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.
TLE CES NC II Y2 - Module 5 - Applying Quality Standards.docGirlyPedregosa1
TLE CES NC II CBLM
Y2 - Module 5 - Applying Quality Standards
Unit of Competency: TERMINATE AND CONNECT ELECTRICAL WIRING AND ELECTRONIC CIRCUIT.
Module Title: Terminating and Connecting an Electronic Circuit
Welcome to the Module “Terminating and Connecting Electrical circuit and Electronic Circuit”. This module contains training materials and activities for you to complete.
The unit of competency “Terminate and Connect Electrical Wiring and Electronic Circuit” contains the knowledge, skills and attitudes required for Consumer Electronics Servicing required to obtain the National Certificate (NC) level II.
You are required to go through a series of learning activities in order to complete each of the learning outcomes of the module. In each learning outcome there are Information Sheets, Job Sheets, Operation Sheets and Activity Sheets. Do these activities on your own and answer the Self-Check at the end of each learning activity.
CCE: There is nothing more difficult to take in hand, more dangerous to conduct, or more uncertain in its success, than to take the lead in the introduction of a new order of things.
TLE CES NC II Y2 - Module 5 - Applying Quality Standards.docGirlyPedregosa1
TLE CES NC II CBLM
Y2 - Module 5 - Applying Quality Standards
Unit of Competency: TERMINATE AND CONNECT ELECTRICAL WIRING AND ELECTRONIC CIRCUIT.
Module Title: Terminating and Connecting an Electronic Circuit
Welcome to the Module “Terminating and Connecting Electrical circuit and Electronic Circuit”. This module contains training materials and activities for you to complete.
The unit of competency “Terminate and Connect Electrical Wiring and Electronic Circuit” contains the knowledge, skills and attitudes required for Consumer Electronics Servicing required to obtain the National Certificate (NC) level II.
You are required to go through a series of learning activities in order to complete each of the learning outcomes of the module. In each learning outcome there are Information Sheets, Job Sheets, Operation Sheets and Activity Sheets. Do these activities on your own and answer the Self-Check at the end of each learning activity.
CCE: There is nothing more difficult to take in hand, more dangerous to conduct, or more uncertain in its success, than to take the lead in the introduction of a new order of things.
Diagnosis means the careful and extensive observation
In Medicine : Diagnosis refers to careful and extensive observation of the patient under controlled conditions
In Education : Diagnosis refers to the process of determining the nature and causes of the educational difficulties.
Diagnostic Testing may be defined as testing or evaluation programme carried out by a teacher for diagnosing the nature and extent of the learning difficulties and behavioural problems of an individual student or group of students alongwith the inherent causes for chalking out suitable remedial programmes aimed to help them in getting rid of their difficulties and problems.
Three Phases:
Planning Phase
Construction Phase
Final try out (Administration and interpretation)
1. Planning Phase involves
Identifying the areas of weakness or learning difficulties,
Isolating a unit, sub-unit or concept for diagnosing in depth,
Content Analysis,
Determining the pre-requisite behaviour, Determining the expected behavior outcomes,
Deciding about the nature of the items of the test
2. Construction Phase involves
Planning and preparation of the test items (Preliminary Draft),
Writing and editing of the test items, Try out of the preliminary draft ,Item analysis, Formulation of the final form of the test (Final Draft)
3. Final Try Out (Administration and Interpretation) : The following points need to be kept in view:
The first task of the teacher is to win the confidence of the students and reassure them that test is to help them in the improvement of their learning rather than for declaring pass or fail.
It should be administered in a released environment.
Students should be seated comfortably.
Students should be asked not to consult each other while taking the test.
If any student is not able to follow something, he should be allowed to seek clarification from the teacher.
The teacher may ensure that the students taking the test attempt all questions.
Time schedule should not be enforced strictly, if any
If any student takes a little more time, he should be allowed to do so.
Error analysis
Error analysis stands for the analysis of the errors committed by the students with a purpose to
To diagnose their weaknesses and learning difficulties
To frame a suitable remedial programme
The NCSEHE hosted a webinar on 15 April 2021, presenting new research led by Dr Bret Stephenson (CHEEDR at La Trobe University) on “ghost student” failure in higher education.
Diagnosis means the careful and extensive observation
In Medicine : Diagnosis refers to careful and extensive observation of the patient under controlled conditions
In Education : Diagnosis refers to the process of determining the nature and causes of the educational difficulties.
Diagnostic Testing may be defined as testing or evaluation programme carried out by a teacher for diagnosing the nature and extent of the learning difficulties and behavioural problems of an individual student or group of students alongwith the inherent causes for chalking out suitable remedial programmes aimed to help them in getting rid of their difficulties and problems.
Three Phases:
Planning Phase
Construction Phase
Final try out (Administration and interpretation)
1. Planning Phase involves
Identifying the areas of weakness or learning difficulties,
Isolating a unit, sub-unit or concept for diagnosing in depth,
Content Analysis,
Determining the pre-requisite behaviour, Determining the expected behavior outcomes,
Deciding about the nature of the items of the test
2. Construction Phase involves
Planning and preparation of the test items (Preliminary Draft),
Writing and editing of the test items, Try out of the preliminary draft ,Item analysis, Formulation of the final form of the test (Final Draft)
3. Final Try Out (Administration and Interpretation) : The following points need to be kept in view:
The first task of the teacher is to win the confidence of the students and reassure them that test is to help them in the improvement of their learning rather than for declaring pass or fail.
It should be administered in a released environment.
Students should be seated comfortably.
Students should be asked not to consult each other while taking the test.
If any student is not able to follow something, he should be allowed to seek clarification from the teacher.
The teacher may ensure that the students taking the test attempt all questions.
Time schedule should not be enforced strictly, if any
If any student takes a little more time, he should be allowed to do so.
Error analysis
Error analysis stands for the analysis of the errors committed by the students with a purpose to
To diagnose their weaknesses and learning difficulties
To frame a suitable remedial programme
The NCSEHE hosted a webinar on 15 April 2021, presenting new research led by Dr Bret Stephenson (CHEEDR at La Trobe University) on “ghost student” failure in higher education.
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2. 2
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
3. 3
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.
4. 4
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,
5. 5
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
6. 6
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
7. 7
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
8. 8
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
9. 9
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.
10. 10
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.
11. 11
CURRICULUM IMPLEMENTATION DIVISION
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
12. 12
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.
13. 13
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
14. 14
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
15. 15
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
16. 16
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
17. 17
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
19. 19
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
25. 25
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.
26. 26
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.
