USER GUIDE FOR THE ITEM ANALYSIS TEMPLATE © Balajadia 2014

irections:
he "Worksheet" heading with the necessary data for Division, District, School, Subject, Grade-Section, Exam Title, Period, School Year, Name of Teacher.
checked and scored test papers from highest to lowest scorers.
the highest 27% and the lowest 27%. Indicate the total number of students and the number of highest 27% in the "Worksheet" accordingly.
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
lank on a particular item, it means that there are no data for that item.
4 for the lowest 27% in the pink cells.
"Main Report" tab below to check the final report ready for interpretation. There is nothing to modify in this page.

Interpretation
s 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.
d with very slight revision. - You can right away accept and retain the item or make little changes depending on the level of difficulty.
d with slight revision. - The item is retained with slight increase or decrease of difficulty as regards the P.
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.
vision 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.
ajor revision or discarded. - Total paraphrasing of the stem and replacement of non-selected choices should be made. Better yet, discard the item.
iscard. - 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.
re are locked cells which you cannot modify to totally prevent errors and misencoding.The "Main Report" sheet is protected, therefore, no midification is necessary.

n for writing the descriptive analysis

ifficulty level of items
oup together the items having the same difficulty levels and infer on the topics or competencies the students achieved.
ghlight 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
erate 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.
u may also describe easy items to be indicators of most learned concepts, likewise, difficult items signal the least learned competencies.
iscrimination indices of items
oup 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.
ms that are very discriminating should be emphasized to discuss the credibility of the test in eliciting authentic learning abilities of students.
u may also mention about those which are discriminating and moderately discriminating to be reconsidered after some necessary revision.
er on the resulting items being non-discriminating and questionable.
nal decision
oup together the items having the same decisions and infer on each item on its validity, reliability, and objectivity.
mmend the items that are to be accepted and retained right away.
e examples of revision of some items if there are.
ite a general impression of the entire test.

nd submission
"Main Report" without any modification. Study the table(s).
"Interpretation" tab below and accomplish your discussion as specified therein. Print.
our report in the following order:
Main Report
nterpretation and Desriptive Analysis Report
Copy of the TOS and Test Paper with correct answers.
Division: Division of Pampanga District: Floridablanca Cluster III School: Nabuclod High School

Subject / Grade - Section APAN/Grade 9 Total Number of Students: 18

Exam Title / Period / School Year First Periodical Test / SY 2019-2020 Number of highest scorers (27%): 5
Name of Teacher Mr. Jobert T. De Jesus Number of lowest scorers (27%): 5
© Balajadia 2014
HIGHEST SCORERS LOWEST SCORERS
Total Total
item/SN 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 item/SN 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Correct Correct
1 5 5 1 4 4
2 5 5 2 4 4
3 2 2 3 0 0
4 2 2 4 1 1
5 3 3 5 0 0
6 4 4 6 1 1
7 1 1 7 0 0
8 3 3 8 1 1
9 4 4 9 1 1
10 5 5 10 2 2
11 5 5 11 5 5
12 5 5 12 1 1
13 2 2 13 0 0
14 5 5 14 5 5
15 3 3 15 2 2
16 3 3 16 4 4
17 5 5 17 5 5
18 5 5 18 1 1
19 1 1 19 1 1
20 4 4 20 4 4
21 3 3 21 4 4

© Balajadia 2014
 22 5 5 22 3 3
23 5 5 23 2 2
24 3 3 24 3 3
25 4 4 25 0 0
26 4 4 26 2 2
27 5 5 27 4 4
28 2 2 28 0 0
29 3 3 29 1 1
30 5 5 30 1 1
31 2 2 31 2 2
32 2 2 32 0 0
33 3 3 33 2 2
34 5 5 34 3 3
35 3 3 35 0 0
36 2 2 36 4 4
37 5 5 37 5 5
38 2 2 38 1 1
39 5 5 39 3 3
40 2 2 40 2 2
41 1 1 41 0 0
42 4 4 42 4 4
43 1 1 43 2 2
44 2 2 44 3 3
45 1 1 45 1 1
46 5 5 46 2 2
47 4 4 47 0 0
48 1 1 48 1 1
49 1 1 49 5 5
50 1 1 50 5 5

Total>>> 163 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Total>>> 107 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
Floridablanca Cluster III
Nabuclod High School

ITEM ANALYSIS IN APAN/Grade 9

First Periodical Test / SY 2019-2020

Exam Title / School Year

Total Students (100%): Name of Teacher: Mr. Jobert T. De Jesus

18 Highest Scorers (27%): 5 Lowest Scorers (27%): 5 10 page 1/2

Total Total Total Difficulty Index Discrimination Index

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

1 5 4 9 0.93 Very Easy 0.21 Moderately Discriminating 6.Needs major revision or may be discarded.
2 5 4 9 0.93 Very Easy 0.21 Moderately Discriminating 6.Needs major revision or may be discarded.
3 2 0 2 0.21 Very Difficult 0.41 Discriminating 5.Major revision on the stem or choices.
4 2 1 3 0.31 Difficult 0.21 Moderately Discriminating 4.May be accepted with minor revision.
5 3 0 3 0.31 Difficult 0.62 Very Discriminating 3.Accepted with slight revision.
6 4 1 5 0.51 Moderately Difficult 0.62 Very Discriminating 1.Accepted as it is.
7 1 0 1 0.10 Very Difficult 0.21 Moderately Discriminating 6.Needs major revision or may be discarded.
8 3 1 4 0.41 Moderately Difficult 0.41 Discriminating 2.Accepted with very slight revision.
9 4 1 5 0.51 Moderately Difficult 0.62 Very Discriminating 1.Accepted as it is.
10 5 2 7 0.72 Easy 0.62 Very Discriminating 4.May be accepted with minor revision.
11 5 5 10 1.03 Very Easy 0.00 Moderately Discriminating 6.Needs major revision or may be discarded.
12 5 1 6 0.62 Easy 0.82 Very Discriminating 2.Accepted with very slight revision.
13 2 0 2 0.21 Very Difficult 0.41 Discriminating 5.Major revision on the stem or choices.
14 5 5 10 1.03 Very Easy 0.00 Moderately Discriminating 6.Needs major revision or may be discarded.
15 3 2 5 0.51 Moderately Difficult 0.21 Moderately Discriminating 3.Accepted with slight revision.
16 3 4 7 0.72 Easy -0.21 Not Discriminating 7.Totally discard.
17 5 5 10 1.03 Very Easy 0.00 Moderately Discriminating 6.Needs major revision or may be discarded.
18 5 1 6 0.62 Easy 0.82 Very Discriminating 2.Accepted with very slight revision.
19 1 1 2 0.21 Very Difficult 0.00 Moderately Discriminating 6.Needs major revision or may be discarded.
20 4 4 8 0.82 Very Easy 0.00 Moderately Discriminating 6.Needs major revision or may be discarded.
© Balajadia 2014
21 3 4 7 0.72 Easy -0.21 Not Discriminating 7.Totally discard.
22 5 3 8 0.82 Very Easy 0.41 Discriminating 5.Major revision on the stem or choices.
 23 5 2 7 0.72 Easy 0.62 Very Discriminating 4.May be accepted with minor revision.
24 3 3 6 0.62 Easy 0.00 Moderately Discriminating 4.May be accepted with minor revision.
25 4 0 4 0.41 Moderately Difficult 0.82 Very Discriminating 1.Accepted as it is.
26 4 2 6 0.62 Easy 0.41 Discriminating 3.Accepted with slight revision.
27 5 4 9 0.93 Very Easy 0.21 Moderately Discriminating 6.Needs major revision or may be discarded.
28 2 0 2 0.21 Very Difficult 0.41 Discriminating 5.Major revision on the stem or choices.
29 3 1 4 0.41 Moderately Difficult 0.41 Discriminating 2.Accepted with very slight revision.
30 5 1 6 0.62 Easy 0.82 Very Discriminating 2.Accepted with very slight revision.
31 2 2 4 0.41 Moderately Difficult 0.00 Moderately Discriminating 3.Accepted with slight revision.
32 2 0 2 0.21 Very Difficult 0.41 Discriminating 5.Major revision on the stem or choices.
33 3 2 5 0.51 Moderately Difficult 0.21 Moderately Discriminating 3.Accepted with slight revision.
34 5 3 8 0.82 Very Easy 0.41 Discriminating 5.Major revision on the stem or choices.
35 3 0 3 0.31 Difficult 0.62 Very Discriminating 3.Accepted with slight revision.
36 2 4 6 0.62 Easy -0.41 Not Discriminating 7.Totally discard.
37 5 5 10 1.03 Very Easy 0.00 Moderately Discriminating 6.Needs major revision or may be discarded.
38 2 1 3 0.31 Difficult 0.21 Moderately Discriminating 4.May be accepted with minor revision.
39 5 3 8 0.82 Very Easy 0.41 Discriminating 5.Major revision on the stem or choices.
40 2 2 4 0.41 Moderately Difficult 0.00 Moderately Discriminating 3.Accepted with slight revision.
41 1 0 1 0.10 Very Difficult 0.21 Moderately Discriminating 6.Needs major revision or may be discarded.
42 4 4 8 0.82 Very Easy 0.00 Moderately Discriminating 6.Needs major revision or may be discarded.
43 1 2 3 0.31 Difficult -0.21 Not Discriminating 7.Totally discard.
44 2 3 5 0.51 Moderately Difficult -0.21 Not Discriminating 7.Totally discard.
45 1 1 2 0.21 Very Difficult 0.00 Moderately Discriminating 6.Needs major revision or may be discarded.
46 5 2 7 0.72 Easy 0.62 Very Discriminating 4.May be accepted with minor revision.
47 4 0 4 0.41 Moderately Difficult 0.82 Very Discriminating 1.Accepted as it is.
48 1 1 2 0.21 Very Difficult 0.00 Moderately Discriminating 6.Needs major revision or may be discarded.
49 1 5 6 0.62 Easy -0.82 Questionable 7.Totally discard.
50 1 5 6 0.62 Easy -0.82 Questionable 7.Totally discard.

Summary of Results
1.Accepted as it is………………………….. 4 4.May be accepted with minor revision…… 6 7.Totally discard….. 7

page 2/2
2.Accepted with very slight revision……… 5 5.Major revision on the stem or choices…. 7
3.Accepted with slight revision……………. 7 6.Needs major revision or be discarded….. 14
Signature/Date:
Item analysis in: APAN/Grade 9 First Periodical Test / SY 2019-2020 Mr. Jobert T. De Jesus

© Balajadia 2014
 Department of Education - Region III
Division of Pampanga
Floridablanca Cluster III
Nabuclod High School

ITEM ANALYSIS IN APAN/Grade 9

First Periodical Test / SY 2019-2020
Exam Title / School Year

Interpretation and Descriptive Analysis

Test Difficulty

Eleven (11) out of 50 items or 22% are very easy, 17 out of 50 items or 34% are easy, 16 out of 50 items or 32% are moderately difficult, 6 out of 50
items or 12% are very difficult.

Test Discrimination

Forty-two (42) out of 50 items or 84 % are moderately discriminating and 8 out of 50 items or 16% are discriminating.

Final Impression

Three (3) out of 50 items or 6% are accepted with very slight revision, 15 out of 50 items or 30% are accepted with slight revision, 9 out of 50 items or
18% maybe accepted with minor revision, 7 out of 50 items or 14% need major revision on the stem or choices and 16 out of 50 items or 32% need
major revision or be discarded.

Analyzed and reported by:

Mr. Jobert T. De Jesus

Teacher