Item discrimination and item difficulty can be interpreted. For item revisions and and item analysis. Should be backed up by TOS. credit to the owner of the template

1. 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

2. 3.3. Copy of the TOS and Test Paper with correct answers.

3. Division:
93
15
15
item/SN 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Total
Correct
item/SN 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Total
Correct
1. 1 0 0 0 0 1 0 1 1 1 0 0 0 0 1 6 1. 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1
2. 0 0 0 0 1 1 1 1 1 1 1 1 1 0 1 10 2. 1 0 1 1 0 1 0 1 1 1 1 0 0 0 0 8
3. 0 1 0 0 0 1 0 0 0 0 1 0 0 0 0 3 3. 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1
4. 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14 4. 0 0 0 0 1 1 0 1 0 1 1 1 1 0 0 7
5. 0 0 0 1 0 1 1 0 0 1 0 0 0 1 1 6 5. 0 0 0 0 0 0 1 0 0 1 0 0 0 0 0 2
6. 0 0 0 0 1 0 1 1 0 1 0 1 1 0 1 7 6. 0 0 0 0 0 0 1 0 0 0 0 0 1 1 0 3
7. 1 1 0 0 0 1 0 0 0 1 0 1 0 1 0 6 7. 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 2
8. 0 1 0 0 1 1 0 1 1 1 0 0 1 1 1 9 8. 0 1 0 0 0 0 0 0 1 1 0 1 0 0 1 5
9. 0 1 0 0 0 1 0 1 1 1 1 0 1 1 1 9 9. 0 0 0 1 0 0 1 0 0 0 0 0 0 0 0 2
10. 0 0 0 0 0 0 0 0 0 1 1 1 0 1 1 5 10. 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1
11. 0 1 1 1 0 1 0 0 0 1 0 1 1 1 1 9 11. 0 0 0 0 1 1 0 1 1 1 0 1 1 0 1 8
12. 0 0 1 1 0 1 1 1 1 1 0 1 0 1 1 10 12. 0 0 0 0 0 0 1 0 0 1 0 0 0 1 0 3
13. 0 0 1 0 1 0 1 1 1 1 1 1 1 0 1 10 13. 0 0 1 0 0 0 0 1 1 1 0 0 1 0 1 6
14. 1 0 0 0 0 0 0 0 0 1 0 0 0 0 1 3 14. 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1
15. 1 0 0 1 0 0 0 0 1 1 1 0 0 0 1 6 15. 0 0 0 1 0 0 0 1 1 1 0 1 0 0 1 6
16. 0 0 1 1 1 0 1 0 1 1 0 0 0 0 0 6 16. 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1
17. 0 0 0 0 0 0 0 0 0 1 0 0 0 1 0 2 17. 0 0 1 1 0 0 1 0 0 0 0 0 0 0 0 3
18. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 18. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
19. 0 0 0 0 0 0 0 0 1 1 0 0 0 0 1 3 19. 1 0 0 0 1 1 0 0 0 0 1 0 0 0 0 4
20. 0 1 0 1 0 1 1 0 0 1 0 1 1 1 0 8 20. 0 1 0 0 1 1 0 0 0 0 0 1 0 0 0 4
21. 0 0 0 0 1 1 0 0 1 0 0 0 1 0 0 4 21. 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 1
22. 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 22. 0 0 1 0 0 0 0 0 0 0 0 0 0 1 0 2
23. 1 0 1 1 1 1 1 1 1 0 1 1 1 1 1 13 23. 1 0 0 1 1 0 0 0 1 0 0 1 1 1 1 8
24. 1 0 0 0 0 0 0 1 1 0 0 1 1 1 0 6 24. 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1
25. 1 1 0 0 0 1 0 0 0 1 1 0 1 0 1 7 25. 1 0 0 0 0 0 0 0 0 0 0 1 0 0 0 2
26. 1 1 1 1 1 1 0 1 1 1 0 0 1 1 1 12 26. 0 0 0 0 0 0 0 1 0 1 0 1 1 1 1 6
27. 1 1 1 0 0 0 0 0 0 0 0 1 0 0 1 5 27. 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1
Division of Aurora District: Dipaculao District School: Dipaculao National High School
Subject / Grade - Section MATH 7 ARIS & ARMS Total Number of Students:
Exam Title / Period / School Year 1ST PERIODIC TEST/ SY 2018-2019 Number of highest scorers (27%):
Name of Teacher MARNIE JOEY G. JARAVATA Number of lowest scorers (27%):
© Balajadia 2014
HIGHEST SCORERS LOWEST SCORERS
© Balajadia 2014

4. 28. 1 1 1 0 1 1 1 0 1 0 0 0 1 1 1 10 28. 0 0 0 0 0 1 0 0 0 0 0 0 1 0 0 2
29. 0 1 0 0 0 0 0 0 0 0 0 0 1 0 0 2 29. 1 0 0 0 0 0 0 0 0 0 1 0 0 0 0 2
30. 0 1 1 0 1 0 1 0 1 0 1 0 0 0 1 7 30. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
31. 1 1 0 0 1 1 0 1 1 1 0 1 1 1 1 11 31. 0 0 1 0 0 0 0 1 1 0 0 0 0 0 0 3
32. 1 0 0 0 0 0 0 0 1 0 1 1 1 1 0 6 32. 0 1 0 0 0 1 0 0 0 0 1 0 0 1 0 4
33. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 33. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
34. 0 1 1 1 0 1 1 0 0 0 1 1 0 0 1 8 34. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
35. 1 1 1 1 0 0 0 0 1 1 1 1 0 1 1 10 35. 0 0 0 0 0 0 1 0 0 0 1 0 0 0 1 3
36. 1 0 0 0 1 0 0 1 0 0 0 0 0 0 0 3 36. 1 1 0 0 0 1 1 0 0 0 0 0 0 0 1 5
37. 0 0 1 1 0 0 1 1 0 0 0 1 1 0 1 7 37. 0 0 0 0 0 0 0 0 1 0 1 0 1 0 1 4
38. 1 1 0 0 0 1 0 1 1 0 1 0 1 1 1 9 38. 0 0 0 0 1 0 0 0 0 1 0 0 0 1 1 4
39. 1 1 1 1 1 0 1 1 0 0 0 0 1 1 0 9 39. 0 0 0 1 0 0 0 0 0 1 0 0 1 1 1 5
40. 0 0 1 1 1 0 1 1 1 0 0 1 0 0 1 8 40. 0 0 0 0 0 0 1 0 0 0 1 0 0 0 0 2
41. 1 0 1 1 1 0 0 1 0 1 1 1 0 0 1 9 41. 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 1
42. 0 0 0 0 0 0 1 1 0 0 0 0 1 1 1 5 42. 1 0 0 1 1 0 0 0 0 0 1 0 0 0 0 4
43. 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 14 43. 0 1 1 0 0 0 0 0 0 0 1 0 1 1 0 5
44. 0 0 1 1 0 1 1 1 1 0 0 0 0 1 1 8 44. 0 0 0 0 0 1 0 1 0 0 0 0 1 0 0 3
45. 0 0 1 0 1 0 0 0 0 0 1 1 0 0 1 5 45. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
46. 1 0 1 1 1 0 1 1 0 1 0 1 0 1 1 10 46. 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1
47. 0 1 1 1 1 0 1 1 1 1 0 0 0 0 0 8 47. 0 0 0 0 0 0 1 0 0 0 0 0 0 0 1 2
48. 0 1 0 0 0 1 1 0 0 0 1 0 0 0 1 5 48. 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 2
49. 0 0 0 1 1 0 1 0 0 0 1 0 0 0 0 4 49. 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1
50. 0 0 0 1 1 0 1 0 0 1 1 1 0 0 0 6 50. 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1
Total>>> 20 21 21 21 22 22 23 23 24 27 20 22 22 23 33 Total>>> 7 7 6 7 9 9 10 10 11 11 11 9 12 12 12
© Balajadia 2014
© Balajadia 2014

5. 93 Highest Scorers (27%): 15 Lowest Scorers (27%): 15 30
Interpretation Interpretation
1. 6 1 7 Difficult Discriminating
2. 10 8 18 Moderately Difficult Moderately Discriminating
3. 3 1 4 Very Difficult Moderately Discriminating
4. 14 7 21 Easy Discriminating
5. 6 2 8 Difficult Discriminating
6. 7 3 10 Difficult Discriminating
7. 6 2 8 Difficult Discriminating
8. 9 5 14 Moderately Difficult Discriminating
9. 9 2 11 Difficult Discriminating
10. 5 1 6 Very Difficult Discriminating
11. 9 8 17 Moderately Difficult Moderately Discriminating
12. 10 3 13 Moderately Difficult Discriminating
13. 10 6 16 Moderately Difficult Discriminating
14. 3 1 4 Very Difficult Moderately Discriminating
15. 6 6 12 Difficult Moderately Discriminating
16. 6 1 7 Difficult Discriminating
17. 2 3 5 Very Difficult Moderately Discriminating
18. 0 0 0 Very Difficult Moderately Discriminating
19. 3 4 7 Difficult Moderately Discriminating
Department of Education - Region III
Division of Aurora
Dipaculao District
Dipaculao National High School
ITEM ANALYSIS IN MATH 7 ARIS & ARMS
1ST PERIODIC TEST/ SY 2018-2019
Exam Title / School Year
Total Students (100%): Name of Teacher: MARNIE JOEY G. JARAVATA
page 1/2
Difficulty Index Discrimination Index
P D
0.23 0.33 4.May be accepted with minor revision.
0.60 0.13 3.Accepted with slight revision.
0.13 0.13 6.Needs major revision or may be discarded.
0.70 0.47 4.May be accepted with minor revision.
0.27 0.27 4.May be accepted with minor revision.
0.33 0.27 3.Accepted with slight revision.
0.27 0.27 4.May be accepted with minor revision.
0.47 0.27 2.Accepted with very slight revision.
0.37 0.47 3.Accepted with slight revision.
0.20 0.27 5.Major revision on the stem or choices.
0.57 0.07 3.Accepted with slight revision.
0.43 0.47 2.Accepted with very slight revision.
0.53 0.27 2.Accepted with very slight revision.
0.13 0.13 6.Needs major revision or may be discarded.
0.40 0.00 4.May be accepted with minor revision.
0.23 0.33 4.May be accepted with minor revision.
0.17 -0.07 7.Totally discard.
0.00 0.00 6.Needs major revision or may be discarded.
0.23 -0.07 7.Totally discard.
Item #
Total
Correct
(high)
Total
Correct
(low)
Total
Correct
(high+low)
Decision

6. 20. 8 4 12 Difficult Discriminating
21. 4 1 5 Very Difficult Moderately Discriminating
22. 1 2 3 Very Difficult Moderately Discriminating
23. 13 8 21 Easy Discriminating
24. 6 1 7 Difficult Discriminating
25. 7 2 9 Difficult Discriminating
26. 12 6 18 Moderately Difficult Discriminating
27. 5 1 6 Very Difficult Discriminating
28. 10 2 12 Difficult Discriminating
29. 2 2 4 Very Difficult Moderately Discriminating
30. 7 0 7 Difficult Discriminating
31. 11 3 14 Moderately Difficult Discriminating
32. 6 4 10 Difficult Moderately Discriminating
33. 0 0 0 Very Difficult Moderately Discriminating
34. 8 0 8 Difficult Discriminating
35. 10 3 13 Moderately Difficult Discriminating
36. 3 5 8 Difficult Moderately Discriminating
37. 7 4 11 Difficult Moderately Discriminating
38. 9 4 13 Moderately Difficult Discriminating
39. 9 5 14 Moderately Difficult Discriminating
40. 8 2 10 Difficult Discriminating
41. 9 1 10 Difficult Discriminating
42. 5 4 9 Difficult Moderately Discriminating
43. 14 5 19 Easy Discriminating
44. 8 3 11 Difficult Discriminating
45. 5 0 5 Very Difficult Discriminating
46. 10 1 11 Difficult Discriminating
47. 8 2 10 Difficult Discriminating
48. 5 2 7 Difficult Moderately Discriminating
49. 4 1 5 Very Difficult Moderately Discriminating
50. 6 1 7 Difficult Discriminating
0 16 7.Totally discard….. 4
8 3
12 7
0.40 0.27 3.Accepted with slight revision.
© Balajadia 2014
0.17 0.20 6.Needs major revision or may be discarded.
0.10 -0.07 7.Totally discard.
0.70 0.33 4.May be accepted with minor revision.
0.23 0.33 4.May be accepted with minor revision.
0.30 0.33 4.May be accepted with minor revision.
0.60 0.40 2.Accepted with very slight revision.
0.20 0.27 5.Major revision on the stem or choices.
0.40 0.53 3.Accepted with slight revision.
0.13 0.00 6.Needs major revision or may be discarded.
0.23 0.47 4.May be accepted with minor revision.
0.47 0.53 2.Accepted with very slight revision.
0.33 0.13 4.May be accepted with minor revision.
0.00 0.00 6.Needs major revision or may be discarded.
0.27 0.53 4.May be accepted with minor revision.
0.43 0.47 2.Accepted with very slight revision.
0.27 -0.13 7.Totally discard.
0.37 0.20 4.May be accepted with minor revision.
0.43 0.33 2.Accepted with very slight revision.
0.47 0.27 2.Accepted with very slight revision.
0.33 0.40 3.Accepted with slight revision.
0.33 0.53 3.Accepted with slight revision.
0.30 0.07 4.May be accepted with minor revision.
0.63 0.60 3.Accepted with slight revision.
0.37 0.33 3.Accepted with slight revision.
6.Needs major revision or may be discarded.
0.23 0.33 4.May be accepted with minor revision.
0.17 0.33 5.Major revision on the stem or choices.
0.37 0.60 3.Accepted with slight revision.
0.33 0.40 3.Accepted with slight revision.
Signature/Date:
page2/2
Summary of Results
1.Accepted as it is………………………….. 4.May be accepted with minor revision……
2.Accepted with very slight revision……… 5.Major revision on the stem or choices….
3.Accepted with slight revision……………. 6.Needs major revision or be discarded…..
0.23 0.20 4.May be accepted with minor revision.
0.17 0.20

7. MARNIE JOEY G. JARAVATA
© Balajadia 2014
Signature/Date:
page2/2
Item analysis in: MATH 7 ARIS & ARMS 1ST PERIODIC TEST/ SY 2018-2019

8. Analyzed and reported by:
Department of Education - Region III
Division of Aurora
Dipaculao District
Dipaculao National High School
ITEM ANALYSIS IN MATH 7 ARIS & ARMS
1ST PERIODIC TEST/ SY 2018-2019
Exam Title / School Year
Interpretation and Descriptive Analysis
Test Difficulty
Test Discrimination
Final Impression
MARNIE JOEY G. JARAVATA

9. Teacher