
Other comments Distracter B and C were not selected by any of the learners. This
makes them inadequate distracters and they should be
eliminated.
3.15 Question 15
Difficulty index The difficulty index of the question indicates that the question is 80%
easy, but not too easy. 80% of the learners provided the correct
answer.
Discrimination The discrimination index is 0.00 because the same amount of 0.00
index learners in the upper and lower limit got the question right. This
is not a good discrimination index – because all values ≤ 0,2 is
seen as negative.
Other comments Distracter B was not selected by any of the learners and should
be eliminated.
3.16 Question 16
Difficulty index The difficulty index of question 16 shows that most of the 92%
learners (92%) got the question right. The question was too
easy.
Discrimination The discrimination index is 0.00 because the same amount of 0.00
index learners in the upper and lower limit got the question right. This
is not a good discrimination index – because all values ≤ 0,2 is
seen as negative.
Other comments Distracters B and C were each only selected once. Distracter D
was not selected by any of the learners.
3.17 Question 17
Difficulty index This question item’s difficulty index is acceptable because 63% 63%
of the learners obtained the correct answer.
Discrimination More learners answered the question correctly in the lower 0.07
index limit than in the upper limit. The discrimination index is
therefore negative with a ‐0.07.
11
Other comments Distracter A “deceived” 7 out of 20 learners and looks like a
good distracter. Distracter D was not selected by any of the
learners and should be eliminated.
3.18 Question 18
Difficulty index The difficulty index of this question lies on the boundary 33%
between difficult and acceptable because 33% of the learners
answered correctly.
Discrimination The discrimination index is negative because more learners in ‐0.14
index the lower limit answered correctly. The discrimination index for
question 18 is ‐0.14.
Other comments A too large proportion of the learners answered distracter B.
This indicates that there are ambiguities in the question. The
general distribution of the selected answers shows that the
learners guessed the answer.
3.19 Question 19
Difficulty index Question 19 has an acceptable difficulty index because 52% got 52%
the answer correct.
Discrimination More learners answered the question correctly in the lower ‐0.36
index limit than in the upper limit. The discrimination index is
therefore negative with a ‐0.36
Other comments The larger percentage of the learners in the upper limit selected
distracter D. This indicates miskeying or ambiguity in the
question is present.
3.20 Question20
Difficulty index This question item’s difficulty index is acceptable because 64% 64%
of the learners got the correct answer.
Discrimination The item has a negative discrimination index of ‐0.29. This is ‐0.29
index because more learners in the lower limit selected the correct
answer than in the upper limit.
Other comments The learners in the upper limit have a very diverse distribution,
while almost all the learners in the lower limit answered
correctly. This shows that the learners in the upper limit
guessed the correct answer.
12
4 Conclusion
The test analysis shows that overall the learners performed well in the test. The measures of central
tendency show that a normal distribution is applicable to the results. The mean is 13 and that is also a
normal occurrence for a test out of 20. The range was very large at 17 but it was due to one extremely
low mark. The standard deviation showed that most scores were within the range of 4.53 from the
mean.
The item analysis shows that the test is not valid. The discrimination indexes of 19 out of the 20
questions are negative. The difficulty indexes for the questions vary for each question item. The
questions that are marked as too easy can be reformulated.
4.1 Recommendations
The test items should be revised ‐ the marks should not form a major part of the learners’ major
mark. A quality assurance process could be implemented to prevent a test to be full of items with
negative discrimination indexes.
References
Kubiszyn, T., & Borich, G. (2007). Educational Testing and Measurement. Hoboken, USA: John Wiley
& Sons.
Maree, Kobus;. (2007). First steps in research. Pretoria: Van Schaik.
13
Addendum A
Open the “testdata” Excel spreadsheet:
The analysis of the data is done on three worksheets, namely:
• central_tendency
• item_analysis
• upper_lower_limit