Republic of the Philippines

Department of Education
Region XI
Division of Island Garden City of Samal
Peñaplata Samal District, Island Garden City of Samal

CONSOLIDATED RESULT
School: Matanos NHS District: Kaputian SY: 2021-2022
Subject: Science Grade Level: 8 Quarter: Second
C

PARTICULARS UPPER GROUP LOWER GROUP

TOTAL/AVERAGE/RANGE

Number of Students: 23 28 51
Highest Score: 17 18 -1
Lowest Score: 3 11 -8
Range: 14 7 6
MEAN 9.48 15.18 12.33
Mean Percentage Score: 23.7 37.95 30.825
Standard Deviation: 3.56 5.98 4.77

Interpretation of MPS: 31 Low mastery

 %

###

###

###

###

LS: -8 17 HS
12
-2 2 7 17 22 26
SD 3- SD 2- SD 1- MEAN SD 1+ SD 2+ SD 3+

LOWER BOUNDS UPPER BOUNDS

99% 68%
99%
95%
99%

INTERPRETATION/ANALYSIS/FINDINGS PROPOSED INTERVENTION

Prepared by: Checked & Verified: Approved:

LETECIA P. PAGOBO EMMALYN W. BANGCAS JOANN M. BENOYA

Teacher III School Testing Coor. Principal I

 Republic of the Philippines
Department of Education
Region XI
Division of Island Garden City of Samal
Peñaplata Samal District, Island Garden City of Samal

IDENTIFYING LEAST & MOST LEARNED COMPETENCIES

School: Matanos NHS District: Kaputian No of Lerners: 51 No. of MELC: 9

Frequency of Correct
ITEM Number

Frequency of Error

Error/Competency

Correct Response

Competencies
Rank of Most
Rank of LLC
COMPETENCIES

Average % of
Average % of
% of Correct
Response
Response

Learned
% Error

1 44 86.27 7 13.73
1 Identify parts of the microscope. 66.67 4 33.33 6
2 54 105.88 -3 -5.88
3 11 21.57 40 78.43 2
Focus specimen using the compound microscope. 72.55 3 27.45 7
4 56 109.8 -5 -9.8
5 36 70.59 15 29.41 3 Describe the different levels of biological organization
from cell to biosphere.
79.90 1 20.10 9
6 12 23.53 39 76.47
7 22 43.14 29 56.86 4 Differentiate plant and animal cells according to presence
or absence of certain 40.52 8 59.48 2
8 5 9.8 46 90.2 organelles.
9 22 43.14 29 56.86 5 Explain why the cell is considered the basic structural and
functional unit of all ### 20 ### 20
10 58 113.73 -7 -13.73 organisms.
11 18 35.29 33 64.71 6 Differentiate asexual from sexual reproduction in terms of
number of individuals 43.53 7 56.47 3
12 57 111.76 -6 -11.76 involved.
13 43 84.31 8 15.69 7 Differentiate biotic from abiotic components of an
ecosystem.
31.37 9 68.63 1
14 26 50.98 25 49.02
15 38 74.51 13 25.49 8 Describe the different ecological relationships found in an
ecosystem
64.31 5 35.69 5
16 2 3.92 49 96.08
17 22 43.14 29 56.86 9 Predict the effect of the changes in abiotic factors on the
ecosystem
56.08 6 43.92 4
18 27 52.94 24 47.06
19 14 27.45 37 72.55 10
0 74.51 2 25.49 8
20 15 29.41 36 70.59
21 13 25.49 38 74.51 11
0 ### 20 ### 20
22 36 70.59 15 29.41
23 25 49.02 26 50.98 12
0 ### 20 ### 20
24 42 82.35 9 17.65
25 22 43.14 29 56.86 13
0 ### 20 ### 20
26 29 56.86 22 43.14
27 26 50.98 25 49.02 14
0 ### 20 ### 20
28 34 66.67 17 33.33
29 51 100 0 0 15
0 ### 20 ### 20
30 36 70.59 15 29.41
31 7 13.73 44 86.27 16
0 ### 20 ### 20
32 4 7.84 47 92.16
33 15 29.41 36 70.59 17
0 ### 20 ### 20
34 15 29.41 36 70.59
35 7 13.73 44 86.27 18
0 ### 20 ### 20
36 56 109.8 -5 -9.8
37 16 31.37 35 68.63 19
0 ### 20 ### 20
38 12 23.53 39 76.47
39 27 52.94 24 47.06 20
0 ### 20 ### 20
 20
0 ### 20 ### 20
40 13 25.49 38 74.51
41 ### Err:502 ### Err:502 21
0 ### 20 ### 20
 21
0 ### 20 ### 20
42 ### Err:502 ### Err:502
43 ### Err:502 ### Err:502 22
0 ### 20 ### 20
44 ### Err:502 ### Err:502
45 ### Err:502 ### Err:502 23
0 ### 20 ### 20
46 ### Err:502 ### Err:502
47 ### Err:502 ### Err:502 24
0 ### 20 ### 20
48 ### Err:502 ### Err:502
49 ### Err:502 ### Err:502 25
0 ### 20 ### 20
50 ### Err:502 ### Err:502
51 ### Err:502 ### Err:502 26
0 ### 20 ### 20
52 ### Err:502 ### Err:502
53 ### Err:502 ### Err:502 27
0 ### 20 ### 20
54 ### Err:502 ### Err:502
55 ### Err:502 ### Err:502 28
0 ### 20 ### 20
56 ### Err:502 ### Err:502
57 ### Err:502 ### Err:502 29
0 ### 20 ### 20
58 ### Err:502 ### Err:502
59 ### Err:502 ### Err:502 30
0 ### 20 ### 20
60 ### Err:502 ### Err:502
[email protected]
 Republic of the Philippines
Department of Education
Region XI
Division of Island Garden City of Samal
Peñaplata Samal District, Island Garden City of Samal

Test of Reliability
School: Matanos NHS District: Kaputian
Subject: Science Grade Level: 7 Quarter: Second SY: 2021-2022
C
Group Difficulty Discrimination
Item No.

ANSWERS Correct
U L Answer
T Index Remarks Action D Index Remarks Action
23 28 A B C D Letter No.
U 23 5 6 9 3 6
1 L 28 5 19 2 2
B 19
25 0.49 Average Retain -13 -0.57 Poor Item Rejected or Revised

U 23 4 14 2 3 4
2 L 28 25 2 1 0
A 25
29 0.57 Average Retain -21 -0.91 Poor Item Rejected or Revised

U 23 6 3 11 3 11
3 L 28 10 12 0 6
C 0
11 0.22 Difficult Revise 11 0.48 Very Good Item Retain

U 23 9 5 6 3 6
4 L 28 0 2 25 1
C 25
31 0.61 Easy Revise -19 -0.83 Poor Item Rejected or Revised

U 23 6 0 14 3 6
5 L 28 15 4 6 3
A 15
21 0.41 Average Retain -9 -0.39 Poor Item Rejected or Revised

U 23 11 2 2 8 2
6 L 28 2 5 12 9
B 5
7 0.14 Very Difficult Discard -3 -0.13 Poor Item Rejected or Revised

U 23 4 14 2 3 14
7 L 28 10 4 11 3
B 4
18 0.35 Difficult Revise 10 0.43 Very Good Item Retain

U 23 6 3 11 3 3
8 L 28 9 3 15 1
D 1
4 0.08 Very Difficult Discard 2 0.09 Poor Item Rejected or Revised

U 23 12 2 1 8 2
9 L 28 11 10 3 4
B 10
12 0.24 Difficult Revise -8 -0.35 Poor Item Rejected or Revised

U 23 0 1 10 12 10
10 L 28 4 0 24 0
C 24
34 0.67 Easy Revise -14 -0.61 Poor Item Rejected or Revised

U 23 12 3 4 4 4
11 L 28 20 1 0 7
D 7
11 0.22 Difficult Revise -3 -0.13 Poor Item Rejected or Revised

U 23 4 3 13 3 13
12 L 28 3 2 22 1
C 22
35 0.69 Easy Revise -9 -0.39 Poor Item Rejected or Revised

U 23 5 12 3 3 3
13 L 28 0 2 20 6
C 20
23 0.45 Average Retain -17 -0.74 Poor Item Rejected or Revised

U 23 6 3 12 2 12 Needs Some
14 L 28 4 10 7 7
C 7
19 0.37 Difficult Revise 5 0.22 Fair Item
Revision
U 23 12 3 4 4 12
15 L 28 13 9 3 3
A 13
25 0.49 Average Retain -1 -0.04 Poor Item Rejected or Revised

U 23 4 4 0 15 0
16 L 28 25 2 1 0
C 1
1 0.02 Very Difficult Discard -1 -0.04 Poor Item Rejected or Revised

U 23 2 13 6 2 2
17 L 28 10 12 0 6
A 10
12 0.24 Difficult Revise -8 -0.35 Poor Item Rejected or Revised

U 23 4 3 9 7 3
18 L 28 10 12 0 6
B 12
15 0.29 Difficult Revise -9 -0.39 Poor Item Rejected or Revised

U 23 7 4 6 6 6
19 L 28 10 9 4 5
C 4
10 0.2 Very Difficult Discard 2 0.09 Poor Item Rejected or Revised

U 23 2 2 18 1 1
20 L 28 9 6 6 7
D 7
8 0.16 Very Difficult Discard -6 -0.26 Poor Item Rejected or Revised

U 23 3 17 1 2 1
21 L 28 7 12 6 3
C 6
7 0.14 Very Difficult Discard -5 -0.22 Poor Item Rejected or Revised

U 23 5 10 0 8 10
22 L 28 6 13 6 3
B 13
23 0.45 Average Retain -3 -0.13 Poor Item Rejected or Revised

U 23 12 2 1 8 1
23 L 28 8 4 12 4
C 12
13 0.25 Difficult Revise -11 -0.48 Poor Item Rejected or Revised

U 23 0 1 10 12 10
24 L 28 7 1 16 4
C 16
26 0.51 Average Retain -6 -0.26 Poor Item Rejected or Revised

U 23 12 3 4 4 4
25 L 28 9 2 9 8
C 9
13 0.25 Difficult Revise -5 -0.22 Poor Item Rejected or Revised

U 23 4 3 13 3 3
26 L 28 4 13 7 4
B 13
16 0.31 Difficult Revise -10 -0.43 Poor Item Rejected or Revised

U 23 5 12 3 3 12 Needs Some
27 L 28 8 7 0 13
B 7
19 0.37 Difficult Revise 5 0.22 Fair Item
Revision
U 23 6 3 12 2 2
28 L 28 2 6 4 16
D 16
18 0.35 Difficult Revise -14 -0.61 Poor Item Rejected or Revised

U 23 10 10 2 1 1
29 L 28 1 1 1 25
D 25
26 0.51 Average Retain -24 -1.04 Poor Item Rejected or Revised

U 23 2 3 16 2 2
30 L 28 17 3 2 6
A 17
19 0.37 Difficult Revise -15 -0.65 Poor Item Rejected or Revised

U 23 5 6 9 3 0
31 L 28 5 19 2 2
D 0
0 0 Very Difficult Discard 0 0 Poor Item Rejected or Revised

U 23 4 14 2 3 0
32 L 28 25 2 1 0
C 9
9 0.18 Very Difficult Discard -9 -0.39 Poor Item Rejected or Revised

U 23 6 3 11 3 2
33 L 28 10 12 0 6
D 3
5 0.1 Very Difficult Discard -1 -0.04 Poor Item Rejected or Revised

U 23 9 5 6 3 0
34 L 28 15 3 4 6
D 3
3 0.06 Very Difficult Discard -3 -0.13 Poor Item Rejected or Revised

U 23 6 0 14 3 6
35 L 28 3 1 22 2
D 3
9 0.18 Very Difficult Discard 3 0.13 Poor Item Rejected or Revised

U 23 6 3 12 2 4
36 L 28 2 2 22 2
C 14
18 0.35 Difficult Revise -10 -0.43 Poor Item Rejected or Revised

U 23 12 3 4 4 3
37 L 28 2 5 12 9
A 6
9 0.18 Very Difficult Discard -3 -0.13 Poor Item Rejected or Revised

U 23 4 4 0 15 2
38 L 28 10 4 11 3
B 3
5 0.1 Very Difficult Discard -1 -0.04 Poor Item Rejected or Revised

U 23 1 5 3 14 5
39 L 28 5 11 9 3
B 4
9 0.18 Very Difficult Discard 1 0.04 Poor Item Rejected or Revised

U 23 12 2 4 5 3
40 L 28 4 6 14 4
D 14
17 0.33 Difficult Revise -11 -0.48 Poor Item Rejected or Revised

U 0 0 0 0 0 #N/A
41 L 0 0 0 0 0
0 #REF!
#N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A
42 U 0 0 0 0 0 0 #REF! #REF! #REF! #REF! #REF! #REF! #REF! #REF! #REF!

Prepared by: Checked and Verified: Approved:

LETECIA P. PAGOBO EMMALYN W. BANGCAS JOANN M. BENOYA

Teacher III School Testing Coor. Principal I
 1
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 Republic of the Philippines
Department of Education
Region XI
Division of Island Garden City of Samal
Peñaplata Samal District, Island Garden City of Samal

LIST OF COMPETENCIES AND ITEM PLACEMENT

Subject: Science Quarter: Second Total Number of Items: 40
Competencies Item Placement
1 Identify parts of the microscope.
35 39

2 Focus specimen using the compound microscope.

36 37 38

3 Describe the different levels of biological organization from cell to biosphere.

31 32 33 34

4 Differentiate plant and animal cells according to presence or absence of certain

organelles. 1 2 3 30

5 Explain why the cell is considered the basic structural and functional unit of all
organisms. 4

6 Differentiate asexual from sexual reproduction in terms of number of individuals

involved. 23 24 25 26 27

7 Differentiate biotic from abiotic components of an ecosystem.

22 28 29
8 Describe the different ecological relationships found in an ecosystem
17 18 19 20 21

9
5 6 7 8 9 10 11 12 13 14 15 16
Predict the effect of the changes in abiotic factors on the ecosystem
10
40
11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

32

33

34

35
[email protected]
 Region: XI Division: Island Garden City of Samal Implementine Secion Curriculum Implementation Division Developed by: JUNELO C. FORNOLLES Dsignation: Div. Testing Coordinator SY: 2021-2022

TITLE: Test of Reliability School: Matanos NHS District: Kaputian HPS: 40 Highest Score 17 Lowest Score 11 Upper Group: 23

SUBJECT: Science Grade Level: 8 Quarter: Second Mean(UG) 9.48 MPS (UG) 23.7 SD(UG) 3.56 Lower Group: 28

Prepared by: LETECIA P. PAGOBO Checked & Verified: EMMALYN W. BANGCAS Approved: JOANN M. BENOYA Mean(LG) 15.18 MPS (LG) 37.95 SD (LG) 5.98 Total: 51

Designation: Teacher III Designation: School Testing Coor. Designation: Principal I Mean(Overall) 12.33 MPS (Overall) 30.825 SD(OverAll) 4.77 17 3 18 11

Item Correct Students' Number Total No. per Letter

No. Answer
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 A B C D
1 B B C B B A C D C C B C C A A A A D C D B B C C 5 6 9 3
2 A B C B B D B B B C D B B B A B B A A A B D B B 4 14 2 3
3 C A B D D D A C C B C C C C A B A A C A C C C C 6 3 11 3
4 C C D D D C C A A C C A B B A B A A A A B C A B 9 5 6 3
5 A C A A A C C A D A D C C C C C C C C C A D C C 6 0 14 3
6 B C A A A A A A A A A D A D D D D B D B D A D C 11 2 2 8
7 B B C B B D B B B C D B B B A B B A A A B D B B 4 14 2 3
8 D A B D D D A C C B C C C C A B A A C A C C C C 6 3 11 3
9 B C A A A A A A A A A D A D D D D B D B D A D A 12 2 1 8
10 C C C C C D C B C C C D D D D D D D D D C C D D 0 1 10 12
11 D A D A A C C D C D B A A A A A D A B A C B A A 12 3 4 4
12 C C C C C C B D C B C C C A A A A D C D B C C C 4 3 13 3
13 C C D B B B D B A D C B B B A B B A A A B C B B 5 12 3 3
14 C C A C C D C D A C B C C C A B A A C A C B C C 6 3 12 2
15 A A D A A C C D C D B A A A A A D A B A C B A A 12 3 4 4
16 C D A B B A D B B A D D D A D D D D D D D D D D 4 4 0 15
17 A A B B B B B B A B B C C C B D D B C B B B C C 2 13 6 2
18 B A B C C C C C C A A D D C C B C D D D B A D D 4 3 9 7
19 C A C D D D D C B C B D C A A A A A C A B B D C 7 4 6 6
20 D C C C C C A A C C C B C C C C C C C C D C B C 2 2 18 1
21 C B B B B B B B B B B B A B A C B D B D B B B A 3 17 1 2
22 B B A B B D A A D B B D B B A A B D D D D B D B 5 10 0 8
23 C C A A A A A A A A A D A D D D D B D B D A D A 12 2 1 8
24 C C C C C D C B C C C D D D D D D D D D C C D D 0 1 10 12
25 C A D A A C C D C D B A A A A A D A B A C B A A 12 3 4 4
26 B C C C C C B D C B C C C A A A A D C D B C C C 4 3 13 3
27 B C D B B B D B A D C B B B A B B A A A B C B B 5 12 3 3
28 D C A C C D C D A C B C C C A B A A C A C B C C 6 3 12 2
29 D A B B B B D C C B A A B B A B A A A A B A A B 10 10 2 1
30 A A D C C D B B B C C C C C C C C C C C A C C C 2 3 16 2
31 D B C B B A C D C C B C C A A A A D C D B B C C 5 6 9 3
32 C B C B B D B B B C D B B B A B B A A A B D B B 4 14 2 3
33 D A B D D D A C C B C C C C A B A A C A C C C C 6 3 11 3
34 D C D D D C C A A C C A B B A B A A A A B C A B 9 5 6 3
35 D C A A A C C A D A D C C C C C C C C C A D C C 6 0 14 3
36 C C A C C D C D A C B C C C A B A A C A C B C C 6 3 12 2
37 A A D A A C C D C D B A A A A A D A B A C B A A 12 3 4 4
38 B D A B B A D B B A D D D A D D D D D D D D D D 4 4 0 15
39 B D D D D D D D B D D C D B A B D B C B D D C D 1 5 3 14
40 D A A D D A D D A B C A A B A A A C A C D C A A 12 2 4 5
 41 0 0 0 0
42 0 0 0 0
43 0 0 0 0
44 0 0 0 0
45 0 0 0 0
46 0 0 0 0
47 0 0 0 0
48 0 0 0 0
49 0 0 0 0
50 0 0 0 0
51 0 0 0 0
52 0 0 0 0
53 0 0 0 0
54 0 0 0 0
55 0 0 0 0
56 0 0 0 0
57 0 0 0 0
58 0 0 0 0
59 0 0 0 0
60 0 0 0 0
Total Score: 15 9 17 17 7 10 10 10 11 9 8 10 9 3 7 4 7 6 7 15 9 8 10 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 HS: 17 LS: 3

Instruction how to use this template

1 Enter completely the details of the Heading.(The uncolored cells). Do not edit colord cells on the heading

2 Do not edit the number of upper group and lower group as well as the HPS, the template will automaticaly count after encoding the Data

3 Enter the Letter of the correct answer of the test to Answer Column (The green Cells). If the test is not a multiple choice enter letter A for the answer and A for the leaner's answer if correct and B, C, or D if
wrong.

4 Enter the responses of the Learners under the Students Number. This is for 4 choices (A, B. C & D)

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56
 UG LG
Highest 17 18
Lowest 3 11

Wrong Data

Note: Correct Data if The Lowest score of the upper group is

greater than the Highest score of the Lower Group

The number of learners for the upper group is greater

than or equal to the number the lower group

7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25 21. B
26 22. D
27 23. A
28 24. B
29 25. A
30 26. A
31 27. D
32 28. B
33 29. B
34 30. C
35 31. B
36 32. D
37 33. A
38 34. D
39 35. A
40 36. C
41 37. B
42 38. B
43 39. B
44 40. A
45
46
47
48
49
50
51
52
53
54
55
56
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58
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60
61
62

58 59 60
 Region: XI Division: Island Garden City of Samal Implementine SecionCurriculum Implementation Division Developed by: JUNELO C. FORNOLLES Dsignation: Div. Testing Coordinator SY: 2021-2022

TITLE: Test of Reliability School: Matanos NHS District: Kaputian HPS: 40 Highest Score 17 Lowest Score 11 Upper Group: 23

SUBJECT: Science Grade Level: 8 Quarter: Second Mean(UG) 9.48 MPS (UG) 23.7 SD(UG) 3.56 Lower Group: 28

Prepared by: LETECIA P. PAGOBO Checked & Verified: EMMALYN W. BANGCAS Approved: JOANN M. BENOYA Mean(LG) 15.18 MPS (LG) 37.95 SD (LG) 5.98 Total: 51

Designation: Teacher III Designation: School Testing Coor. Designation: Principal I Mean(Overall) 12.33 MPS (Overall) 30.825 SD(OverAll) 4.77 17 3 18 11

Item Correct Students' Number Total No. per Letter

No. Answer
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 A B C D
1 B A A B B C B B B B C B B A B B B A B B D B A B B B D B B 5 19 2 2
2 A A A A A A A A A A A A A A A A A C A A B A B A A A A A A 25 2 1 0
3 C B D A B A A A A B A B B B B D B D B B A D D A B A D A B 10 12 0 6
4 C C B C C C C C C C C C C C C C C C C C D C B C C C C C C 0 2 25 1
5 A A B A A A C C B A C A A A A A A D A A C C D C D B A B A 15 4 6 3
6 B A D D C D D C C C B D C C C D C D B B B D B A D C C C C 2 5 12 9
7 B A C A C A A A C B A A C A C B C A C C D C D A C B D C B 10 4 11 3
8 D A D B C C C C C A B A A C A C A B C C C C C C A A C C A 9 3 15 1
9 B A B B B A A B B A B A A A A B A C D D D D C B C B A B A 11 10 3 4
10 C C C C A C C C C C C C C C C A C C C C C A A C C C C C C 4 0 24 0
11 D D D A D A A D A A D A A A A A A B A A A A D A A A D A A 20 1 0 7
12 C C C C D C C C C B C A C A C C C A C C C C C C C C C C B 3 2 22 1
13 C C D C C C C C C C D D C C C D C C C C B D B C C C D C C 0 2 20 6
14 C B C C C D C D B A B D B C B D B C D D B A B A B C D B A 4 10 7 7
15 A D A B D A A A B A A A C A C D C B B B A A A A B B B B A 13 9 3 3
16 C A A A A A A A A A A A A A A A A C A A B A B A A A A A A 25 2 1 0
17 A B D A B A A A A B A B B B B D B D B B A D D A B A D A B 10 12 0 6
18 B B D A B A A A A B A B B B B D B D B B A D D A B A D A B 10 12 0 6
19 C D A B C D B A C A D A B A B A B B A A B D C B A B D C A 10 9 4 5
20 D B D B D C C A A D B C A C A D A A A A B C D D B B C A D 9 6 6 7
21 C C C A B A B D B A A B B A B D B C B B A C D C C B B B A 7 12 6 3
22 B B B B A B A C C A A B B A B C B C B B D B B B C D D C A 6 13 6 3
23 C C C C C C D C A C B C A A A A A B D D D A C C B C B A C 8 4 12 4
24 C A C A C C C A C A B C C D C C C D D D C C A A C C C C A 7 1 16 4
25 C D B A A A D A D C C D C C C D C A A A C C A D A D B D C 9 2 9 8
26 B C B B C B B A B A C B D B D B D C C C B B B A B C D B A 4 13 7 4
27 B A B D D A D B B A A B D D D D D B A A D D D A B D D B A 8 7 0 13
28 D C B A D D D A D D D D B D B D B D D D B D C C C B D D D 2 6 4 16
29 D D D D D A D D D D D D D D D C D D D D D D D B D D D D D 1 1 1 25
30 A A A A A D A A A A A D A B A C A A D D A D D A B C B A A 17 3 2 6
31 D A A B B C B B B B C B B A B B B A B B D B A B B B D B B 5 19 2 2
32 C A A A A A A A A A A A A A A A A C A A B A B A A A A A A 25 2 1 0
33 D B D A B A A A A B A B B B B D B D B B A D D A B A D A B 10 12 0 6
34 D A C A B D D C A A A A A C A B A A D D D A A B A D C A A 15 3 4 6
35 D C C C C C B C C C C C C C C D C D C C C A A A C C C C C 3 1 22 2
36 C A A C C C C C C C C C C C C D C C C C C B D C B C C C C 2 2 22 2
37 A A D D C D D C C C B D C C C D C D B B B D B A D C C C C 2 5 12 9
38 B A C A C A A A C B A A C A C B C A C C D C D A C B D C B 10 4 11 3
39 B C C B B A B B B C C C A C A D A B B B B D C C B A D B C 5 11 9 3
40 D B C D C C B C C C A C A C A D A D C C D B B B C C B C C 4 6 14 4
41 0 0 0 0 0
 42 0 0 0 0 0
43 0 0 0 0 0
44 0 0 0 0 0
45 0 0 0 0 0
46 0 0 0 0 0
47 0 0 0 0 0
48 0 0 0 0 0
49 0 0 0 0 0
50 0 0 0 0 0
51 0 0 0 0 0
52 0 0 0 0 0
53 0 0 0 0 0
54 0 0 0 0 0
55 0 0 0 0 0
56 0 0 0 0 0
57 0 0 0 0 0
58 0 0 0 0 0
59 0 0 0 0 0
60 0 0 0 0 0
Total Score: 14 18 18 18 15 17 16 17 17 14 15 14 13 14 15 14 16 15 15 15 13 11 16 13 16 12 17 17 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 HS: 18 LS: 11

Instruction how to use this template

1 Do not edit the header, it linked from the upper group

2 Enter the responses of the Learners under the Students Number. This is for 4 choices (A, B. C & D)

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 UG LG
Highest 17 18

Frequency of Correct Response (LP)

Lowest 3 11

Wrong Data

Note: Correct Data if The Lowest score of the upper group

0 1 is greater than the Highest score of the Lower Group
1 1 0

28 19 2 0 1
28 25 3 0 1 The number of learners for the upper group is
28 0 4 0 1 greater than or equal to the number the lower
28 25 5 0 1 group
28 15 6 0 1
28 5 7 0 1
28 4 8 0 1
28 1 9 0 1
28 10 10 0 1
28 24 11 0 1
28 7 12 0 1
28 22 13 0 1
28 20 14 0 1
28 7 15 0 1
28 13 16 0 1
28 1 17 0 1
28 10 18 0 1
28 12 19 0 1
28 4 20 0 1
28 7 21 0 1
28 6 22 0 1
28 13 23 0 1
28 12 24 0 1
28 16 25 0 1
28 9 26 0 1
28 13 27 0 1
28 7 28 0 1
28 16 29 0 1
28 25 30 0 1
28 17 31 0 1
28 2 32 0 1
28 1 33 0 1
28 6 34 0 1
28 6 35 0 1
28 2 36 0 1
28 22 37 0 1
28 2 38 0 1
28 4 39 0 1
28 11 40 0 1
28 4 41 0 1
0 Err:502 1 0
 0 Err:502 1 0
0 Err:502 1 0
0 Err:502 1 0
0 Err:502 1 0
0 Err:502 1 0
0 Err:502 1 0
0 Err:502 1 0
0 Err:502 1 0
0 Err:502 1 0
0 Err:502 1 0
0 Err:502 1 0
0 Err:502 1 0
0 Err:502 1 0
0 Err:502 1 0
0 Err:502 1 0
0 Err:502 1 0
0 Err:502 1 0
0 Err:502 1 0
0 Err:502 1 0

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Computation of Sample
Where
n = 𝑁/ n = sample size

( 〖 1+𝑁𝑒 N = population size ing Test

e = margin of error = .05 (educational)
〗 ^2 )
Example:
1. Compute the Sample size of 300 Population

n == 300 300 300

= =
𝑁/( 〖 1+𝑁𝑒 1 + 300(.05) 1 + 300(.0025) 1 + 0.75
2

〗 ^2 )

300
= = 171.42857 = 171
1.75

Solve your sample size based on your population. Enter the population size on the blue box provided

P= 60 e= 0.05 e2 = 0.0025

n = 60 60 60
=
1 + 60 0.0025
=
1 + 0.15
=
1.15
= 52
𝑁/( 〖 1+𝑁
𝑒 〗 ^2 )
The higher the population the lesser the percntage of the sample.

Computation of Groups

Numper per group = Sample x 27% = 14.04 = 14

How to determine the upper group and the lower group.

Steps 1. Arrange the answer sheets of the class from highes to lowest scores

2. For Upper Group count according the number per group from the highest scorer, if the next answer
shet/s have the same score to the last test paper just include in the group.

3 . For the lower groupthe same process from upper group but start counting from the lowest scorer.

4. The number of upper group must be greater than or equal to the number of lower group, if not happen
include the nextscoer/s to the upper group

5. Do not include in the analysis the middle scorers

5. It is advised that if the population is less than 100 include all population, 50% for the upper group and
50% for the lower group. If the last scorer/s for the UG is equal to the top scorer/s of the LG just inclue
all the scores to the UG.
 Electronic Template on Identifying Least & Most Learned
Competencies, and Analyzing Test Items

Introduction:
Statistics is a way of looking at a population’s behavior by taking a sample. It’s usually
impossible to survey every member of a population because of money or time. For example, let’s
say you wanted to know how many people in the USA were vegetarians. Think about how long it
would take you to call over 300 million people; Assuming they all had phones and could speak!.
The problems with surveying entire populations are why researchers survey just a fraction of the
population: a sample.

Item analysis is a process which examines student responses to individual test

items (questions) in order to assess the quality of those items and of the test as a whole. ... The
first part assesses the items which made up the exam. The second part shows statistics
summarizing the performance of the test as a whole.

Analysing test items is one of perspective and teacher's skill, that has to be enhanced, to improve
the quality of questions for assessing student's achievement. The skill involves the ability to collect,
summarizing, and applying information from the students' answers to make a judgment in each
assessment 

Item analyses are intended to assess and improve the reliability of your tests. If test reliability
is low, test validity will necessarily also be low. This is the ultimate reason you do item analyses—to
improve the validity of a test by improving its reliability. Higher reliability will not necessarily raise
validity (you can be more consistent in hitting the wrong target), but it is a prerequisite. That is, high
reliability is necessary but not sufficient for high validity

One of the problems encountered by the teachers on analyzing est items due to time constraitns and
the difficulty in manipulating formulas if they are going to solve it in excel. . The author try to
develop this electronic tool for the the teachers of the Island Garden City of Samal as an aid for the to
lighten their job especially on mathematics. Thi tool is only an aid for the techers in doing their task
in analyzing test items. It's not the intention of this tool to make teachers lazy or to be dependent of
the result of the output of this tool but the imoprtant is the concepts and methods on how to analyze
test items already learned by them.
Another problem was on taking a sample of the population is sample size. Obviously, if you asked just one
person in the population if they were vegetarian then their answer wouldn’t be representative of everyone. But
would 100 people be sufficient? 1000? Ten thousand? How you figure out a big enough sample size involves
applying a formula. While there are many formulas to calculate sample sizes, most of them require you to
know something about the population, like the mean. But what if you knew nothing about your population?
That’s where Slovin’s formula comes in.

This tool serves as an aid for teachers in analyzing test items. It does not intend to limit their
knowledge and skills. More so, it does not take the place of learning. Teachers need to continue to
learn the basic concepts and practice the methods on how to analyze test items without it.
 learn the basic concepts and practice the methods on how to analyze test items without it.

Slovin’s formula gives you a ballpark figure to work with. However, this non-parametric formula lacks
mathematical rigor (Ryan, 2013). For example, there is no way to calculate statistical power (which tells you
how likely your study distinguishes an actual effect from one of chance). It’s unclear from any reference texts
exactly what the “error tolerance” is (a mean, or perhaps a proportion?).

Sloven's Formula in Determining the Sample Size

n = Where
n = sample size
𝑁/( 〖 1+𝑁𝑒
N = population size
〗 ^2 )
e = margin of error = .05 (educational)