Filipino 9 Accomplished Template

USER GUIDE FOR THE ITEM ANALYSIS TEMPLATE © Balajadia 2014
General Directions:
1. Supply the "Worksheet" heading with the necessary data for Division, District, School, Subject, Grade-Section, Exam Title, Period, School Year, Name of Teacher.
2. Arrange checked and scored test papers from highest to lowest scorers.
3. Separate the highest 27% and the lowest 27%. Indicate the total number of students and the number of highest 27% in the "Worksheet" accordingly.
4. Tally the 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
student 1 blank on a particular item, it means that there are no data for that item.
5. Do step 4 for the lowest 27% in the pink cells.
6. Click the "Main Report" tab below to check the final report ready for interpretation. There is nothing to modify in this page.
Guide for Interpretation

1. Accept as 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.
2. Accepted with very slight revision. - You can right away accept and retain the item or make little changes depending on the level of difficulty.
3. Accepted with slight revision. - The item is retained with slight increase or decrease of difficulty as regards the P.
4. May be 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.
5. Major revision 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.
6. Needs major revision or discarded. - Total paraphrasing of the stem and replacement of non-selected choices should be made. Better yet, discard the item.
7. Totally discard. - 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.
Notes: There are locked cells which you cannot modify to totally prevent errors and misencoding.The "Main Report" sheet is protected, therefore, no midification is necessary.
Instruction for writing the descriptive analysis

A. On the difficulty level of items
1. Group together the items having the same difficulty levels and infer on the topics or competencies the students achieved.
2. Highlight 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
moderate 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.
3. You may also describe easy items to be indicators of most learned concepts, likewise, difficult items signal the least learned competencies.
B. On the discrimination indices of items
1. Group 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.
2. Items that are very discriminating should be emphasized to discuss the credibility of the test in eliciting authentic learning abilities of students.
3. You may also mention about those which are discriminating and moderately discriminating to be reconsidered after some necessary revision.
4. Infer on the resulting items being non-discriminating and questionable.
C. On the final decision
1. Group together the items having the same decisions and infer on each item on its validity, reliability, and objectivity.
2. Commend the items that are to be accepted and retained right away.
3. Cite examples of revision of some items if there are.
4. Write a general impression of the entire test.
Printing and submission

1. Print the "Main Report" without any modification. Study the table(s).
2. Click the "Interpretation" tab below and accomplish your discussion as specified therein. Print.
3. Submit your report in the following order:
3.1 Main Report
3.2 Interpretation and Desriptive Analysis Report
3.3. Copy of the TOS and Test Paper with correct answers.
Department of Education - Region III
Division of Pampanga
Cluster I
Justino Sevilla high School
ITEM ANALYSIS IN Filipino / Grade 9

First Periodical Test / SY 2018-2019
Exam Title / School Year
Interpretation and Descriptive Analysis

Test Difficulty
1. Group together the items having the same difficulty levels and infer on the topics or competencies the students
achieved. 2. Highlight the items of "moderate difficulty" - can
challenge the students enough to think analytically and critically (better than very easy and very difficult)
3. Describe easy items as most learned competencies likewise, difficult items as least
learned competencies.
Test Discrimination
1. Group together the items having the same discrimination indeces.
2. Highlight items that are very discriminating.
3. Mention also those which are
discriminating and moderately discriminating to be considered after some necessary revision.
4. Infer on the resulting
items being non-discriminating and questionable.
Final Impression
1. Group together the items having the same decisions and infer on each item on its validity and
reliability.
3.
Cite examples of revision of some items if there are.
4. Write a general impression of the
entire test.
Analyzed and reported by:
ROSLYN VALENCIA
Teacher
Division: Division of Pampanga District: Cluster I School: Justino Sevilla high School
Subject / Grade - Section Filipino / Grade 9 Total Number of Students: 858

Exam Title / Period / School Year First Periodical Test / SY 2018-2019 Number of highest scorers (27%): 232
Name of Teacher ROSLYN VALENCIA Number of lowest scorers (27%): 232
© 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 Correct item/SN 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Correct
1 230 230 1 90 90
2 200 200 2 70 70
3 229 229 3 182 182
4 120 120 4 50 50
5 198 198 5 167 167
6 195 195 6 120 120
7 150 150 7 90 90
8 185 185 8 80 80
9 212 212 9 70 70
10 100 100 10 60 60
11 177 177 11 60 60
12 90 90 12 88 88
13 166 166 13 58 58
14 164 164 14 60 60
15 219 219 15 100 100
16 229 229 16 130 130
17 200 200 17 109 109
18 145 145 18 87 87
19 168 168 19 65 65
© Balajadia 2014
20 145 145 20 67 67
21 130 130 21 65 65
22 152 152 22 95 95
23 165 165 23 80 80
24 174 174 24 60 60
25 176 176 25 70 70
26 184 184 26 80 80
27 178 178 27 90 90
28 167 167 28 55 55
29 145 145 29 60 60
30 190 190 30 188 188
31 177 177 31 67 67
32 100 100 32 60 60
33 165 165 33 99 99
34 100 100 34 58 58
35 190 190 35 162 162
36 100 100 36 80 80
37 190 190 37 186 186
38 189 189 38 80 80
39 187 187 39 65 65
40 175 175 40 103 103
41 170 170 41 90 90
42 90 90 42 75 75
43 114 114 43 50 50
44 130 130 44 80 80
45 169 169 45 70 70
46 130 130 46 45 45
47 100 100 47 50 50
48 155 155 48 70 70
49 188 188 49 65 65
50 167 167 50 79 79
© Balajadia 2014
Total>>> 8169 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Total>>> 4280 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
Cluster I
Justino Sevilla high School
ITEM ANALYSIS IN Filipino / Grade 9
First Periodical Test / SY 2018-2019

Exam Title / School Year
Total Students (100%): Name of Teacher: ROSLYN VALENCIA

858 Highest Scorers (27%): 232 Lowest Scorers (27%): 232 464 page 1/2
Total Total Difficulty Index Discrimination Index

Total Correct
Item # Correct Correct Decision
(high+low) P Interpretation D Interpretation
(high) (low)
1 230 90 320 0.69 Easy 0.60 Discriminating 4.May be accepted with minor revision.
2 200 70 270 0.58 Moderately Difficult 0.56 Discriminating 2.Accepted with very slight revision.
3 229 182 411 0.89 Very Easy 0.20 Moderately Discriminating 6.Needs major revision or may be discarded.
4 120 50 170 0.37 Difficult 0.30 Discriminating 3.Accepted with slight revision.
5 198 167 365 0.79 Easy 0.13 Moderately Discriminating 5.Major revision on the stem or choices.
9 212 70 282 0.61 Moderately Difficult 0.61 Very Discriminating 1.Accepted as it is.
10 100 60 160 0.34 Difficult 0.17 Moderately Discriminating 4.May be accepted with minor revision.
© Balajadia 2014
35 190 162 352 0.76 Easy 0.12 Moderately Discriminating 5.Major revision on the stem or choices.
Summary of Results
1.Accepted as it is………………………….. 1 4.May be accepted with minor revision…… 11 7.Totally discard….. 0
page 2/2
2.Accepted with very slight revision……… 29 5.Major revision on the stem or choices…. 2
3.Accepted with slight revision……………. 4 6.Needs major revision or be discarded….. 3
Signature/Date:
page 2/2
Signature/Date:
Item analysis in: Filipino / Grade 9 First Periodical Test / SY 2018-2019 ROSLYN VALENCIA
© Balajadia 2014
S
A) On the Difficulty Level
Item # Correct Correct Total Correct
(high + low)
(high) (low) P Interpretation D
3 229 182 411 0.89 Very Easy 0.20
30 190 188 378 0.81 Very Easy 0.01
37 190 186 376 0.81 Very Easy 0.02
1 230 90 320 0.69 Easy 0.60
5 198 167 365 0.79 Easy 0.13
6 195 120 315 0.68 Easy 0.32
15 219 100 319 0.69 Easy 0.51
16 229 130 359 0.77 Easy 0.43
17 200 109 309 0.67 Easy 0.39
35 190 162 352 0.76 Easy 0.12
2 200 70 270 0.58 Moderately Difficult 0.56
4 120 50 170 0.37 Difficult 0.30
10 100 60 160 0.34 Difficult 0.17
12 90 88 178 0.38 Difficult 0.01
32 100 60 160 0.34 Difficult 0.17
34 100 58 158 0.34 Difficult 0.18
36 100 80 180 0.39 Difficult 0.09
42 90 75 165 0.36 Difficult 0.06
43 114 50 164 0.35 Difficult 0.28
46 130 45 175 0.38 Difficult 0.37
47 100 50 150 0.32 Difficult 0.22
the Difficulty Level
Discrimination Index
Decision
Interpretation
Moderately Discriminating 6.Needs major revision or may be discarded. 1. Group together the it
Moderately Discriminating 6.Needs major revision or may be discarded. 2. Highlight the items of
Moderately Discriminating 6.Needs major revision or may be discarded. easy and very difficult).
Very Discriminating 4.May be accepted with minor revision. 3. Describe easy items a
Moderately Discriminating 5.Major revision on the stem or choices.
Discriminating 4.May be accepted with minor revision.
Discriminating 4.May be accepted with minor revision. 1. Give short explanation
Discriminating 4.May be accepted with minor revision.
2. 30 of the 50 questions w
Discriminating 4.May be accepted with minor revision. from the students while a
Discriminating 5.Major revision on the stem or choices. time spent and way of stu
Discriminating 2.Accepted with very slight revision. 3. On the other hand, 10
10 items were effectively
Discriminating 2.Accepted with very slight revision. quarter. However, the diffi
Discriminating 2.Accepted with very slight revision. quarter period.
Discriminating 1.Accepted as it is.
Discriminating 2.Accepted with very slight revision.
Discriminating 3.Accepted with slight revision.
Moderately Discriminating 4.May be accepted with minor revision.
1. Group together the items having the same difficulty levels and infer on the topics or competencies the students ahieved
2. Highlight the items of "moderate dificulty" - can challenge the students enough to think analytically and critically (better
easy and very difficult).
3. Describe easy items as most learned competencies likewise, difficult items as least learned competencies.
1. Give short explanation on the topics that were "mastered" most by the students. Depend on the questions and test results on the m
2. 30 of the 50 questions were labeled moderately difficult based on the test scores of the students.This indicates a confusion that wa
from the students while answering the items. In this case, the use of critical thinking in these kinds of questions was more evident com
time spent and way of students in answering the items labeled as easy/difficult.
3. On the other hand, 10 items were identified as easy since almost all the students got the correct answers. This means that the top
10 items were effectively remembered by the students - these, in other words, are the most learned competencies in the class for the
quarter. However, the difficult items that were identified in the results seemed to project the least learned competencies in the subje
quarter period.
Interpretation Quantity
Discriminating 20
Moderately Discriminating 30
Very Discriminating 0
ncies the students ahieved.
tically and critically (better than very
mpetencies.
tions and test results on the main report.
ndicates a confusion that was exhibited

estions was more evident compared to the
ers. This means that the topics under the

petencies in the class for the current
d competencies in the subject for the first
B) On the Discrimination Indices
Item # Correct Correct Total Correct
(high + low)
3 229 182 411 0.89 Very Easy 0.20
30 190 188 378 0.81 Very Easy 0.01
37 190 186 376 0.81 Very Easy 0.02
1 230 90 320 0.69 Easy 0.60
5 198 167 365 0.79 Easy 0.13
6 195 120 315 0.68 Easy 0.32
15 219 100 319 0.69 Easy 0.51
16 229 130 359 0.77 Easy 0.43
17 200 109 309 0.67 Easy 0.39
35 190 162 352 0.76 Easy 0.12
4 120 50 170 0.37 Difficult 0.30
10 100 60 160 0.34 Difficult 0.17
12 90 88 178 0.38 Difficult 0.01
32 100 60 160 0.34 Difficult 0.17
34 100 58 158 0.34 Difficult 0.18
36 100 80 180 0.39 Difficult 0.09
42 90 75 165 0.36 Difficult 0.06
43 114 50 164 0.35 Difficult 0.28
46 130 45 175 0.38 Difficult 0.37
47 100 50 150 0.32 Difficult 0.22
Discrimination Indices
Decision
Interpretation
Moderately Discriminating 3. Accepted with slight revision 1. Group together the i
Moderately Discriminating 3. Accepted with slight revision 2. Highlight items that a
Moderately Discriminating 3. Accepted with slight revision 3. Mention also those w
Very Discriminating 3. Accepted with slight revision 4. Infer on the resulting
Moderately Discriminating 3. Accepted with slight revision
Discriminating 3. Accepted with slight revision 1. Done grouping.
Discriminating 3. Accepted with slight revision 2.There is no result for ve
Discriminating 3. Accepted with slight revision 3. With the discrimination
Discriminating 3. Accepted with slight revision
Discriminating 3. Accepted with slight revision There is n0 result about t
1. Group together the items having the same discrimination indeces.
2. Highlight items that are very discriminating.
3. Mention also those which are discriminating and moderately discriminating to be considered after some necessary revision
4. Infer on the resulting items being non-discriminating and questionable.
1. Done grouping.
2.There is no result for very-discriminating.
3. With the discrimination index as the basis, 50 items or 1000% need slight revision.
There is n0 result about the non-discriminating item.
Interpretation Quantity
Discriminating 20
Moderately Discriminating 30
Very Discriminating 0
after some necessary revision.
C. On t
Total Total Difficulty Index Discrimination
Item # Correct Correct Total Correct (high + low)
3 229 182 411 0.89 Very Easy 0.20
30 190 188 378 0.81 Very Easy 0.01
37 190 186 376 0.81 Very Easy 0.02
1 230 90 320 0.69 Easy 0.60
5 198 167 365 0.79 Easy 0.13
6 195 120 315 0.68 Easy 0.32
15 219 100 319 0.69 Easy 0.51
16 229 130 359 0.77 Easy 0.43
17 200 109 309 0.67 Easy 0.39
35 190 162 352 0.76 Easy 0.12
4 120 50 170 0.37 Difficult 0.27
10 100 60 160 0.34 Difficult 0.24
12 90 88 178 0.38 Difficult 0.24
32 100 60 160 0.34 Difficult 0.23
34 100 58 158 0.34 Difficult 0.21
36 100 80 180 0.39 Difficult 0.24
42 90 75 165 0.36 Difficult 0.22
43 114 50 164 0.35 Difficult 0.22
46 130 45 175 0.38 Difficult 0.22
47 100 50 150 0.32 Difficult 0.24
C. On the Final Decision
Decision (Guide) Interpretation
Interpretation
Discriminating 3. Accepted with slight revision The item is retained with slight increase or decrease o
Moderately Discriminating 3. Accepted with slight revision The item is retained with slight increase or decrease o
(Guide) Interpretation
1. Group together the items having the sam
ght increase or decrease of difficulty as regards the P.
ght increase or decrease of difficulty as regards the P. revision of some items if there are.
4. Write a general impression of the
ght increase or decrease of difficulty as regards the P. 1. Done grouping together.
ght increase or decrease of difficulty as regards the P. 2
ght increase or decrease of difficulty as regards the P. 3. Check test paper/questions.
ght increase or decrease of difficulty as regards the P. 4. General Impression:
In general,based from difficulty index
ght increase or decrease of difficulty as regards the P. no such items to be discarded. Howev
the items having the same decisions and infer on each item on its validity and reliability.
3. Cite examples of
ems if there are.
general impression of the entire test.
gether.
questions.
l,based from difficulty index interpretation, there are no items described as very easy and very difficult; and therefore,there are
tems to be discarded. However, slight revisions are to be made on some items but they are to be accepted and retained.
ed right away.
ite examples of
d therefore,there are
and retained.

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Filipino 9 Accomplished Template

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USER GUIDE FOR THE ITEM ANALYSIS TEMPLATE © Balajadia 2014

Guide for Interpretation

Instruction for writing the descriptive analysis

Printing and submission

ITEM ANALYSIS IN Filipino / Grade 9

Interpretation and Descriptive Analysis

Subject / Grade - Section Filipino / Grade 9 Total Number of Students: 858

ITEM ANALYSIS IN Filipino / Grade 9

First Periodical Test / SY 2018-2019

Total Students (100%): Name of Teacher: ROSLYN VALENCIA

Total Total Difficulty Index Discrimination Index

tions and test results on the main report.

ndicates a confusion that was exhibited

ers. This means that the topics under the

There is n0 result about the non-discriminating item.

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