ASSESSMENT OF

LEARNING 1

M odule 6 and 7

SUBMITTED TO: REMEDIOS C. MAGHANOY

SUBMITTED BY: VERGEL GLENN J. GUIMBAOLIBOT

Module Introduction:
The teacher normally prepares a draft of the test. Such a draft is
subjected to item analysis and validation in order to ensure that the final
version of the test would be useful and functional. First, the teacher tries out
the draft test to a group of students of similar characteristics as the intended
test takers (try-out phase). From the try-out group, each item will be analyzed
in terms of its ability to discriminate between those who know and those who
do not know and also its level of difficulty (item analysis phase). The item
analysis will provide information that will allow the teacher to decide whether
to revise or replace an item (item revision phase). Then, finally, the final draft
of the test is subjected to validation if the intent is to make use of the test as a
standard test for the particular unit or grading period.

Item Analysis: Difficulty Index and Discrimination Index

ACTIVITY
1. List at least three benefits derived from item analysis.
ANALYSIS
1. Can a test be valid and not reliable? Explain.
ABSTRACTION
Item Analysis: Difficulty Index and Discrimination Index

There are two important characteristics of an item that will be of interest to the
teacher.
(a) Item difficulty
(b) Discrimination index
We shall learn how to measure these characteristics and apply our
knowledge in making a decision about the item in question.

The difficulty of an item or item difficulty is defined as the number of

students who are able to answer the item correctly divided by total number
of students. Thus:
Item difficulty = number of students with correct answer/total number of
students
The item difficulty is usually expressed in percentage.
Example: what is the item difficulty index of an item if 25 students are unable
to answer it correctly while 75 answered it correctly?
Here, the total number of students is 100, hence the item difficulty index is
75/100 or 75%. Another example: 25 students answered the item correctly
while 75 students did not.
The total number of students is 100 so the difficulty index is 25/100 or 25
which is 25%. It is a more difficult test item than that one with a difficulty index
of 75. A high percentage indicates an easy item/question while a low
percentage indicates a difficult item.
6. 4 EXERCISE

Study the following data. Compute for the difficulty index and the
discrimination index of each set of scores.

a. N = 80, number of wrong answers: upper 25% = 2 lower 25% = 9

Answer: Index of Difficulty= .55 or 55%

Solution: Index of Difficulty= (Ru+RI)/ T

= 2+9/ (100-80)
= .55 or 55%

b. N = 30, number of wrong answers: upper 25% = 1 lower 25% = 6

Answer: Index of Difficulty= .10 or 10%

Solution: Index of Difficulty= (Ru+RI)/ T

= 1+6/ (100-30)
= .10 or 10%

c. N = 50, number of wrong answers: upper 25% = 3 lower 25% = 8

Answer: Index of Difficulty= .22 or 22%

Solution: Index of Difficulty= (Ru+RI)/ T

= 3+8/ (100-50)
= .22 or 22%

d. N = 70, number of wrong answers: upper 25% = 4 lower 25% = 10

Answer: Index of Difficulty= .47 or 47%

Solution: Index of Difficulty= (Ru+RI)/ T

= 4+10/(100-70)
= .47 or 47%