Chapter 3 Assessment Tools

Introduction:

Performance assessment is getting increased attention from educational experts

across the nation. Teachers should be up to date on the latest assessment tools and learn
to use them effectively to assess student understanding of a given topic. Learning targets
very essential to assessment. If learning targets are clearly stated, assessment can be
precise and accurate. Once learning targets are clearly set, you can easily determine the
appropriate assessment tools. In this lesson, different type of test will be discussed that
can help us to create appropriate test in order to have an effective teaching.

Objectives:

At the end of the discussion the students will be able to:

a. Identify the different objective test
b. Appreciate the appropriate use of different objective test in real life situation.
c. Create or make their own example using the different type of test.

Content :

The Assessment tools of teacher-made test are divided into two:

 Objective test
 Essay test

Objective Tests

There are two main types of objective tests:

 Recall type
 Recognition type

Recall type

The recall type is categorized into two (2)

 Simple recall type

 Completion type
Simple Recall Type

This type of test is the easiest to construct among the objective type of test
because he item appears as a direct question, a sentence, word, or phrase or even a
specific direction.

This test is applicable in mathematics and natural sciences subject like biology,
chemistry, and physics where the stimulus appears in a form of a problem that requires
computation.

Rules and Suggestion for the construction of simple recall type:

 The test item must be so worded that the response is brief as possible, preferably a
single word, number, symbol, or brief phrase.
 The direct question is preferably than the statement form.
 The blanks for their responses must be in column preferably at the right column of
the items.
 The question must be worded that there is only correct response.
 Make minimum use of textbook language in wording the question.

Sample test items of simple recall:

Convert the following:

1) 1 meters to centimetre 1) 100cm

2) 7 litres to millimetres 2) 7ml
3) 8 grams to milligrams 3) 8000mg
4) 9 kilowatts to watts 4) 9000w
5) 10 litres to millilitres 5) 10ml

Completion Test

This test consist of a series of items that requires the examine to fill the blank with
the missing word or phrase to complete a statement.

Rules and Suggestions for the construction of completion test:

 Give the student a reasonable basis for the responses desired.

Ex. Jose Rizal was born in ________?
 Avoid giving the examinee unwarranted clues to the desired response.
 There are several ways in which clues are often carelessly given. The
following suggestions may help prevent common errors in constructing
completion test.
a) Avoid lifting statements directly from the book
b) Omit only key words or phrases rather than trivial.
c) Whenever possible avoid “a” or “an” before a blank.
d) Do not indicate the expected response by varying the length of
blank or by using a dot for each letter in the correct word.
e) Guard against the possibility that one item or part of the test may
suggest the correct response to another item.
f) Avoid giving grammatical clues to the expected answer.
 Arrange the test so as to facilitate scoring.
a) Allow one point for each blank filled.
b) Select the items to which only one correct response is possible
c) Arrange the items in a way that the examinees’ responses are in the right
column of the sentence.
Ex. The father of educational measurement is ________?
The country noted as first leader of abnormal psychology is
________?
Intelligence quotient is obtained by dividing the _______ by the
chronological age.
 Scoring is more rapid if the blanks are numbered and the examinee is directed to
write his answer in the appropriate numbered blanks.
 Prepare a scoring key by writing on another sheet of test paper all acceptable
answer.

Sample test item for completion test:

Direction: fill in the blank the correct word or phrase. Write your answer at the
right column blank.
1) The Philippine national hero is _______.
2) The Philippine national fruit is _______.
3) The Philippine national leaf is _______.

Recognition type

There are six kinds of recognition type test:

a) Alternative response
b) Multiple choice test
c) Matching type
d) Analogy
 e) Rearrangement
f) Identification

Alternative Response

This test consists of a series of items where it admits only one correct response for
each item from two or three constant options to be chosen.

This type is commonly used in classroom testing, particularly, the two-constant

alternative type, namely, true or false type or yes-no type.

Suggestions for the construction of True-False test

1) The test items must be arranged in groups of five to facilitate scoring.

2) In indicating response, it must be as simple as possible where single letter is
enough to facilitate scoring, for instance, T for true and F for false.
3) The use of similar statements from the book must be avoided to minimize tote
memory in studying.
4) Specific determines like “all”, “always”, “none”, “never”, “not”, ”nothing”, and
“no” are more likely to be false and should be avoided.
5) Determines such as “may”, “some”, “seldom”, “sometimes”, “usually”, and
“often” are more likely to be true, hence the said determines must be avoided
because they give indirect suggestions to probable answers.
6) Qualitative terms like “few”, “many”, “great”, “frequent” and “large” are vague
and indefinite and they must be avoided.
7) Statements which are partly right and partly wrong must be avoided.
8) Statements must be strongly considered that they represent either true or false.
9) Ambiguous and double negative statements must be avoided.

Ex. Direction: Write T if the statement is TRUE and write F if the statement is
FALSE.

Write your answer at the right blank.

1) TLE majors inclined in Mathematics. ________.

2) A student who study hard, found diligent. ________.
3) All TLE majors love Mathematics. ________.

Multiple Choice Test

 This test is made-up of items which consist of three or more possible options for
each items. The choices are multiple so that the examinee may choose only one
correct or best options for each items.
  Regarded as one of the best test forms in testing outcomes.
 This test form is most valuable and widely used in standardized test due to its
flexibility and objectivity in terms of scoring.
 For teacher-made-test it is applicable in testing the vocabulary, reading,
comprehension, and relationship, interpretation of graphs, formulae, tables and in
drawing of inferences from a set of data.
Suggestions for the construction of multiple choice test

1. Statements borrow from the text books or reference books must be avoided. Use
unfamiliar phrasing to test the comprehension of the students.
2. All options must be plausible with each other to let the students attract the
destructors or incorrect responses where only those with high intellectual level
can get the correct answer.
3. All options must be grammatically consistent. For instant, if the stem is singular,
the options are also singular.
4. Articles “a” and “an” are avoided as last word in an incomplete sentence. This
articles give students clues that the probable answer starts with a consonant or
vowel.
5. Four or more options must be included in each item to minimize guessing.
6. The order of the correct answer in all items must be randomly arrange rather than
following a regular pattern.
7. A uniform number of options must be used in all items. For instance, if there are
four options in item number one, the rest of the items must also have four options.
8. The correct option must be of the same length with the destructor or wrong
answers.
9. Homogeneity of the options must be increased in order for the examinee to
choose the correct option by using logical elimination.
10. The simplest method of indicating a response must be used to facilitate scoring.
For instance, the option in each item are numbered or lettered. Hence, the choice
is either a number or a letter.
Kinds of Multiple Choice Test

1. Stem-and-option variety
 This variety is most commonly used in classroom testing, board examinations,
civil service examinations, and many others.
 The stem serves as the problem and followed by four plausible options in which
examinees choose the best option or correct answer.
Example:

Directions: Below is the stem which followed by options A to D. choose the

correct option and write only the letter of your answer at the right column back.
 1. Which method of reliability below is the Kuder Richardson formula 20 applicable? 1. B
A. Split-half b. internal consistency c. test re-test d. parallel form

2. The method of reliability in which the test is administered twice to group of learners as
pilot sample but are not respondents/ subject of the study is ? 2. D
a. Internal consistency b. parallel forms c. split-half d. test retest
2. Setting-and-options variety

 The optional responses to this type of multiple choice test is dependent upon a setting or
foundation of some sort
 A setting can be form of sentence, paragraph, graph, equation, picture or some forms of
representation.

Example: Illustration 1 (sentence)

Directions: study the sentences carefully. Choose the correct answer from the a.b,c, and d.
write the letter only as your answer at the right column blank.

 Melaur drink milk every day before going to school.

1. Melaur in the sentence is: 1. C

a. verb b. pronoun c. noun d. adverb

2. Drink in the sentence is : 2. d

a. pronoun b. noun c. adverb d. verb

Below is a graph of Joyce's daily fruit sales

1200

1000

800

600

400

200

0
Mangoes lanzones banana Durian apple
 Directions: Study carefully the graph on daily fruit sales of Joyce. Choose the correct
answer from options a,b,c, and d. write the letter only as your answer at the right
column blank.

1. The highest fruit sale is: 1. d

a. banana b. mangoes c. lanzones d. apple

2. How much is the lowest fruit sale? 2. a

a. ₱500 b. ₱600 c. ₱400

d. ₱450

Illustration 3 (Equation)

Direction: Study the following equation carefully and pick out one correct answer
from the options a,b,c, and d. write the letter only as your answer at the right column
blank.

 5 x 7 = 35

1. The equation is ? 1. b
a. addition b. multiplication c. subtraction d. division

2. The product is: 2. d

a. 5 b. x c. 7 d. 35

3. Group-term Variety
 This variety consists of group of words or terms in which one does not belong to the
group.

Example:

Direction: Choose the word which does not belong to the group. Write the letter only
as your answer at the right column back.
 1. Which of the following does not belong to the group? 1.c

a. mean b. mode c. quartile d. median

2. Which of the following does not belong to the group? 2. d

a. mean deviation b. range c. variance d. mean

In sample 1: The correct answer c or quartile, because this does not belong to the
group. It is a point measures and the rest are measures at central tendency.

In sample 2: The correct answer is d or mean, because this does not belong to the
group. It is measures at central tendency and the rest are measures of variability.

4. Structured-response variety

 This variety makes use of structured response which are commonly use in natural
science classroom testing. For instance, directly, indirect and no way.
 This is to test how well the examinees in determining statements which are related to
each other.
Example:

Directions: Each item below consist of two right sentences. They are
separated by two bars //. Mark letter d with an x if the first sentence directly causes the second
sentence. Mark letter I with and x if the first sentence indirectly causes the second sentence.
Mark n with an x if the first sentence has no way causes the second sentence.

1. The mango is green // 1. d i n

It is sour.

2. The fisherman catches fish// 2. d i n

The fish jumps in water.

3. The mother split the fish //

The fish was cultured in the fishpond. 3. d i n

5. Contained-option Variety

 This variety is designed to identify errors in a word, phrases, or sentence in the

paragraph.
 Example:

Direction: Each sentence below consist of four underlined words or phrases

labeled a,b,c and d. Choose the word or phrase that makes the sentences
incorrect. Choose the letter e if the sentence has no error. Write the letter of
your answer at the right column blank.

1. Rice and Fish are staple food for Filipinos. No error 1. B

a b c d e

2. Lenny and Lily are identical twins. They are both studious and courteous. No
error 2. E
A b c d e

Matching Type
Matching type consists of two columns in which proper pairing relationship of
two things is strictly observed. For instance, Column A is to be matched with Column B.

 Balanced matching type, the numbers of items are equal to the number of
options.

Example: There are 15 items in Column A or item column, Column B or option

column should also have 15 items.

 Unbalanced matching type, there is unequal number of items and number of

options. There are less number of items than number of options.

Example: If there are 10 items in Column A or item column, there should be more
than 10 items in Column B or option column.

Suggestion for the Construction of Matching Type

1. Using heterogeneous materials must be avoided. Only homogeneous materials are
used. For example in item 1, the answer is date, hence, all the answer must be
dates. If dates are used, use only dates. No combination of dates and events,
persons and dates, terms and persons and the like.
2. Unbalanced matching type is preferable wherein there are more options than the
item to minimize the guessing factor.
3. Each category must be grammatically consistent.
 4. All option including distraction or wrong responses are plausible or closely
related with each other.
5. The item column or Column A must be placed at the left and option column of
Column B must be placed at the right.
6. Option column must be arranged in alphabetical order, if dates in chronological
order, to facilitate the selection of correct answer. To facilitate the examinees not
to read all the options. If the examine knows the answer start with letter S and it is
located at letter j, the examinees read the options at the last portion where S is
located. He does not read all the options from letters a to i. Each option assigned a
code letter.
7. There must only one correct response in each item.
8. Be sure each item has a pair in the option column.
9. The ideal number of item is 5 to 10 and maximum of 15.
10. All items and options must appear on one page to avoid waste of time and energy
in turning the pages.

Sample Test Items of Matching Type

Direction: Match Column A with Column B. Write the letter only as your answer at the
right column blank.

Column A Column B
1. 5+4 a. 2 1. h
2. 3+9 b. 3 2. k
3. 7+3 c. 4 3. i
4. 4+4 d. 5 4. g
5. 2+3 e. 6 5. d
6. 2+2 f. 7 6. c
7. 3+4 g. 8 7. f
8. 1+1 h. 9 8. a
9. 6+5 i. 10 9. j
10. 2+1 j. 11 10. b
k. 12
Rearrangement Type

is consists of multiple-option item where it requires a chronological, logical or

rank order.
Sample Test Item of Rearrangement Type

Direction: Below are sentences. Arrange them in order. Choose the letter only and
write your answer at the right column blank.

1. A. dabcef B. dcabfe C. dabecf D. dbacfe 1.

___C___

a. They hired a bus in going to Boracay.

b. They at 6:00 o’clock in the morning in Iloilo City
c. They stayed overnight in Boracay.
d. One day, the teacher education students of Saint Paul University Iloilo had
an educational at the Boracay Beach Resort.
e. They arrived in Boracay ay 10: AM.
f. The following day, they went home.

Analogy

Is a type of test which made up of items consisting of a pair of words related to each
other? It is designed to measure the ability of the examinee to observe the relationship of
the first word to the second word.

There are 15 kinds of relationship of analogy test. These are follows:

1. Purpose 9. Place
2. Cause and effect 10. Degree
3. Part-Whole 11. Characteristics
4. Part-Part 12. Sequence
5. Action to Object 13. Grammatical
6. Object to Action 14. Numerical
7. Synonym 15. Association
8. Antonym
Purpose Relationship

1.1 SHOE is to SHOELACE as DOOR is to_______________

a. Threshold c. transom
b. Key d. Hinge*

1.2 TASTE is to tongue as TOUCH is to__________________

a. Finger* c. Feel
b. Skin d. feet
Cause and Effect relationship

2.1 NOISE is to DISTRACTING as HARMONY is to_______________

a. orchestrated c. pleasing*
b. sound d. harmful

Part-Whole Relationship

SLICE is to LOAF as ILAND is to______________

a. Archipelago* c. land
b. peninsula d. ocean

Part-Part Relationship

HAND is to ELBOW as FEET is to_________________

a. leg c. muscle*
b. toe d. knee

Action to Object Relationship

Obey is to CHILDREN as COMMAND is to _________________

a. Teachers’ b. Parents*
b. Principals’ c. armies
Object to Action Relationship

EGG is to BOIL as POTATO to_________________________

a. Hash c. Slice
b. Mash* d. slash

Synonym Relationship

DIG: ESCAVATE : KILL: ___________________

a. Slay* c. avenge
b. Convict d. try

Antonym Relationship

FLY: SPIDER : MOUSE:

____________________
a. Rodent c. animal
b. Rat d. Cat*

Place Relationship

WATER: AQUEDUCT : BLOOD:

__________________
a. Corpuscle c. Vein*
b. Body d. plasma

Degree Relationship

POSSIBLE: PROBABLE : HOPE:

_______________
a. Resent c. prove
b. Expect* d. deceive
Characteristic Relationship

RICH: WEALTH : WISE: ________________

a. Knowledge* c. divulge
b. Save d. teach

Sequence Relationship

SUNDAY: TUESDAY : THURSDAY:

______________
a. Wednesday c. Monday
b. Friday d. Saturday

Grammatical Relationship

ANGRY: ANGRILY : BEAUTY:

_________________
a. Pretty c. nice
b. Beautifully d. beauty

Numerical Relationship

024: 135 : 6810:

___________________
a. 111317 c. 111315*
b. 111517 d. 111519

Association Relationship
 BULLET: LEAD : MESSAGE:
_____________
a. Information* c. command
b. Barber d. cartridge

ROMANCE: HEART : RIBBON: ______________

a. Horse c. baloney
b. Lace d. Gift*

Suggestion for Construction of Analogy Type of Test

1. The relationship of the first pair of words is equal to the relationship of the
second.
2. Distractors or incorrect responses must be plausible or closely related to the
correct answer to attract the examinees to the incorrect response. The process of
obtaining the correct answer is logical elimination.
3. All option must be constructed in parallel language.
4. All options must be grammatically consistent.
5. Four or more options in each item must be included to minimize guessing. If
using three options, correction formula (Right minus one-half wrong or R-W/2).
6. Only homogeneous relationship must be included in each item. For instance, if
sequence relationship is used in the first pair, the second must be also in sequence
relationship.

Identification Type

These types of test require the examinees to identify what is being defined in the
statement or sentence and there is no option to choose from.

Illustration
 Direction: Below are sentences or statements. Identify carefully what is being
defined or referred. Write your answer at the right column blank.
1. The polygon with four sides. 1.
_quadrilateral_
2. The seven sides polygon. 2.
_heptagon____
3. The three sides’ polygon. 3. _
triangle_____
4. Polygon with ten sides. 4.
__decagon_____
5. The eight sides polygon. 5.
__octagon_____

Advantages of Objective Type of Test

1. Easy to correct or score.
2. Eliminates subjectivity.
3. Adequate sampling.
4. Objectivity.
5. Eliminates bluffing.
6. Norms can be established.
7. Saves time and energy in answering question.

Disadvantage of Objective Type Test

1. Difficult to construct.
2. Encourages cheating and guessing.
3. Expensive.
Essay Test

Essay test are tools which connect of specific questions or problems wherein the
examinees respond in one or more sentences. It is widely considered to measure students
ability to think and express their ideas critically within a certain product of time.

Suggestion in Constructing Essay Test

1. Essay test must be planned in advance by the teacher to have an effective results.
2. Major aspect of the lesson must be framed in preparing the question of essay test
hence careful and even distribution of the lesson must be observed.
3. After the test has been planned and question have written tentatively ,precaution
on the test unreliability must be taken.
4. In assembling the question into its final form the teacher must be careful that
questions are phrase is clearly so that the scope of the question is clear to the
student.
5. Time limit on the coverage of each question must be considered to give students
adequate time to answer.

Methods in Constructing Essay Test

 Selection Recall

Illustration: Name five countries of the world who have been members of the
United Nation

 Evaluating Recall

Illustration: Name five government agencies in the Philippines which have great

influence on research and development of the country.

 Comparison of two things (specific)

Illustration: Compare conventional assesstment from authentic assesstment.
 Comparison of two things (general)
Illustration: Compare computer education in the Philippines with that in Korea.
 Decision (for or against)
Illustration: In your own opinion which is better essay or objective examination?
Why?

 Cause or Effect
Illustration: Why is research given more emphasis than Instruction and extension
function?
 Explanation of the use of exact meaning
Illustration: What does the passage "time is gold" mean?
 Summary of a test or article read
Illustration: In paragraph or two, summarize the advantages and disadvantages of
objective examination.
 Analysis
Illustration: What are the qualities of Gerald Anderson which make you
understand why Filipinos admire him?
 Statement of relationship

Illustration: Why is knowledge computer helpful in studying statistics?

 Illustrations and Example of Principles in Science

Illustration: From your own experience , give five example is used in your daily
life?
 Classification
Illustration: In what class does kappaphycus belong in plant kingdom.
 Application of Rules or Principles to new Situations
Illustration: Why objective type of test commonly used in PRC ( Professional
Regulation Commission)
 Discussion
Illustration: Discuss briefly the rules in constructing matching type of
examination.
 Statement of Aim
Illustration: State the rules in constructing analogy test.
  Criticism
Illustration: What is wrong on the statement "Constant practice makes perfect"
 Outline
Illustration: Outline the rules in constructing multiple choice test.
 Reorganization of facts
Illustration: Describe the experimental approach based on the book, class
discussion, actual practice.
 Formulation of the new Questions and problems raised
Illustration: What else must be known in order to understand the matter in
consideration.
 New method or Procedure

Illustration: Suggest a plan for improving the method of teaching of English and
Mathematics.

Advantages of Essay Test

1. Easy to construct – essay test easy to construct because only few items involved.
2. Economical- essay test is economical because the question can be written on the
board.
3. Saves time and energy – it saves the time and energy of classroom teacher in
constructing the test because few numbers are involved.
4. Trains the core of organizing ideas- essay test trains the student to organize their
ideas.
5. Minimize guessing- it minimize guessing because the answer is long wherein it
involves a sentence or more.
6. Develop critical thinking- essay test develops the students critical thinking in
logical, analysis, comparison, discussion and reorganization of facts.
7. Minimize cheating – cheating is minimize in essay test because the response is
evaluated according to content and the answer is long.
8. Minimize rote memorization- rote memorization is minimize in essay because the
answer to the question needs logical discussion, expression of ideas, analysis, and
reasoning power.
9. Develop good study habits- essay test develop good study habits on the part of the
students because studying the lesson with comprehension and logical
understanding is needed to easily answer essay question.
10. Develops students ability of to express their own ideas- essay test develop the
students ability to express their ideas abilities and reasoning power.
 Disadvantages of Essay Test

1. Low Validity- essay test has low validity because it has limited sample since there
are only few items are involved.
2. Low Reliability- essay test has low reliability because of subjectivity in scoring.
3. Low Practicability- essay test is time consuming on the part of the teacher in
scoring of the test and also time consuming on the part of the student in answering
the question hence much time and energy are wasted.
4. Encourage Bluffing- essay test encourage the student to bluff their response
especially if the answer involves a paragraph or two.
5. Difficult to correct or score- essay test is difficult to score or to correct because
the answer is too long to read.
6. Disadvantage to students with poor penmanship- it is disadvantage with students
with poor penmanship because the teacher will have hard time in reading content
of his answer.

Steps in Constructing Teacher-Made Assessment Tools

Objective and essay test as assessment tools are both teacher-made. The steps in
constructing teacher-made assessment tools are follows:

1. Planning the test. In planning the test, five principles must be considered. These are as
follows:
a. A careful statement of the philosophy of the school and objectives of the
particular subject must available.
b. Adequate provisions for review must be made taking into consideration of
adequacy of facilities and equipment.
c. The purpose of the test must e defined. If the purpose of the test is for diagnosis, it
must reveal the specific weakness of the students as basis for remedial instruction.
However, if the purpose is to appraise the critical thinking and reasoning power,
the scores are to be used for classification and grouping.
d. The nature of the test must take into consideration the conditions under which it is
to be administered. In planning the test, such factors as age, experience of the
examinees, testing environment, ventilation, cost of materials and duplicating
facilities must be considered.
e. Length of the test must be determined. The time element by the purpose it is to
serve.

2. Preparing the test. The rules and suggestions in preparing the test are as follows:
a. The first draft of the test must be prepared as early as possible.
b. The test must include more than one type of item. Two or three types of
objectives test may be used to minimize monotony on the part of the examinee.
c. The items are arranged in ascending order from most easy to difficult.
 d. More items must be includes on the first draft of the test for possible inclusion on
the final draft. Items with less important must be deleted.
e. The first end final draft of the test must be revised and refined.
f. The items must be stated in order that the whole content function in determining
the answer rather than part of it.
g. The items of similar type must be placed together in the same test.
h. A regular sequence in the pattern of response must be avoided. The order of
response must be incidental rather than a regular pattern
i. The direction of the test must be brief, clear, and complete to the examinees.

3. Reproducing the test. In reproducing the test, the following must be considered:
a. To facilitate in reproducing the test, duplicating facilities must be available in
every institution.
b. Every school must be provided with facilitative staffs to do the encoding, printing,
scanning and mimeographing the test questions.

4. Administering the test. In the administration of the test, the following must be observed:
a. The test must be administered in an environment familiar to the examinees.
b. Examinees must sit far apart, free from books and notebooks
c. Typographical errors must be corrected to the class before the test begins.
d. It is not advisable to administer the test before or after a holiday
e. Give complete and clear directions before the test begins and questions about the
directions must not be entertained while the test is ongoing.
f. The distribution of testing materials must be planned in advance to save time and
effort.
g. Entertain briefly questions raised while test is ongoing.
h. In timing the test, the examiner must write on the board the time the test has
started, and the time it will end.
i. The examinee must not allowed to leave the examination room except for
personal necessities but within reasonable time limit.
j. The test materials must be collected carefully and quickly.

5. Scoring the test. In scoring the test, the following are to be remembered:
a. The best procedure in scoring objective test is to give one point of credit for each
correct answer.
b. In case of a test with two or three options in each item, correction formula is
applied.
For two option test, the correction formula is score equals right minus wrong or
S= R-W. For instance, the right response is 12 and the wrong response is 5.
Hence, S=R-W or 12-5=7.
 For three-option test, the correction formula is Score equals Right minus 1 half
wrong or S=R=W/2. For instance, the right response is 14 and the wrong response
is 6. To substitute formula, Score = R – W/2 = 14 – 6/2 or 14-3=11. Hence, S=14-
3=11.
However correction formula is not applicable to four or more options in an item
and to elementary pupils.
c. In case correction formula is applied, the students must be informed beforehand
so that they cannot guess their answer.

6. Evaluating the test. The test is evaluated by the quality of the students’ responses and
quality of the test itself. The principles in evaluating the test are follows:
a. In a general achievement test with 50% difficulty in each item, items with 100%
and 0% answered by examinees are valueless and they must be revised.
b. The validity of individual item is determined by index of discrimination (IDisc).
A common practice is to arrange the test papers from the highest score to lowest
score. One-third from of the test papers from highest or upper group and one-third
of the lower group from lowest score are compared of the same test item. The
middle group is held in abeyance. For instance, in item 18, there are 51 test
papers. One-third of 51 is 17 or 51/3=17. Hence, there are 17 test papers
belonging to the upper group and right response is 15 and 17 test papers
belonging to the lower group with right response is 15 and 17 test papers
belonging to the lower group with right response of 10. To estimate the index of
discrimination, consider formula (3.1) below.

RU −RL
IDisc =
N

Where:
Idisc = index of discrimination
RU = right response of the upper group
RL = right response of the lower group
N = number of students in each group

To substitute formula (3.1), consider the computation below.

RU −RL Given:
IDisc =
N
RU = 15
15−10
= RL = 10
17
N = 17
 5
=
17

IDisc = 0.29

The index of discrimination of item 18 is 0.29. It is retained and cannot be

discriminated for it has positive discriminating power. Unlike, items with zero or
negative discriminating power, they are either discarded or revised.
c. The results of the test must be checked against an outside criterion or a control
factor.
d. It is desirable to solve for the reliability coefficient of the test. For internal
consistency, the reliability coefficient is determined by using Kuder-Richardson
Formula 20. For parallel-forms, the reliability coefficient is determined by using
Pearson-Product-Moment Correlation Coefficient. For split-half, Spearmen-
Brown Formula is used.

7. Interpreting the test results. In interpreting the test of standardized achievement test, the
results are based on the table of norms. The teacher-made test, table of norms are not
applicable. Results are computed by standard deviation (SD) method of marking. They
are classified as 1.0, 1.5, 2.0, 2.5, 3.0, 3.5, 4.0 and 5.0 grades. A grade of 1.4 to 1.0 is
mean +2SD and up; 1.9-1.5 +2SD to mean +1.5SD; 2.4-2.0, mean +1.5SD to mean +
1SD; 2.9-2.5, mean + 1SD to mean; 3.4-3.0, mean + mean -1SD; 3.9-3.5, mean +1SD to
mean -1.5SD; 4.4-4.0, mean -1.5SD to mean -2SD; and 4.5-5.0, below mean -2SD.

Group Member:

Gallos Abegail
Maula Ellionell
Richelle Alejandro
De Guzman Frealyn
Solabo Rona
Group Member:

Gallos Abegail
Maula Ellionell
Richelle Alejandro
De Guzman Frealyn
Solabo Rona