TABLE OF

SPECIFICATIONS &
ITEM ANALYSIS
TEST PAPER

ANALYSIS &
EVALUATION

Table of Specs

ACTUAL TEST TEST RESULT

Objectives:
1.Orient the teacher test writers on the different
assessment tools (ie. Item analysis);

2. discuss alignment of MELCs, TOS and DBOW in

the development of test items;

3. develop table of specifications

 Table of Specifications (TOS)
Definition

Importance

Parts/Components of a TOS

Steps in Preparing TOS

 - It is a test map that guides teacher in
constructing a test.

Definition
- A two-way chart which describes the topics to
be covered by a test and the number of items
or points which will be associated with each
topic

- It is a plan prepared by a classroom teacher

as a basis for test construction especially a
periodic test/summative assessment.
Importance of TOS

- Helping teachers to identify the types of items

they need to include on their tests.

- Provides the teacher with evidence that a test has

content validity, that it covers what should be
covered.

- Help teacher provides a plan of action that is

consistent with the institution’s academic goals
 Parts/Components of a TOS

Number of
Item
items and
Levels of Statement of numbers
percentage
Learning objective where such
of that
Objectives objective is
particular
being tested
objective
Levels of
Learning
Objectives
 Steps in Preparing TOS

1. List down the topics covered for inclusion in the test.

2. Determine the objectives to be assessed by the test

3. Specify the number of days/hours spent for teaching a

particular topic.
 4. Determine percentage allocation of the test items for
each of the topics covered.
The formula applied is as follows:
% for a topic = Total Number of Days
Hours Spent

EXAMPLE:
Mrs. Tayer utilized 10 hours for teaching the unit on photosynthesis.
She spent 2 hours in teaching the topic, “Chemical Processes”.
What percentage of test items should she allocate for the topic?
% for a topic = 2÷10
= 0.20 (20%)
 5. Determine the number of the items for each topic.
This can be done by multiplying the percentage
allocation for each topic by the total number of items to be
constructed.
The formula applied is as follows:
Total # of Items (to be constructed) X % for a topic

EXAMPLE:
Mrs. No decided to prepare a 50- item test on her periodic test.
How many items should she write for the “Chemical Processes”?
50 items x 0.20 = 10 items
6. Distribute the numbers to the objectives.
The number of items allocated for each objective
depends on the degree of importance attached by the
teacher to it.
ITEM
ANALYSIS
Item Analysis
- It is a process of examining the
student’s response to individual item in
the test.
- It consists of different procedures for
assessing the quality of the test items
of the students
- It is a statistical technique which is used
for selecting and rejecting the items of
the test on the basis of their difficulty
value and discriminated power
OBJECTIVES OF ITEM ANALYSIS

1. To select and prepare appropriate items for the final draft;

2. To obtain the information about the difficulty value (D.V) of


all the items.

3. To provide discriminatory power (D.I) to differentiate

between capable and less capable examinees for the items;

4. To provide modification to be made in some of the items

 STEPS OF ITEM ANALYSIS

1. Arrange the scores in descending order

2. Separate two sub groups of the test papers

3. Take 27% of the scores out of the highest scores

and 27% of the scores falling at bottom

4. Count the number of right answer in Highest group (R.H)

and count the no. of right answer in Lowest group (R.L)

5. Count the non-response (N.R) examinees

 ITEM ANALYSIS
Frequency of Error & Correct Responses
 Difficulty Index

refers to the proportion of the

number of students in the
upper and lower groups who
answered an item correctly.
Difficulty Index Formula
DF = n
N
Where:

DF = difficulty index
n = number of the students selecting item
correctly in the upper group and lower group
N = total number of students of students who
took/ answered the test
Level of Difficulty
Index Range Difficulty Level
0.81-1.00 Very Easy

0.61-0.80 Easy

Average/Moderately
0.41-0.60
Difficult

0.21-0.40 Difficult

0.00-0.20
Very Difficult
Level of Difficulty
 Discrimination Index
The power of the item to
discriminate the students between
those who scored high and those
who scored low in the overall test.
 Types of Discrimination Index

1. Positive Discrimination
-happens when more students in the upper group got the item
correctly than those students in the lower group.
2. Negative Discrimination
-occurs when more students in the lower group got the item
correctly than the students in the upper group
3. Zero Discrimination
-happens when a number of students in the upper group and
lower group who answer the test correctly are equal
 Levels of Discrimination
Ebel (1986) and Hetzel (1997)
Index Range Discrimination Level

0.40 and above Very good item

Reasonably good item but
0.30-0.39 possibly for improvement
Marginal item,
0.20- 0.29 needs some revision
Poor item,
0.19 and below should be eliminated, or
needed to be revised
 Formula for Discrimination Index(D.I)

D.I = (R.H - R.L)

(N.H or N.L)
Where:
• R.H – rightly answered in highest group
• R.L -- rightly answered in lowest group
• N.H – no. of examinees in highest group
• N.L – no. of examinees in lowest group
Discrimination Index (D.I)

149-63= 86
651

DI=0.13
 Analysis of Response Options

-Another way to evaluate the performance

of the entire test item is through the analysis
of the response options.
-It is very important to examine the
performance of each option in a
multiple-choice item.
 Factors why students failed to get the
correct answer in the given question

-The competencies is not taught in the class properly.

-It is unclear.
- The correct answer is not in the given, in the options or choices.
- It has more than one correct answer.
- It contains grammatical clues to mislead the students.
- The student is not aware of the content.
- The students were confused by the logic of the question
because it has double negatives/ other meanings.
- The student failed to study the lesson.
WRITESHOP
Direction:
1. Compute the Difficulty & Discrimination Index of the given data.
2. Analyze & Evaluate according to the ML description.
REFERENCES

- http://www.eajournals.org/wp-content/ uploads/Table-of-Specification-
and-its-
Relevance-in-educational-development- Assessment.pdf -
- http://pareonline.net/pdf/v18n3.pdf
- http://www.slideshare.net/MarcianoMelchor/ table-of-specifications-
2013-copy-18908380
- http://www.slideshare.net/daenice/preparing -the-table-of-specification
  FILL UP DATA:
STEP 1  SUBJECT, GRADE LEVEL, GRADING
Read the PERIOD & SCHOOL YEAR
instructions sa  PREPARED BY & VALIDATED BY
sample template,
meron na po kasing
 If your TOTAL NUMBER OF ITEM is 20,
20, 30 and 50 items
 Remembering - 6, Understanding - 4, Applying - 4,
yan
Analyzing - 2, Evaluation - 2 and Creating - 2

STEP 4
Dito na po kayo
maglalagay ng
topic,
competencies and
number of days

STEP 2 STEP 3
USE THE TOS Set up ang total number of
TEMPLATE items required