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Targets:
• Determine the definition, purpose, procedures and
tools of test item analysis.
• Identify the usage of test item analysis in the
RPMS.
• Apply the procedure of test item analysis in the set
of students’ answer sheets.

Let’s Work With The Group!
Makabayan Group – What is test item
analysis?
Academic Group – What is the purpose of
test item analysis?

Test Item Analysis
•It is a process which examines student
responses to individual test items
(questions) in order to assess the quality of
those items and of the test as a whole.

Purpose of Test Item
Analysis
• improves items to be used again in later tests
• eliminates ambiguous or misleading items in a single test
administration
• increases instructors' skills in test construction
• identify specific areas of course content which need
greater emphasis or clarity

Procedures of Test Item
Analysis
• Arrange the scores in descending order
• Separate two sub groups of the test papers
• Take 27% of the scores out of the highest scores and 27% of
the scores falling at bottom
• Count the number of right answer in highest group (R.H)
and count the no of right answer in lowest group (R.L)

TOOLS of Test Item
Analysis
1. The difficulty of the item
(Difficulty Value)
1. The discriminating power
(Discrimination Index)

Difficulty Value
•percentage of students who
answered a test item correctly

Difficulty Value
𝑫𝑽 =
𝒓𝑯 + 𝒓𝑳
𝒏𝑯 + 𝒏𝑳
where,
rH – number of students in the higher group who got the correct answer
rL – number of students in the lower group who got the correct answer
nH – total number of students in the higher group
nL – total number of students in the lower group

Test Item Analysis-Definition and Example.pptx

Let’s answer this!
• In the Math test administered by Mr. Reyes,
twenty-five students took the test. For test item
number 1, six students from the higher group and
four from the lower group answered it correctly.
Find the difficulty value of the test item.

In the Math test administered by Mr. Reyes, twenty-five students took the test. For
test item number 1, six students from the higher group and four from the lower group
answered it correctly. Find the difficulty value of the test item.
𝑫𝑽 =
𝒓𝑯 + 𝒓𝑳
𝒏𝑯 + 𝒏𝑳
𝐷𝑉 =
6 + 4
7 + 7
𝐷𝑉 =
10
14
𝐷𝑉 = 𝟎. 𝟕𝟏
rH = 6
rL = 4
nH = 7
nL = 7

Discrimination Index
•indicates the ability of an item to differentiate
between high and low scorers on the test

Discrimination Index
𝑫𝑰 =
𝒓𝑯 − 𝒓𝑳
𝒏𝑯
where,
rH – number of students in the higher group who got the correct answer
rL – number of students in the lower group who got the correct answer
nH – total number of students in the higher group

In the Math test administered by Mr. Reyes, twenty-five students took the test. For
test item number 1, six students from the higher group and four from the lower group
answered it correctly. Find the discrimination index of the test item.
𝑫𝑰 =
𝒓𝑯 − 𝒓𝑳
𝒏𝑯
𝐷𝐼 =
6 − 4
7
𝐷𝐼 =
2
7
𝐷𝐼 = 𝟎. 𝟐𝟗
rH = 6
rL = 4
nH = 7

Use of Test Item
Analysis in the RPMS

Generat
Learning Competencies Code
No. of
Test
Item
Number of Students Who Got the
Correct Answer
Description
1 2 3 4 5 Ave. %
1. Generate patterns M10AL-Ia-1 3
1 4 6
2. Illustrate an arithmetic
sequence
M10AL-Ib-1 2
2 7
3. Determine arithmetic
means and nth term of an
arithmetic sequence
M10AL-Ib-
c-1
5
3 5 8 9 10
Subject: MATH Grade & Section: Grade 10-Coral Total Number of Students: 20

Generat
No. of
Test
Item
Correct Answer
Description
1 2 3 4 5 Ave. %
1 4 6
16 13 11
sequence
M10AL-Ib-1 2
2 7
15 17
arithmetic sequence
M10AL-Ib-
c-1
5
3 5 8 9 10
14 8 11 17 12

Generat
No. of
Test
Item
Correct Answer
Description
1 2 3 4 5 Ave. %
1 4 6
16 13 11 13.3
sequence
M10AL-Ib-1 2
2 7
15 17
arithmetic sequence
M10AL-Ib-
c-1
5
3 5 8 9 10
14 8 11 17 12

Generat
No. of
Test
Item
Correct Answer
Description
1 2 3 4 5 Ave. %
1 4 6
16 13 11 13.3 67
sequence
M10AL-Ib-1 2
2 7
15 17
arithmetic sequence
M10AL-Ib-
c-1
5
3 5 8 9 10
14 8 11 17 12

Generat
No. of
Test
Item
Correct Answer
Description
1 2 3 4 5 Ave. %
1 4 6
16 13 11 13.3 67
sequence
M10AL-Ib-1 2
2 7
15 17 16
arithmetic sequence
M10AL-Ib-
c-1
5
3 5 8 9 10
14 8 11 17 12

Generat
No. of
Test
Item
Correct Answer
Description
1 2 3 4 5 Ave. %
1 4 6
16 13 11 13.3 67
sequence
M10AL-Ib-1 2
2 7
15 17 16 80
arithmetic sequence
M10AL-Ib-
c-1
5
3 5 8 9 10
14 8 11 17 12

Generat
No. of
Test
Item
Correct Answer
Description
1 2 3 4 5 Ave. %
1 4 6
16 13 11 13.3 67
sequence
M10AL-Ib-1 2
2 7
15 17 16 80
arithmetic sequence
M10AL-Ib-
c-1
5
3 5 8 9 10
14 8 11 17 12 12.4

Generat
No. of
Test
Item
Correct Answer
Description
1 2 3 4 5 Ave. %
1 4 6
16 13 11 13.3 67
sequence
M10AL-Ib-1 2
2 7
15 17 16 80
arithmetic sequence
M10AL-Ib-
c-1
5
3 5 8 9 10
14 8 11 17 12 12.4 62

Rating Description
75 – 100 Mastery
50 - 74 Near Mastery
0 - 49 Below Mastery

Generat
No. of
Test
Item
Correct Answer
Description
Item Number Ave. %
1 4 6
16 13 11 13 65
sequence
M10AL-Ib-1 2
2 7
15 17 16 80
arithmetic sequence
M10AL-Ib-
c-1
5
3 5 8 9 10
14 8 11 17 12 12 60
Near Mastery
Mastery
Near Mastery

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Test Item Analysis-Definition and Example.pptx

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Test Item Analysis-Definition and Example.pptx

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