This document discusses procedures for item analysis and evaluation of test results. Item analysis involves calculating difficulty and discrimination indices to characterize test items and identify those that are very difficult, non-discriminating, or need revision. The procedure involves arranging student scores, grouping high and low performers, recording responses, and computing P (difficulty index) and D (discrimination index) values. Test items are then evaluated based on their P and D values and classified as probable to discard, need revision, or accept. The example provided calculates indices for a sample test item and classifies it as moderately difficult but discriminating.

1. ITEM ANALYSIS
AND
EVALUATION
OF TEST
RESULTS

2. Objective
 To characterize a valid and reliable test item
 To perform a system of checking the validity
and reliability of a test
 To interpret test results after item analysis.

3. ITEM ANALYSIS
Difficulty Index
(P)
Discrimination
Index (D)
Rate of correct high
performers compared to that
of low performers in the test
Higher D= Effective Item
Lower D =Questionable

4. ITEM ANALYSIS
Procedure:
1 Arrange the scored papers from highest to lowest.
2. Group the upper 27% and the lower 27%.
3. Record separately the number of times each
option was chosen by the students per item in both
groups.
4. Add the number of correct answers to each item
by the upper and lower groups combined.

5. ITEM ANALYSIS
Procedure:
5. Compute the difficulty index (P) using:
Nc
P= T x 100
Where:
Nc = no. of correct responses
T= combined total of students in the
upper & lower groups.

6. ITEM ANALYSIS
Procedure:
6. Compute the discrimination index (D) using:
CU – CL
D = _______
T
Where:
CU = no. of correct responses, upper
group
CL = no. of correct responses lower group

7. DIFFICULTY ITEMS
P value range Interpretation
0.00 to 0.20 Very Difficult
0.21 to 0.40 Difficult
0.41 t0 0.60 Moderately Difficult
0.61 to 0.80 Easy
0.81 and above Very Easy

8. DISCRIMINATION BY THE
OPTIONS
D value range Interpretation
-1.00 t0-0.60 Questionable
-0.59 t0 -0.20 Non Discriminating
-0.19 to 0.20 Moderately Discriminating
0.21 to 0.60 Discriminating
0.61 to 1.00 Very Discriminating

9. Difficulty Level Discriminating Level Decision
Very Difficult or
Difficult
Not Discriminating Improbable-Discard
Moderately
Discriminating
May need revision on the stem
and/or choices
Discriminating Accept with little revision if
necessary
Moderately Difficult Not Discriminating Needs revision especially on
the choices
Moderately
Discriminating
May need slight revision on
the stem and/or choices
Discriminating Accept as it is
Very Easy or Easy Not Discriminating Totally discard
Moderately
Discriminating
Needs major revision on the
stem and/or choices
Discriminating May be accepted by slightly
increasing difficulty

10. Item# Group (n) Response Difficult
y
Index(P)
Interpretat
ion
Discrimin
atory
Index (D)
Interpreta
tion
Decision
n Correct n Wrong
1 H(_)
L(_)
2 H(_)
L(_)
3 H(_)
L(_)

11. ITEM BANK
Learning Area: MAPEH Grade Level: Grade 8
Learning Thinking Skills: Understanding
Type of Test: FIRST Periodical No. of Items: 40 items
Learning Competencies: Factors completely different types of polynomials (
polynomials with common monomial factor, difference of two squares, sum and
difference of two cubes, perfect square trinomials, and general trinomial) M8AL-Ia-
b-1
Test Item No.35
Factor 10𝑎2
𝑏𝑐 − 5𝑎𝑏2
𝑐 + 15𝑎𝑏𝑐2
a. 3abc(a –b-c) b. 5 (a +b+ c) c. 5abc(2a-b+3c) d. 10𝑎2
𝑏𝑐 − 5𝑎𝑏2
𝑐 + 15𝑎𝑏𝑐2
a. Correct Response: Letter c Difficulty Index (D)= 0.72
b. Difficulty index (p) = 0.56 Interpretation of Test Item = Very
c. Discriminating
d. Classification of Test Item = Moderately Difficult

12. MPS( Mean Percentage Score)
FIRST QUARTER
Grade/S
ection
No. of
Examinee
Total
Score
HSO LSO Mean MPS
Summative
Week1&2
40 20 15 8 15.35 76.75
Summative
Week3&4
40 20 18 5 17.50 87.50
Summative
Week5&6
40 20 18 6 14.55 72.75
Summative
Week7&8
40 20 19 8 16.89 84.45
MPS = 80.3625