Handout in Assessment 1

PAMBAYANG DALUBHASAAN NG MARILAO Education Program
Abangan Norte, Marilao, Bulacan Bachelor of Early Childhood Education

Bachelor of Technology & Livelihood Education
Module in Assessment 1 for Final
Assess 1 (Assessment in Learning 1)
Module 1: Domains of Learning
I. Objective :
Give examples of objectives in the cognitive, psychomotor, and affective domains.
II. Introduction:
A "domain of learning" refers to a specific category or area of knowledge, skills, or

abilities that individuals are expected to acquire or develop. Domains of learning help educators
and instructional designers organize and classify the different types of learning outcomes and
objectives.
There are three Domains of Learning

III. Content
Cognitive Domain
The cognitive domain involves knowledge and the development of intellectual skills.
There are six major categories of cognitive processes, starting from the simplest to the most
complex.
1. Remembering: Recall or retrieve previously learned information.

2. Understanding: Comprehending the meaning, translation, interpolation, and interpretation
of instructions and problems. State a problem in one's own words.
3. Applying: Use a concept in a new situation or unprompted use of an abstraction. Applies
what was learned in the classroom to novel situations in the workplace.
4. Analyzing: Separates material or concepts into component parts so that its organizational
structure may be understood.
5. Evaluating: Make judgments about the value of ideas or materials.
6. Creating: Builds a structure or pattern from diverse elements. Put parts together to form a
whole, with an emphasis on creating a new meaning or structure.
Cognitive Action Verbs
Domain
Remembering defines, identifies, labels, lists, matches, names, recalls, recognizes
Understanding comprehends, distinguishes, explains, gives an example

Applying applies, computes, constructs, demonstrates, discovers, manipulates, operates,

shows, solves, uses
Analysis analyses, breaks down, compares, contrasts, diagrams, differentiates,

discriminates, separates
Evaluating compares, concludes, contrasts, criticizes, critiques, defends, evaluates,

explains, interprets, justifies, relates, summarizes,
Creating composes, creates, designs, organizes, plans, rearranges, reconstructs, relates,

reorganizes, revises, rewrites, summarizes, writes
Affective Domain
This domain includes the manner in which we deal with things emotionally, such as
feelings, values, appreciation, enthusiasm, motivations, and attitudes. The five major categories
listed the simplest behavior to the most complex:
1. Receiving Phenomena: Awareness, willingness to hear, selected attention.

2. Responding to Phenomena: Active participation on the part of the learners. Attends and reacts
to a particular phenomenon. Learning outcomes may emphasize compliance in responding,
willingness to respond, or satisfaction in responding (motivation).
3. Valuing: The worth or value a person attaches to a particular object, phenomenon, or behavior.
This ranges from simple acceptance to the more complex state of commitment. Valuing is based
on the internalization of a set of specified values, while clues to these values are expressed in the
learners' overt behavior and are often identifiable.
4. Organization: Organizes values into priorities by contrasting different values, resolving
conflicts between them, and creating a unique value system. The emphasis is on comparing,
relating, and synthesizing values.
5. Internalizing values (characterization): Has a value system that controls their behavior. The
behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner.
Instructional objectives are concerned with the student's general patterns of adjustment (personal,
social, emotional).
Affective Domain Action Verbs
Receiving Phenomena Feel, Sense , Capture, Experience, Pursue, Attend, Perceive

Responding Phenomena Conform, Allow , Cooperate, Contribute, Enjoy, Satisfy
Valuing Believe, Respect, Justify, Seek, Search, Persuade
Organization Examine, Clarify, Systematize , Create, Integrate
Internalizing Values Internalize, Review, Conclude, Resolve, Judge
Psychomotor Domain
The psychomotor domain includes physical movement, coordination, and use of the
motor-skill areas. The seven major categories are listed from the simplest behavior to the most
complex:
1. Perception (awareness): The ability to use sensory cues to guide motor activity. This
ranges from sensory stimulation, through cue selection, to translation.
2. Set: Readiness to act. It includes mental, physical, and emotional sets. These three sets
are dispositions that predetermine a person's response to different situations (sometimes
called mindsets).
3. Guided Response: The early stages in learning a complex skill that includes imitation and
trial and error. Adequacy of performance is achieved by practicing.
4. Mechanism (basic proficiency): This is the intermediate stage in learning a complex skill.
Learned responses have become habitual and the movements can be performed with
some confidence and proficiency.
5. Complex Overt Response (Expert): The skillful performance of motor acts that involve
complex movement patterns. Proficiency is indicated by a quick, accurate, and highly
coordinated performance, requiring a minimum of energy. This category includes
performing without hesitation, and automatic performance.
6. Adaptation: Skills are well developed and the individual can modify movement patterns
to fit special requirements.
7. Origination: Creating new movement patterns to fit a particular situation or specific
problem. Learning outcomes emphasize creativity based upon highly developed skills.
Steps to Write Effective Lesson Plan Objectives
Lesson plan objectives should never be simply a list of what to cover in class. Instead, productive
lesson plan objectives should focus on what the students learn and accomplish throughout the
course. Listed below are some tips to create effective lesson plan objectives.
1. Determine the knowledge level needed to accomplish the objective
Before documenting lesson plan objectives, an instructor should focus on the difference they
want to make. Questions like, “What do I want my students to get out of this class?” are
important. When determining the ultimate objective, the learning stages can be categorized into
three domains: Affective domain (attitude), Psychomotor domain (skills), and Cognitive
domain(knowledge). The acronym ASK is a good way to help remember their function.
• Attitude (Affective Domain) — transforms how a student decides to act. This is the most
challenging learning objective as it deals with emotions, feelings, and perspectives.
• Skills (Psychomotor Domain) — concentrates on modifying or enhancing the tasks a
student can accomplish
• Knowledge (Cognitive Domain) — focuses on improving what students know. Also, note
that learning safety rules or performing any task that includes cognitive skills are all
instances of this knowledge level.
2. Pick relevant action verbs

After determining the domain to concentrate on when creating lesson plan objectives, it's time to
begin writing down these objectives. First, however, to produce practical lesson plan objectives,
include an action verb to help better describe the conduct for the appropriate learning level.
Example of making an objective
Topic: Matter
Objectives:
Identifies the three states of matter------cognitive
Explains the state of matter-------------psychomotor
Value the importance of matter through participation in a group work. -------affective
IV. Conclusions
The three domains of learning; Cognitive, psychomotor, and affective serve as a

framework for educators and instructional designers to set clear learning objectives and goals. By
categorizing learning outcomes into these domains, educators can better structure their teaching
methods, assessments, and curricula to address the diverse aspects of human learning. Domains
of learning help ensure a comprehensive and well-rounded educational experience for learners,
encompassing cognitive, emotional, and physical development.
V. References
Kratwohl, D.R., Bloom, B.S., and Masia, B.B. (1964). Taxonomy of educational objectives, Book
II. Affective domain. New York, NY. David McKay Company, Inc.
http://www.nwlink.com/~donclark/hrd/bloom.html
Module 2: Guidelines for Constructing a Test
Objectives :
1. Formulates clear, concise, and unambiguous questions.
I. Introduction:
As educators, we understand the pivotal role assessments play in gauging student

understanding and promoting learning. Crafting a well-designed test is an art that requires careful
consideration of various factors, from the clarity of questions to the overall structure. In this
lesson, we will delve into comprehensive guidelines to empower you in creating assessments that
are fair, reliable, and effective tools for evaluating student knowledge.
Assessment is not merely about testing what students know; it's about understanding how
well they comprehend and can apply the concepts they've learned. A thoughtfully designed test
goes beyond rote memorization and encourages critical thinking and problem-solving skills.
II. Content:
Test Creation Guidelines:
1. Define the Purpose:
Clearly state the purpose of the test. What do you want to measure, assess, or evaluate?
2. Specify Learning Objectives:

Identify the specific learning objectives or skills that the test should assess.
3. Choose the Right Format:

Decide on the type of test (e.g., multiple-choice, essay, practical) based on the learning
objectives and the nature of the content.
4.Create a Blueprint:
Outline the structure of the test, including the number of sections, types of questions, and
their respective weights.
Development of paper pencil- and pencil tests requires careful planning and expertise in
terms of actual test construction. The more seasoned teachers can produce true or false items that
can test even higher-order thinking skills and not just rote memory learning. Essays are easier to
construct than the other types of objective tests, but the difficulty is in scoring essays.
Things to remember in constructing a True or false test.

Binomial-choice or alternate response tests are tests that have only 2 options such as true
or false, right or wrong, yes or no, good or better, and check or X.
A student who knows nothing of the content of the examination will have 50% chance of
getting the correct answer by sheer guesswork.
Rules for Making Binomial Tests
1. Do not give a hint in the body of the question

2. Avoid using the words always, never, often, and other words that tend to be either always
true or always false.
3. Avoid long sentences as these tend to be true. Keep sentences short.
4. Avoid trick statements with some minor misleading words or spelling anomalies,
misleading word. A wise student who does not know the subject may detect this strategy
and thus get the answer correctly
5. Avoid quoting verbatim from reference materials or textbook. This practice sends the
wrong signal to the students that it is necessary to memorize the textbook
6. Avoid double negatives
Rules for Making Multiple Tests
The multiple choice test offers the students with more than two options. Each item in a
multiple-choice test consists of a stem and option. The distracters are chosen in such a way that
they are attractive to those who do not know the answer.
1. Do not use unfamiliar words, terms and phrases

2. Do not use modifiers that are vague and whose meanings can differ from one person
to the next such as: much, and often
3. Avoid complex or awkward word arrangement. Also avoid use of negative in the
stem
4. Do not use negatives or double negatives
5. Each stem should be as short as possible other wise risk testing more more for
reading and comprehension skills
6. Distracters should be equally plausible and attractive
7. All multiple choice options should be gramatically consistent with the stem
8. Avoid stems that reveal the answer to another item
Rules for Making Matching Type
1. Match homogenous, not heterogenous items. The item to match must be homogenous. If
you want your students to match authors with their literary works, in one column will be
the authors and in the second column must be literary works.
2. The stem must be in the first column while the options must be in the second column.
3. The option must be more in number than the stems to prevent the students from arriving
at the answer by mere process of elimination
IV. Conclusion:
In conclusion, the creation of a good test is not merely an administrative requirement; it is
a critical element in the educational process that supports learning, informs teaching practices,
and ensures the quality and effectiveness of education. A thoughtful and well-implemented
assessment strategy is a cornerstone of a successful educational system.
Module 3: Table of Specifications
Constructs a table of Specification (TOS)
II. Introduction:
In developing paper-and-paper tests for assessing the attainment of educational objectives
based on Bloom’s Taxonomy, there should be a tool or a plan on what to assess. Paper- and-
pencil test can either be selected responses or constructed-response types. Selected response type
includes (a) true-false items, (b) multiple-choice type items, and (c.) matching type. Constructed-
response type of test includes (a) Enumeration, (b) completion, and (c) essays.
The construction of valid test items begins with a Table of Specifications.
III. Content
The table of specifications (TOS) is a tool used to ensure that a test or assessment
measures the content and thinking skills that the test intends to measure.
The primary purpose of a TOS is to ensure alignment between the items or elements of an
assessment and the content, skills, or constructs that the assessment intends to assess. That is, a
TOS helps test constructors focus on the issue of response content, ensuring that the test or
assessment measures what it intends to measure.
How to make a table of specifications?

There are important steps in planning for a test or assessment
• Identifying test objectives/lesson outcomes

• Deciding on the type of objective test to be prepared

• Preparing a Table of Specification
• Constructing the draft test items
• Try-out and validation
Sample of Table of Specification
• The first column contains the learning outcomes or the learning competencies
• The no. of hours will determine the percentage of the items.
• To get the percentage of the items, get the total number of hours then divide it by the
number of hours for the learning outcomes.
Ex. number of hours in each objective X 100

Total number of hours
3
= 10 X 100 %
30%
=
• To get the number of items use the formula
= Total number of item X percentage
= 30 X 30%
= 9
IV. Conclusions
Table of Specification helps teachers to relate instructional objectives, cognitive level of

instruction, and the amount of tests that should be stressed in each of the objectives; teachers
would not forget details; it also, helps in preparing test items and selecting the most appropriate
teaching strategy. Some problems envisaged in preparing TOS include lack of coherence in TOS
leads to test that fails to provide evidence which teachers can make valid judgment; construction
of the table of specification if not properly done encourages content validity problem.
Teachers should construct a well-tested blueprint that will help improve the validity of
teacher evaluation based on a given assessment. Also, Teachers must ensure that the test
measures an adequate sampling of the class content at the cognitive level that was taught.
V. References
Alade, O. M., and V. O. Igbinosa. "Table of specification and its relevance in educational
development assessment." (2014).
Navarro. R. L., Santos. R. J., Corpuz. B. B,. “Assessment in Learning 4 th edition” (2019)
Module 4: Item Analysis
I. Objectives :
1. Compute the index of difficulty to measures how easy or difficult an item is for
test-takers.
2. index of discrimination measures how well an item differentiates between high-
achieving and low- achieving students.
I. Introduction:
Item analysis is a statistical and educational evaluation technique used to assess the
quality and effectiveness of individual items or questions on a test, exam, quiz, or other
assessment tools.
Key aspects of item analysis:
Item Difficulty: Item difficulty refers to how easy or difficult a test item is for the test
takers. It is typically measured by calculating the percentage of students who answered the item
correctly. For example, if 80% of students answered an item correctly, it is considered relatively
easy, while an item with a 20% correct response rate is considered difficult. Item difficulty is
essential to ensure that an assessment covers a range of difficulty levels and appropriately
challenges the test takers.
Item Discrimination: Item discrimination measures how well a particular item

differentiates between high-achieving and low-achieving students. It helps identify whether the
item effectively distinguishes between students who possess the knowledge or skills being
assessed and those who do not. Items with high discrimination are considered better at
differentiating between students of varying abilities.
II. Index of Difficulty and Index of Discrimination
How to get the index of difficulty and index of dissemination
1. Arrange the score from highest to lowest.

2. Get the identification groups.
3. Compute the index of dissemination and index of difficulty.
4. Use the numerical table for the interpretation of the data.
5. Make a decision based on the results.
Activity
There are 26 students who took up the 50- item test.

1. Arrange the score from highest to lowest
2. Identification of groups
Use 27% to determine the lower and upper group.
26 X .27= 7.02 The lower group will be the last 8 students who from the lowest score
The higher group will be the 8 students who scored high.
Look for the table
3. Compute the index of difficulty

Ru + Rl Ru - Rl
I. Dif. = I.Dis=
N 𝟏N
𝟐
8+8 = 8-8
=
16 8
16 0
= =
16 8
= 0
= 1
The index of discrimination could not
The index of difficulty is very easy. Thus, item
discriminate. Thus, item number 1 should be
number 1 should be revise
revise
The item should be revised

Module 5: Validity and Reliability in Testing
I. Objective:
By the end of this lesson, students should have a comprehensive understanding of the
concepts of validity and reliability
Overview
Definition of Testing: Testing is a crucial component in psychological and educational
assessments. It involves the use of various instruments or tools to measure individuals' abilities,
skills, knowledge, or personality traits.
II. Content
Validity: Refers to the degree to which a test measures what it is intended to measure.
Types of Validity
1. Content Validity
Ensures that the content of the test adequately represents the domain it is
supposed to measure.
2. Concurrent Validity: Compares the test results with a criterion that is measured at the
same time.
3. Predictive Validity: Predicts future performance based on current test results.
4. Construct Validity
Assesses whether a test measures the theoretical construct it is designed to measure.
Reliability
Reliability: Refers to the consistency and stability of test scores over time and across
different administrations.
Types of Reliability
1. Test-Retest Reliability
Measures the consistency of test scores when the same individuals are tested on two different
occasions.
2. Internal Consistency Reliability
a. Cronbach's Alpha: Measures how closely related a set of items are as a group.
b. Split-Half Reliability: Divides the test into two halves and measures the consistency between
them.
3. Inter-Rater Reliability
Examines the consistency of scores when different raters or observers assess the same
behavior or performance.
Ensuring Reliability
• Standardizing test administration and scoring procedures.
• Training and monitoring test administrators.
• Regularly checking and updating test items.
IV. Conclusion
Importance of Validity and Reliability: Ensuring both validity and reliability is essential to
maintain the credibility and usefulness of psychological and educational tests.
This module provides a foundational understanding of validity and reliability in testing,
emphasizing their significance in creating effective and accurate assessment tools.
Module 6: Internal Consistency of the test
Objective :
1. Solve the internal consistency of the test
I. Introduction:
Validity and Reliability. Understanding these concepts is essential for ensuring that assessments
and tests yield meaningful and trustworthy results.
II. Content:
A test validity is valid when it measures what is supposed to measure. If a quarterly exam
is valid then the content should directly measure the objective of the curriculum.
Type of Validity
1.Content Validity- When the items represent the domain being measured. It is a type of validity
that focuses on whether a test or assessment measures the entire content domain it is supposed to
measure. In other words, content validity assesses the extent to which the items or questions on a
test are representative of the content or behavior that the test is designed to evaluate.
2.Face Validity- While not a rigorous form of validity, face validity is related to content validity.
Face validity assesses whether, on the surface, the test appears to measure what it is intended to
measure. It is often considered the "common-sense" or superficial aspect of content validity.
Reliability of a test refers to the consistency and stability of the test scores or
measurements over time and across different conditions. In other words, it assesses the extent to
which a test produces consistent and dependable results. A reliable test should yield similar
scores for individuals who have the same level of the trait being measured and should not be
unduly influenced by factors such as random errors or variations in test conditions.
There are several types of reliability, each addressing different aspects of consistency:
Internal Consistency Reliability: This type of reliability assesses the consistency of

results across different items within the same test. Common measures include Cronbach's alpha,
and Kuder-Richardson which quantifies how closely related the items in a test are as a group.
A. Cronbach's alpha, often denoted as α, is a measure of internal consistency reliability for a

scale or a set of items within a test. It quantifies how closely related a set of items are as a group,
indicating the extent to which these items measure the same underlying construct or trait.
Here's a brief explanation of Cronbach's alpha:
Purpose: Cronbach's alpha is used to assess the internal consistency of a test or

measurement instrument. Internal consistency refers to the degree of homogeneity among the
items in a test, indicating how well they work together to measure the intended construct.
Range: The alpha coefficient ranges from 0 to 1. A higher alpha indicates greater internal
consistency. Generally, a Cronbach's alpha of 0.70 or higher is considered acceptable, but the
acceptable threshold may vary depending on the context and the nature of the measurement.
Calculation: Cronbach's alpha is calculated based on the average inter-item correlation.

The formula is:
α = k ( s2y - Ʃ )s2i
(K-1) S2y
The table below is a standard followed almost universally in educational tests and
measurements.
Reliability Interpretation
90 and above Excellent reliability; at the level of the best-
standardized test
.80 - .89 Very good for a classroom test
.70 - .79 Good for a classroom test
There are probably a few items that could be
improved
.60 - .69 Somewhat low. This test needs to be
supplemented by other measures. There are
probably some items which could be improved
.50 - .59 Suggest the need for revision of the test unless
it is quite short.
.50 or below Questionable reliability
How to compute the Cronbach’s alpha?
The formula is:
α = k ( s2y - Ʃ s)2i
(K-1) S2y
α= Cronbach’s alpha
K= number of items
S2y= the variance of the total column
Ʃ s2i= sum of the variance of each item
Students Item no. 1 Item no. 2 Item 3 total

A 7 6 7 20
B 6 6 7 20
C 5 5 6 16
D 5 4 6 15
E 4 4 5 13
F 3 3 5 11
Step 1: get the variance of each item

Step 2: get the variance of the total column
Step 3 Use the formula
Variance for Item 1

2
X1-X (X1-X)
6 1.32 1.74
6 1.32 1.74
5 0.32 0.10
5 0.32 0.10
4 -0.68 0.46
3 -1.68 2.82
Mean= 4.68 Variance Item 1=1.39
Repeat the same process to get the variance of items 2 and 3 and the total
α = k s2y - Ʃ s2i S2y = 13.36

K-1 S2y
Ʃ s2i = 3.66
= 3 13.36- 3.66
2 13.66
K= 3
= (1.5) (.71)
= 1
Since the Cronbach Alpha is 1 the reliability is excellent. The questionnaire will give a
reliable result and it can be use to assessment.
B. Kuder- Richardson
Kuder-Richardson is a family of statistics used to assess the internal consistency or
reliability of a test, particularly when the test measures a dichotomous (binary) outcome,
such as correct or incorrect answers to multiple-choice questions.
Kuder-Richardson Formula 20 (KR-20) and Kuder-Richardson Formula 21 (KR-21) are

both statistical methods used to estimate the internal consistency or reliability of a test,
particularly when the test consists of dichotomously scored items (e.g., correct/incorrect
answers). Both formulas are variations of the same underlying concept, and they are
designed to assess the degree to which the items on a test measure the same underlying
construct or trait.
Formula of Kuder-Richardson (KR-20)
Wherein:
K- is the number of items
P= proportion of the respondents who answered the
question correctly
q= proportion of the respondents who didn’t
answered the question correctly
variance of the total scores of all the respondents

taking the test
Example
There are 15 students in a class. Mrs. Cruz conducted a 10-item test. Give the reliability of the
test using the scores of the pupils.
Item 1 2 3 4 5 6 7 8 9 10
Correct 8 10 8 8 9 12 12 13 10 10
Responses
p .53 .67 .53 .53 .60 .80 .80 .87 .67 .67
q .47 .33 .47 .47 .40 .20 .20 .13 .33 .33
pq .25 .22 .25 .25 .24 .16 .16 .11 .22 .22 pq=2.08
Wherein:
K- 10
Pq= 2.08
= 5.41
Students 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
score 10 10 10 9 9 9 8 7 7 6 5 5 4 4 4
Get the variance = 5.41
2.08
= 10 1-
9 5.41
= (1.11) (.62)
= .67
The reliability of Mrs Cruz’s test is low. She needs to conduct another test to assess
the performance of her 15 students because her test will not give a reliable result.
Formula of Kuder-Richardson (KR-21)
Wherein:
K- is the number of items
= mean of the test score
variance of the total scores of all the

respondents taking the test
IV. Conclusion:
In summary, Cronbach's alpha is a key tool for assessing the internal consistency and
reliability of tests, providing researchers and practitioners with valuable information to make
informed decisions about the use and interpretation of test scores.

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PAMBAYANG DALUBHASAAN NG MARILAO Education Program

Abangan Norte, Marilao, Bulacan Bachelor of Early Childhood Education

Module in Assessment 1 for Final

Assess 1 (Assessment in Learning 1)

Module 1: Domains of Learning

A "domain of learning" refers to a specific category or area of knowledge, skills, or

There are three Domains of Learning

1. Remembering: Recall or retrieve previously learned information.

Remembering defines, identifies, labels, lists, matches, names, recalls, recognizes

Understanding comprehends, distinguishes, explains, gives an example

Applying applies, computes, constructs, demonstrates, discovers, manipulates, operates,

Analysis analyses, breaks down, compares, contrasts, diagrams, differentiates,

Evaluating compares, concludes, contrasts, criticizes, critiques, defends, evaluates,

Creating composes, creates, designs, organizes, plans, rearranges, reconstructs, relates,

1. Receiving Phenomena: Awareness, willingness to hear, selected attention.

Affective Domain Action Verbs

Receiving Phenomena Feel, Sense , Capture, Experience, Pursue, Attend, Perceive

Responding Phenomena Conform, Allow , Cooperate, Contribute, Enjoy, Satisfy

Valuing Believe, Respect, Justify, Seek, Search, Persuade

Organization Examine, Clarify, Systematize , Create, Integrate

Internalizing Values Internalize, Review, Conclude, Resolve, Judge

Steps to Write Effective Lesson Plan Objectives

1. Determine the knowledge level needed to accomplish the objective

2. Pick relevant action verbs

Example of making an objective

The three domains of learning; Cognitive, psychomotor, and affective serve as a

Module 2: Guidelines for Constructing a Test

As educators, we understand the pivotal role assessments play in gauging student

2. Specify Learning Objectives:

3. Choose the Right Format:

Things to remember in constructing a True or false test.

Rules for Making Binomial Tests

1. Do not give a hint in the body of the question

6. Avoid double negatives

Rules for Making Multiple Tests

1. Do not use unfamiliar words, terms and phrases

Rules for Making Matching Type

Module 3: Table of Specifications

Constructs a table of Specification (TOS)

How to make a table of specifications?

• Identifying test objectives/lesson outcomes

• Deciding on the type of objective test to be prepared

Sample of Table of Specification

Ex. number of hours in each objective X 100

• To get the number of items use the formula

= Total number of item X percentage

Table of Specification helps teachers to relate instructional objectives, cognitive level of

Module 4: Item Analysis

Key aspects of item analysis:

Item Discrimination: Item discrimination measures how well a particular item

II. Index of Difficulty and Index of Discrimination

How to get the index of difficulty and index of dissemination

1. Arrange the score from highest to lowest.

There are 26 students who took up the 50- item test.

1. Arrange the score from highest to lowest

Look for the table

3. Compute the index of difficulty

The item should be revised

Module 5: Validity and Reliability in Testing

2. Internal Consistency Reliability

Module 6: Internal Consistency of the test

Internal Consistency Reliability: This type of reliability assesses the consistency of