This document outlines an upcoming seminar-workshop on item analysis. The objectives are to understand the purpose of item analysis, demonstrate how to use an electronic tool for item analysis, and use the results to interpret assessment items and identify least learned competencies. Item analysis is described as valuable for improving test items, eliminating ambiguous items, identifying areas needing greater emphasis, and increasing instructors' test-making skills. Key aspects of item analysis include difficulty index, discrimination index, and effectiveness of alternatives/distractors. The workshop will demonstrate an electronic tool for conducting item analysis and interpreting its results to revise tests and aid student learning.

1. SEMINAR- WORKSHOP ON ITEM ANALYIS
November 11, 2022

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CURRICULUM IMPLEMENTATION DIVISION
1. Understand the purpose of conducting item
analysis;
2. Demonstrate how to use the electronic tool in item
analysis; and
3. Use the results of item analysis to interpret the
assessment items and evaluate the least learned
competencies.
Objectives:
DEPARTMENT OF EDUCATION – SCHOOLS DIVISION OF SOUTH COTABATO

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CURRICULUM IMPLEMENTATION DIVISION
ITEM ANALYSIS
DEPARTMENT OF EDUCATION – SCHOOLS DIVISION OF SOUTH COTABATO
• valuable in improving items which will be used again
in later tests and eliminate ambiguous or misleading
items
• process that examines student responses to
individual test items assessing quality items and the
test as a whole.

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CURRICULUM IMPLEMENTATION DIVISION
ITEM ANALYSIS
DEPARTMENT OF EDUCATION – SCHOOLS DIVISION OF SOUTH COTABATO
• identifying specific areas of course content which
need greater emphasis or clarity.
(least learned competency)
• valuable for increasing instructors' skills in test
construction,

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CURRICULUM IMPLEMENTATION DIVISION
PURPOSE OF ITEM ANALYSIS
DEPARTMENT OF EDUCATION – SCHOOLS DIVISION OF SOUTH COTABATO
• determine questions most found very difficult/
guessing on
1. More diagnostic information on the learners

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CURRICULUM IMPLEMENTATION DIVISION
PURPOSE OF ITEM ANALYSIS
DEPARTMENT OF EDUCATION – SCHOOLS DIVISION OF SOUTH COTABATO
• identify the areas of weaknesses of learners in need
of remediation.
1. More diagnostic information on the learners
• identify common misconceptions

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CURRICULUM IMPLEMENTATION DIVISION
PURPOSE OF ITEM ANALYSIS
DEPARTMENT OF EDUCATION – SCHOOLS DIVISION OF SOUTH COTABATO
• can spread difficulty levels across your blueprint
(TOS)
2. Build future tests, revise test items to make them
better
• diagnostic teaching means responding to needs of
students, so after a few years a test bank is build up
and choose a tests for the class

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CURRICULUM IMPLEMENTATION DIVISION
PURPOSE OF ITEM ANALYSIS
DEPARTMENT OF EDUCATION – SCHOOLS DIVISION OF SOUTH COTABATO
• documenting just how good your evaluation is
3. Part of continuing professional development
• doing occasional item analysis will help become a
better test writer

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CURRICULUM IMPLEMENTATION DIVISION
Item difficulty: measure whether an item was too easy
or too hard.
DEPARTMENT OF EDUCATION – SCHOOLS DIVISION OF SOUTH COTABATO
THREE IMPORTANT INFORMATION ON
QUALITY OF TEST ITEMS
Index of difficulty is the percentage of students
answering correctly each item in the test
The higher the value of difficulty index, the easy the
test item.

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CURRICULUM IMPLEMENTATION DIVISION
DEPARTMENT OF EDUCATION – SCHOOLS DIVISION OF SOUTH COTABATO
THREE IMPORTANT INFORMATION ON
QUALITY OF TEST ITEMS
Item discrimination: measure whether an item
discriminated between students who knew the material
well and students who did not.
The higher value of discrimination index indicates good
test item.

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Effectiveness of alternatives: Determination whether
distracters (incorrect but plausible answers) tend to be
marked by the less able students and not by the more
able students.
DEPARTMENT OF EDUCATION – SCHOOLS DIVISION OF SOUTH COTABATO
THREE IMPORTANT INFORMATION ON
QUALITY OF TEST ITEMS

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CURRICULUM IMPLEMENTATION DIVISION
PROCESS OF CONDUCTING ITEM ANALYSIS
DEPARTMENT OF EDUCATION – SCHOOLS DIVISION OF SOUTH COTABATO
• Check the test papers of the learners
• Arrange from highest to lowest
• Get the upper group and lower group ( 27% high
group and 27 low group)
• To analyze each item, count the no of learners who
answer the specific responses in every item.

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CURRICULUM IMPLEMENTATION DIVISION
PROCESS OF CONDUCTING ITEM ANALYSIS
DEPARTMENT OF EDUCATION – SCHOOLS DIVISION OF SOUTH COTABATO
DL= Ru+Rl/Nu+Nl where:
DL = Item Difficulty
Ru = the number of students in the upper group
who responded correctly Rl = the number of
students in the lower group who responded
correctly Nu= Number of students in the upper
group
Nl= Number of students in the lower group

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CURRICULUM IMPLEMENTATION DIVISION
DIFFICULTY INDEX
DEPARTMENT OF EDUCATION – SCHOOLS DIVISION OF SOUTH COTABATO
DL= Ru+Rl/Nu+Nl where:
DL = Item Difficulty
Ru = the number of students in the upper group
who responded correctly Rl = the number of
students in the lower group who responded
correctly Nu= Number of students in the upper
group
Nl= Number of students in the lower group

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CURRICULUM IMPLEMENTATION DIVISION
DEPARTMENT OF EDUCATION – SCHOOLS DIVISION OF SOUTH COTABATO
Percentage
Range
Difficulty
Index
Interpretation Recommenda
tion
81% and above 0.81 and
above
Very Easy Discard
61% - 80% 0.61 – 0.80 Easy Revise
41%- 60% 0.41 – 0.60 Average Retain
21% - 40% 0.21 – 0.40 Difficult Retain
20 % and
below
0.20 and
below
Very Difficult Discard
DIFFICULTY INDEX

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CURRICULUM IMPLEMENTATION DIVISION
DEPARTMENT OF EDUCATION – SCHOOLS DIVISION OF SOUTH COTABATO
DISCRIMINATION INDEX
DI = RU-RL/NU(or)NL
Where,
DI = Discrimination Index
Ru = the number of students in the upper
group who responded correctly Rl = the
number of students in the lower group who
responded correctly Nu= Number of students
in the upper group
Nl= Number of students in the lower group

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CURRICULUM IMPLEMENTATION DIVISION
DEPARTMENT OF EDUCATION – SCHOOLS DIVISION OF SOUTH COTABATO
DISCRIMINATION INDEX
Discrimination
Index
Interpretation Recommendation
0.40 and above Very Good Item Retain
0.30 - 0.39 Good Item Scope of
Improvement
0.20 – 0.29 Reasonably
Good Item
Revise
Below 0.20 Poor Item Discard
Negative Value Worst Item Discard

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CURRICULUM IMPLEMENTATION DIVISION
DEPARTMENT OF EDUCATION – SCHOOLS DIVISION OF SOUTH COTABATO
ELECTRONIC TOOL ON ITEM ANALYSIS

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CURRICULUM IMPLEMENTATION DIVISION
DEPARTMENT OF EDUCATION – SCHOOLS DIVISION OF SOUTH COTABATO
ELECTRONIC TOOL ON ITEM ANALYSIS
21st Century
Skill
Sub-skills
Extracted
CS/LC
Progression
Indicators
Before Item
Analysis
After Item
Analysis
Item No Item No
Problem
Solving/
Critical
Thinking
Analyzing
outcomes/
relevance
Explain the
role of
hormones
involved in
the female
and male
reproductive
system. S10
LT-IIIb-34
Low
1 1
4 3
16 16
19 18
22 22
Medium
2 2
5 4
17 5
20 19
23 24
High
3 6
6 17
18 20
21 21
24 23
Information
Literacy
Ability to
Manage and
communicate
information
Describe the
parts of the
reproductive
system and
their
function, S10
LT-IIIa-33
Low
7 13
10 25
13 26
25 27
Medium
8 7
11 11
14 12
26 14
High
9 8
12 10
15 9
27 15

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CURRICULUM IMPLEMENTATION DIVISION
DEPARTMENT OF EDUCATION – SCHOOLS DIVISION OF SOUTH COTABATO
ELECTRONIC TOOL ON ITEM ANALYSIS

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CURRICULUM IMPLEMENTATION DIVISION
DEPARTMENT OF EDUCATION – SCHOOLS DIVISION OF SOUTH COTABATO
ELECTRONIC TOOL ON ITEM ANALYSIS

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CURRICULUM IMPLEMENTATION DIVISION
DEPARTMENT OF EDUCATION – SCHOOLS DIVISION OF SOUTH COTABATO
ELECTRONIC TOOL ON ITEM ANALYSIS

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CURRICULUM IMPLEMENTATION DIVISION
DEPARTMENT OF EDUCATION – SCHOOLS DIVISION OF SOUTH COTABATO
ELECTRONIC TOOL ON ITEM ANALYSIS

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CURRICULUM IMPLEMENTATION DIVISION
DEPARTMENT OF EDUCATION – SCHOOLS DIVISION OF SOUTH COTABATO
ELECTRONIC TOOL ON ITEM ANALYSIS

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CURRICULUM IMPLEMENTATION DIVISION
DEPARTMENT OF EDUCATION – SCHOOLS DIVISION OF SOUTH COTABATO
ITEM ANALYSIS is one area where even a lot of
otherwise very good classroom teachers fall down:
they think they're doing a good job;
they think they've doing good evaluation;
BUT WITHOUT DOING ITEM ANALYSIS
They don’t really know.

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CURRICULUM IMPLEMENTATION DIVISION
DEPARTMENT OF EDUCATION – SCHOOLS DIVISION OF SOUTH COTABATO
ITEM ANALYSIS is not an end in itself,
no point unless you use it to revise items,
and
helps students on the basis of information
you get out of it.

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CURRICULUM IMPLEMENTATION DIVISION
DEPARTMENT OF EDUCATION – SCHOOLS DIVISION OF SOUTH COTABATO
Thank you
To God be all the Glory