Chapter 9: Improving a Classroom-based Assessment Test

Table of Specification for the Quiz

One-way Table of Specificiation

Objective Skills Number of items

Acquire 1. Remembering the term from the description stated 5 (Remembering)
procedures 2. Fill out missing variables on the formula for 3 (Remebering/Understanding)
for empirical item-improvement method indices, or
improving a label the variables based on their correct name
classroom- 3. Interpret the indices, and create a decision out of 2 (Application)
based them
assessment 4. Apply the formula of discrimination index, from the 5 (Application)
test virtual data, formulate a decision, and making
inferences out of it
TOTAL 15

Three-way Table of Specification

Skills Remembering Understand Apply Analyze Evaluate Create Total

number
of items
1. Selecting the term 5 5
being described (Item/s: 6, 7, 8,
regarding item- 9, 10)
improvement methods
2. Fill out missing 2 1 3
variables on the (Items: 12, 13) (Item/s: 11)
formula for empirical
item-improvement
method indices, or
label the variables
based on their correct
name
3. Interpret the indices, 2 2
and create a decision (Items:
out of them 14,
15)
4.Apply the formula of 5 5
discrimination index, (Items:
from the virtual data, 28, 29,
formulate a decision, 30, 31,
and making inferences 32)
out of it
TOTAL 7 1 7 15
_____6. This is the last phase of Test Development _____13. The variable for Difficulty Index is?
Process, that involves the process of reviewing and a. z
revising the items. b. Di
a. Revise Phase c. p
b. Item Construction Phase d. D
c. Recheck Phase _____14. Dr. Milikov had computed for the difficulty
d. Review Phase index for his item #31 from the results collected
_____7. It involves the method of improving the from the students, and found out that the item has a
item test, thru the use of human subjective thinking p-value of 0.63. The interpretation for that index is?
a. Subjective Item-Improvement a. Very Easy
b. Cognitive Item-Improvement b. Moderate
c. Judgmental Item-Improvement c. Very Difficult
d. Socio-Cognitive Item-Improvement d. Difficult
_____8. This item-improvement method needs the _____15. Ms. Montreal computed the
data from the responses of the examinees from the discrimination index for her item #2, and found out
items that the item is needed to be rejected. Thru this
a. Data Item-Improvement decision, in what range does the discrimination
b. Results-based Item-improvement index possibly lie?
c. Collective Item-Improvement a) .40 ≤
d. Empirical Item-Improvement b) .30-.39
_____9. The answer from the previous question is c) .20-29
also known as? d) .19 ≥
a. Failure Detector
b. Item Analysis For Items 28-32: The following table is the
c. Distracter Analysis frequency of correct responses from both lower and
d. Reliability Analysis higher scoring group (Total number of student = 34),
_____10. This index is only ranging from 0.0 to 1.0 from item #1 to #10.
a. Difficulty index
b. Distracter index Item Upper Group Lower Group
c. Discrimination index 1 11 6
2 4 10
d. Multiplier Index
3 14 9
_____11. Formula for discrimination index needs 4 11 11
the value of Ru, which means? 5 16 7
a. Total number of items of the test 6 7 5
b. Total number of students 7 5 10
c. Total number of students in the upper 8 12 9
group that answered the item correct 9 16 5
d. Total number of the students that 10 17 1
answered the item wrong
_____12. Sensitivity to instruction formula: Si=(?) _____28. The discrimination index for item #5 is?
a. p(post) – p(pre) a. 1.35
b. D(post) - D(pre) b. 0.52
c. p(pre) - p(post) c. -0.52
d. D(pre) – D(post) d. -1.35
_____29. From the data of item #7, the item is?
a. Positively Discriminating
b. Negatively Discriminating
c. Not Discriminating
d. None of the above
_____30. Based on the data of item #3,the said
item is to be:
a. Retained
b. Revised
c. Rejected
d. Reassessed
_____31. On the following table, which item is not
discriminating?
a. Item 7
b. Item 2
c. Item 10
d. Item 4
_____32. Which item is very high in D?
a. Item 7
b. Item 2
c. Item 10
d. Item 4

Key to correction: d, c, d, b, a, c, a, c, b, d, b, b, b, d,
c