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1. ASSESSMENT
IN LEARNING 1
PROFESSIONAL EDUCATION 7

2. CHAPTER I – Shift of Educational Focus from Content to Learning Outcomes
CHAPTER II – Determining the Progress Towards the Attainment
of Learning Outcomes
CHAPTER III – Program Outcomes and Student Learning Outcomes
CHAPTER IV – Assessing Student Learning Outcomes
CHAPTER V – Distinguishing and Constructing Various Paper-and-Pencil-Tests
CHAPTER VI – Item Analysis and Validation
CHAPTER VII – Measures of Central Tendency and Dispersion / Variability
CHAPTER VIII – Grading Systems and the Grading System of the
Department of Education
COURSE CONTENT

3. ITEM
ANALYSIS

4. Item Analysis is a process of examining
the students’ response to individual item in the
test. It consists of different procedures for
assessing the quality of the test items given to
the students. Through the use of item analysis,
we can identify which of the given are good
and defective test items. Good items are to be
retained and defective items are to be
improved, to be revised or to be rejected.

5. Types of Quantitative Item Analysis
There are three common types of
quantitative tem analysis which provide
teachers with three different types of
information about individual test items. These
are difficulty index and discrimination index.

6. Difficulty Index
 It is a measure of the proportion of
examinees who answered the item correctly.
 The difficulty of an item or item difficulty is
defined as the number of students who are
able to answer the item correctly divided by
the total number of students.

7. Thus:
number of students with correct answer
total number of students
Example:
What is the item difficulty index of an item if 14 students are unable to
answer it correctly while 26 answered it correctly?
Item difficulty =

8. Thus:
number of students with correct answer
total number of students
Example:
What is the item difficulty index of an item if 14 students are unable to
answer it correctly while 26 answered it correctly?
Item difficulty = 26 / 40
= 0.65 or 65%
Item difficulty =

9. To determine the level of difficulty of an item, find
first the difficulty index using the formula and identify the
level of difficulty using the range given below.

10. One problem with this type of difficulty index is
that it may not actually indicate that the item is
difficult (or easy). A student who does not know the
subject matter will naturally be unable to answer the
item correctly even if the question is easy. We are
therefore interested in deriving a measure that will
tell us whether an item can discriminate between
these two groups of students.

11. Discrimination Index
 It is the difference between the proportion of
the top scorers who got an item correct and
the proportion of the lowest scorers who got
the item right.

12. An easy way to derive such a measure is to
measure how difficult an item is with respect to
those in the upper 25% of the class and how
difficult it is with respect to those in the lower
25% of the class.

13. Index of discrimination = DU - DL
(DU - Upper group; DL – Lower group)
Example: Obtain the index of discrimination of an
item if the upper 25% of the class had a difficulty
index of 0.60 (i.e. 60% of the upper 25% got the
correct answer) while the lower 25% of the class
had a difficulty index of 0.20.
Here, DU = 0.60 while DL = 0.20,
thus index of discrimination = 0.60 - 0.20 = 0.40

14. To determine the level of discrimination of an item,
find first the discrimination index using the formula and
identify the level of it using the range given below.

15. Consider a multiple-choice type of test of which the following data
were obtained. A class is composed of 50 students. Use 25% to get the
upper and the lower groups. Analyze the item given the following results.
Option B is the correct answer. What will you do with the test item?
A B C D
0 30 10 10 TOTAL
0 12 1 0 Upper 25%
0 3 6 4 Lower 25%

16. Let us compute for
the Difficulty Index
and the
Discrimination Index

17. number of students with correct answer
total number of students
Difficulty Index =
A B C D
0 30 10 10 TOTAL
0 12 1 0 Upper 25%
0 3 6 4 Lower 25%

18. number of students with correct answer
total number of students
= 30 / 50
= 0.6 or 60%
Interpretation: Right Difficulty
Action to be taken: Retain
Difficulty Index =
A B C D
0 30 10 10 TOTAL
0 12 1 0 Upper 25%
0 3 6 4 Lower 25%

19. Discrimination Index = DU – DL
A B C D
0 30 10 10 TOTAL
0 12 1 0 Upper 25%
0 3 6 4 Lower 25%
DU = no. of students in upper 25% with correct response
no. of students in the upper 25%
=
=
DL = no. of students in lower 25% with correct response
no. of students in the lower 25%
=
=
Discrimination Index = DU – DL
=
=
Interpretation:
Action to be taken:

20. Discrimination Index = DU – DL
A B C D
0 30 10 10 TOTAL
0 12 1 0 Upper 25%
0 3 6 4 Lower 25%
DU = no. of students in upper 25% with correct response
no. of students in the upper 25%
= 12 / 13
= 0.92 or 92%
DL = no. of students in lower 25% with correct response
no. of students in the lower 25%
= 3 / 13
= 0.23 or 23%
Discrimination Index = DU – DL
= 0.92 – 0.23
= 0.69 or 69%
Interpretation: Discriminating Item
Action to be taken: Include or Retain

21. Validity - the extent to which a test
measures what it is intended to be
measured.
Reliability - the consistency of the scores
obtained – how consistent they are for
each individual from one administration of
an instrument to another and from one set
of items to another.

22. A valid test is always reliable, but a
reliable test is not always valid.

23. A valid test is always reliable, but a
reliable test is not always valid.
In other words, if a test is measuring
what it is supposed to measure, it will
be reliable, but a reliable test can
consistently measure the “wrong”
thing, thus making it invalid.