1.

It refers to the gathering of data based on

results, analysing and interpreting the data by
using statistical techniques to arrive at valid
results.
A. Measurement
B. Evaluation
C. Assessment
D. Test
1. It refers to the GATHERING OF DATA based
on results, analysing and interpreting the data
by using statistical techniques to arrive at
valid results.
A. Measurement
B. Evaluation
C. Assessment
D. Test
1. It refers to the GATHERING OF DATA based
on results, analysing and interpreting the data
by using statistical techniques to arrive at
valid results.
A. Measurement
B. Evaluation
C. Assessment
D. Test
1. It refers to the GATHERING OF DATA based
on results, analysing and interpreting the data
by using statistical techniques to arrive at
valid results.
A. Measurement
B. Evaluation
C. Assessment
D. Test
It is an INSTRUMENT
designed to MEASURE any
characteristic, quality,
ability, knowledge or skill.
It is the process of
QUANTIFYING the degree
to which someone/ something
possesses a given trait.
2 3 5 8 9.5
150/150
Collection, interpretation, and
use of qualitative and
quantitative information to
assist teachers in their
educational decision-making.
COLLECTION, INTERPRETATION,
AND USE of qualitative and
quantitative information to
assist teachers in their
educational decision-making.
COLLECTION, INTERPRETATION,
AND USE of qualitative and
quantitative information to
assist teachers in their
educational decision-making.
A process of making
JUDGMENTS about the
quality of a performance,
product, skill, or behavior
of a student.
100/100
50/100
70/100
2. Who among the teachers described below is doing
assessment?
A. Teacher Bautista who is administering a test to her
students.
B. Teacher Lim who is counting the scores obtained by the
students in his test.
C. Ms. Leyva who is computing the final grade of the
students after completing all their requirements.
D. Mr Loren who is planning for a remedial instruction after
knowing that students perform poorly in his test
2. Who among the teachers described below is doing
ASSESSMENT?
A. Teacher Bautista who is administering a test to her
students.
B. Teacher Lim who is counting the scores obtained by the
students in his test.
C. Ms. Leyva who is computing the final grade of the
students after completing all their requirements.
D. Mr Loren who is planning for a remedial instruction after
knowing that students perform poorly in his test
2. Who among the teachers described below is doing
ASSESSMENT?
A. Teacher Bautista who is administering a test to her
students.
B. Teacher Lim who is counting the scores obtained by the
students in his test.
C. Ms. Leyva who is computing the final grade of the
students after completing all their requirements.
D. Mr Loren who is planning for a remedial instruction after
knowing that students perform poorly in his test
2. Who among the teachers described below is doing
ASSESSMENT?
A. Teacher Bautista who is administering a test
to her students.
B. Teacher Lim who is counting the scores obtained by the
students in his test.
C. Ms. Leyva who is computing the final grade of the
students after completing all their requirements.
D. Mr Loren who is planning for a remedial instruction after
knowing that students perform poorly in his test
3. Teacher Jonah is judging the accuracy of these following statements.
Which statement/s will she consider correct?
I. Test is an instrument designed to measure any characteristic, quality,
ability, knowledge or skill.
II. Measurement is assigning a qualifying data to a performance, product,
skill, or behaviour of a student, based on a set of criteria.
III. Evaluation is a process of making judgments about the quality of a
performance, product, skill, or behavior of a student.
IV. Assessment is the collection, interpretation, and use of qualitative and
quantitative.

A. I, II, III, and IV C. I, III, and IV

B. II, III, and IV D. I and II
3. Teacher Jonah is judging the accuracy of these following statements.
Which statement/s will she consider CORRECT?
I. Test is an instrument designed to measure any characteristic, quality,
ability, knowledge or skill.
II. Measurement is assigning a qualifying data to a performance, product,
skill, or behaviour of a student, based on a set of criteria.
III. Evaluation is a process of making judgments about the quality of a
performance, product, skill, or behavior of a student.
IV. Assessment is the collection, interpretation, and use of qualitative and
quantitative.

A. I, II, III, and IV C. I, III, and IV

B. II, III, and IV D. I and II
3. Teacher Jonah is judging the accuracy of these following statements.
Which statement/s will she consider CORRECT?
I. Test is an instrument designed to measure any characteristic, quality,
ability, knowledge or skill.
II. Measurement is assigning a qualifying data to a performance, product,
skill, or behaviour of a student, based on a set of criteria.
III. Evaluation is a process of making judgments about the quality of a
performance, product, skill, or behavior of a student.
IV. Assessment is the collection, interpretation, and use of qualitative and
quantitative.

A. I, II, III, and IV C. I, III, and IV

B. II, III, and IV D. I and II
3. Teacher Jonah is judging the accuracy of these following statements.
Which statement/s will she consider CORRECT?
I. Test is an instrument designed to measure any characteristic, quality,
ability, knowledge or skill.
II. Measurement is assigning a qualifying data to a performance, product,
skill, or behaviour of a student, based on a set of criteria.
III. Evaluation is a process of making judgments about the quality of a
performance, product, skill, or behavior of a student.
IV. Assessment is the collection, interpretation, and use of qualitative and
quantitative.

A. I, II, III, and IV C. I, III, and IV

B. II, III, and IV D. I and II
3. Which of the following defines measurement?
A. It is an instrument designed to measure any characteristic,
quality, ability, knowledge or skill.
B. A process of quantifying the degree to which
someone/something possesses a given trait i.e., quality,
characteristics or feature.
C. Collection, interpretation, and use of qualitative and
quantitative information to assist teachers in their educational
decision-making.
D. A process of making judgments about the quality of a
performance, product, skill, or behavior of a student.
3. Which of the following defines MEASUREMENT?
A. It is an instrument designed to measure any characteristic,
quality, ability, knowledge or skill.
B. A process of quantifying the degree to which
someone/something possesses a given trait i.e., quality,
characteristics or feature.
C. Collection, interpretation, and use of qualitative and
quantitative information to assist teachers in their educational
decision-making.
D. A process of making judgments about the quality of a
performance, product, skill, or behavior of a student.
3. Which of the following defines MEASUREMENT?
A. It is an instrument designed to measure any characteristic,
quality, ability, knowledge or skill.
B. A process of QUANTIFYING the degree to which
someone/something possesses a given trait i.e., quality,
characteristics or feature.
C. Collection, interpretation, and use of qualitative and
quantitative information to assist teachers in their educational
decision-making.
D. A process of making judgments about the quality of a
performance, product, skill, or behavior of a student.
4. Teacher Maricel is comparing measurement from evaluation.
Which statement explains the difference?
A. Measurement is a pre-requisite of assessment while evaluation
is the pre-requisite of testing.
B. Measurement is the process of gathering data while evaluation
is the process of quantifying the data gathered
C. Measurement is assigning a numerical value to a given trait
while evaluation is giving meaning to the numerical value of the
trait.
D. Measurement is the process of quantifying data while
evaluation is the process of organizing data.
4. Teacher Maricel is comparing MEASUREMENT FROM
EVALUATION. Which statement explains the difference?
A. Measurement is a pre-requisite of assessment while evaluation
is the pre-requisite of testing.
B. Measurement is the process of gathering data while evaluation
is the process of quantifying the data gathered
C. Measurement is assigning a numerical value to a given trait
while evaluation is giving meaning to the numerical value of the
trait.
D. Measurement is the process of quantifying data while
evaluation is the process of organizing data.
4. Teacher Maricel is comparing MEASUREMENT FROM
EVALUATION. Which statement explains the difference?
A. Measurement is a pre-requisite of assessment while evaluation
is the pre-requisite of testing.
B. Measurement is the process of gathering data while evaluation
is the process of quantifying the data gathered
C. Measurement is assigning a numerical value to a given trait
while evaluation is giving meaning to the numerical value of the
trait.
D. Measurement is the process of quantifying data while
evaluation is the process of organizing data.
5. Teacher Sabrina is planning to do an assessment
OF learning. Which of these should she include in
her plan considering to her purpose for
assessment?
A. How to give immediate feedback to student's
strengths and weaknesses
B. How to determine the area of interest of learners
C. How to certify student's achievement
D. How to design one's instruction
5. Teacher Sabrina is planning to do an
ASSESSMENT OF LEARNING. Which of these should
she include in her plan considering to her purpose
for assessment?
A. How to give immediate feedback to student's
strengths and weaknesses
B. How to determine the area of interest of learners
C. How to certify student's achievement
D. How to design one's instruction
5. Teacher Sabrina is planning to do an
ASSESSMENT OF LEARNING. Which of these should
she include in her plan considering to her purpose
for assessment?
A. How to give immediate feedback to student's
strengths and weaknesses
B. How to determine the area of interest of learners
C. How to certify student's achievement
D. How to design one's instruction
PARA NG BILANG
DONE BEFORE AND DURING INSTRUCTION

ENSURE LEARNING
PLACEMENT
DIAGNOSTIC
FORMATIVE
DONE AFTER INSTRUCTION
GRADING AND REPORTING

SUMMATIVE
UNDERSTAND THE ROLE OF ASSESSMENT
“OF” AND “FOR” LEARNING

SELF-ASSESSMENT
SELF-DIRECTED
INDEPENDENT
6. Teacher Lolong is doing an assessment OF
learning. Which of the following questions would
he likely consider?

A. At the end of instruction, have the students

already achieved the intended outcomes?
B. Do the students have the prerequisite skills?
C. Which tasks are students handling satisfactorily?
D. What grade should I assign to each student?
6. Teacher Lolong is doing an ASSESSMENT OF
LEARNING. Which of the following questions would
he likely consider?

A. At the end of instruction, have the students

already achieved the intended outcomes?
B. Do the students have the prerequisite skills?
C. Which tasks are students handling satisfactorily?
D. What grade should I assign to each student?
6. Teacher Lolong is doing an ASSESSMENT OF
LEARNING. Which of the following questions would
he likely consider?

A. At the end of instruction, have the students

already achieved the intended outcomes?
B. Do the students have the prerequisite skills?
C. Which tasks are students handling satisfactorily?
D. What grade should I assign to each student?
7. Prof Momo plans to do assessment FOR learning,
then he should plan how to__________
I. provide feedback to help students improve
their work
II. certify students' achievement
III. assess strengths and weaknesses of students
IV. align instruction to learning needs of students
A.I, II and III only C. I, III and IV only
B. I, II and IV only D. II, III and IV only
7. Prof Momo plans to do ASSESSMENT FOR
LEARNING, then he should plan how to__________
I. provide feedback to help students improve
their work
II. certify students' achievement
III. assess strengths and weaknesses of students
IV. align instruction to learning needs of students
A.I, II and III only C. I, III and IV only
B. I, II and IV only D. II, III and IV only
7. Prof Momo plans to do ASSESSMENT FOR
LEARNING, then he should plan how to__________
I. provide feedback to help students improve
their work
II. certify students' achievement
III. assess strengths and weaknesses of students
IV. align instruction to learning needs of students
A.I, II and III only C. I, III and IV only
B. I, II and IV only D. II, III and IV only
8. Prof. Mona sees to it that she monitors for
understanding as she teaches to ensure that every
student can follow the lesson. With what form/s of
assessment is Prof Mona occupied with?

A. Assessment OF Learning
B. Assessment AS Learning
C. Assessment FOR Learning
D. Assessment FOR and AS Learning
8. Prof. Mona sees to it that she MONITORS for
understanding as she teaches to ensure that every
student can follow the lesson. With what form/s of
assessment is Prof Mona occupied with?

A. Assessment OF Learning
B. Assessment AS Learning
C. Assessment FOR Learning
D. Assessment FOR and AS Learning
8. Prof. Mona sees to it that she MONITORS for
understanding as she teaches to ENSURE THAT
EVERY STUDENT CAN FOLLOW THE LESSON. With what
form/s of assessment is Prof Mona occupied with?

A. Assessment OF Learning
B. Assessment AS Learning
C. Assessment FOR Learning
D. Assessment FOR and AS Learning
8. Prof. Mona sees to it that she MONITORS for
understanding as she teaches to ENSURE THAT
EVERY STUDENT CAN FOLLOW THE LESSON. With what
form/s of assessment is Prof Mona occupied with?

A. Assessment OF Learning
B. Assessment AS Learning
C. Assessment FOR Learning
D. Assessment FOR and AS Learning
9. Teacher Brian is done with the 1st Unit. He wants
to know how well his students could demonstrate
and show the knowledge and skills targeted at the
beginning of the Unit. What form of assessment
does Teacher Brian show?
A. Assessment OF Learning
B. Assessment AS Learning
C. Assessment FOR Learning
D. Assessment FOR and AS Learning
9. Teacher Brian is DONE WITH THE 1ST UNIT. He
wants to know how well his students could
demonstrate and show the knowledge and skills
targeted at the beginning of the Unit. What form of
assessment does Teacher Brian show?
A. Assessment OF Learning
B. Assessment AS Learning
C. Assessment FOR Learning
D. Assessment FOR and AS Learning
9. Teacher Brian is DONE WITH THE 1ST UNIT. He
wants to know how well his students could
demonstrate and show the knowledge and skills
TARGETED AT THE BEGINNING OF THE UNIT. What
form of assessment does Teacher Brian show?
A. Assessment OF Learning
B. Assessment AS Learning
C. Assessment FOR Learning
D. Assessment FOR and AS Learning
9. Teacher Brian is DONE WITH THE 1ST UNIT. He
wants to know how well his students could
demonstrate and show the knowledge and skills
TARGETED AT THE BEGINNING OF THE UNIT. What
form of assessment does Teacher Brian show?
A. Assessment OF Learning
B. Assessment AS Learning
C. Assessment FOR Learning
D. Assessment FOR and AS Learning
10. In a classroom where Assessment AS Learning is
the primary focus, what is/are expected of
learners?
I. Self-directed
II. Independent
III. Monitor their own learning
IV. Decide how to use assessment for new learning
A. I only C. I, II, and III
B. I and IV D. I, II, III, and IV
10. In a classroom where ASSESSMENT AS LEARNING
is the primary focus, what is/are expected of
learners?
I. Self-directed
II. Independent
III. Monitor their own learning
IV. Decide how to use assessment for new learning
A. I only C. I, II, and III
B. I and IV D. I, II, III, and IV
10. In a classroom where ASSESSMENT AS LEARNING
is the primary focus, what is/are expected of
learners?
I. Self-directed
II. Independent
III. Monitor their own learning
IV. Decide how to use assessment for new learning
A. I only C. I, II, and III
B. I and IV D. I, II, III, and IV
11. Ms. Reyes advocates assessment
FOR learning. Which will she NOT likely
do?
A. Formative Assessment
B. Diagnostic Assessment
C. Placement Assessment
D. Summative Assessment
11. Ms. Reyes advocates ASSESSMENT
FOR LEARNING. Which will she NOT
likely do?
A. Formative Assessment
B. Diagnostic Assessment
C. Placement Assessment
D. Summative Assessment
11. Ms. Reyes advocates ASSESSMENT
FOR LEARNING. Which will she NOT
likely do?
A. Formative Assessment
B. Diagnostic Assessment
C. Placement Assessment
D. Summative Assessment
11. Ms. Reyes advocates ASSESSMENT
FOR LEARNING. Which will she NOT
likely do?
A. Formative Assessment
B. Diagnostic Assessment
C. Placement Assessment
D. Summative Assessment
12. Which is the the most important
criterion of a good assessment
instrument?
A. Validity
B. Reliability
C. Administrability
D. Scorability
12. Which is the the MOST IMPORTANT
CRITERION of a good assessment
instrument?
A. Validity
B. Reliability
C. Administrability
D. Scorability
12. Which is the the MOST IMPORTANT
CRITERION of a good assessment
instrument?
A. Validity
B. Reliability
C. Administrability
D. Scorability
VALIDITY VS RELIABILITY

VALIDITY
The assessment instrument measures
what it INTENDS TO MEASURE.

RELIABILITY
It refers to the CONSISTENCY of
scores obtained by the same person.
13. Jose got a score of 90 in a mental ability test
administered to him, one Monday morning. After
two weeks, the same test was administered to him
and got a similar result. What characteristic of a
good test was manifested?
A. Validity
B. Reliability
C. Administrability
D. Scorability
13. Jose got a score of 90 in a mental ability test
administered to him, one Monday morning. After
two weeks, the same test was administered to him
and got a SIMILAR RESULT. What characteristic of
a good test was manifested?
A. Validity
B. Reliability
C. Administrability
D. Scorability
13. Jose got a score of 90 in a mental ability test
administered to him, one Monday morning. After
two weeks, the same test was administered to him
and got a SIMILAR RESULT. What characteristic of
a good test was manifested?
A. Validity
B. Reliability
C. Administrability
D. Scorability
VALIDITY VS RELIABILITY

VALIDITY
The assessment instrument measures
what it INTENDS TO MEASURE.

RELIABILITY
It refers to the CONSISTENCY of
scores obtained by the same person.
14. It refers to 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.

A. Reliability
B. Validity
C. Practicality
D. Balance
14. It refers to 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.

A. Reliability
B. Validity
C. Practicality
D. Balance
14. It refers to 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.

A. Reliability
B. Validity
C. Practicality
D. Balance
15. Which of the following
statements is TRUE?
A.All valid tests are reliable.
B. All reliable tests are valid.
C.Valid tests are not reliable.
D. Nothing is valid and reliable.
15. Which of the following
statements is TRUE?
A.All valid tests are reliable.
B. All reliable tests are valid.
C.Valid tests are not reliable.
D. Nothing is valid and reliable.
15. Which of the following
statements is TRUE?
A.All valid tests are reliable.
B. All reliable tests are valid.
C.Valid tests are not reliable.
D. Nothing is valid and reliable.
16. There are 60 students who answered
item Y, only 10 students have answered
the item correctly. What is the difficulty
index?
A. .67
B. .50
C. .23
D. .17
16. There are 60 students who answered
item Y, only 10 students have answered
the item correctly. What is the difficulty
index?
A. .67
B. .50
C. .23
D. .17
16. There are 60 students who answered
item Y, only 10 students have answered
the item correctly. What is the difficulty
index?
A. .67
B. .50
C. .23
D. .17
16. There are 60 students who answered
item Y, only 10 students have answered
the item correctly. What is the DIFFICULTY
INDEX?
A. .67
B. .50
C. .23
D. .17
16. There are 60 students who answered
item Y, only 10 students have answered
the item correctly. What is the DIFFICULTY
INDEX?
A. .67
B. .50
C. .23
D. .17
ITEM
ANALYSIS
ITEM DIFFICULTY
is defined as the number of students who
are able to answer the item correctly
divided by the total number of students.
is defined as the number of students who
are able to answer the item correctly
divided by the total number of students.
is defined as the number of students who
are able to answer the item correctly
DIVIDED by the total number of students.
DIFFICULTY # of___________________________________________________________________________
students who answer item X correctly
INDEX =
Total # of students who answer item X

is defined as the number of students who

are able to answer the item correctly
DIVIDED by the total number of students.
 DIFFICULTY INDEX
# of students who answer
item X correctly
DIFFICULTY = ___________________________________________________________________________
INDEX Total # of students who
answer item X
 DIFFICULTY INDEX
There are 50 students who answered item X, 30
of whom answered the item correctly. What is the
difficulty index?

# of students who answer item X correctly

DIFFICULTY ___________________________________________________________________________
INDEX =
Total # of students who answer item X
30
= ________

50
DIFFICULTY
INDEX = 0.60
 DIFFICULTY INDEX
There are 120 students who answered item X,
80 of whom answered the item correctly. What
is the difficulty index?

# of students who answer item X correctly

DIFFICULTY ___________________________________________________________________________
INDEX =
Total # of students who answer item X
80
= ________

120
DIFFICULTY
INDEX = 0.66
 DIFFICULTY INDEX
There are 15 students who answered item X, 3 of
whom answered the item correctly. What is the
difficulty index?

# of students who answer item X correctly

DIFFICULTY ___________________________________________________________________________
INDEX =
Total # of students who answer item X
3
= ________

15
DIFFICULTY
INDEX = 0.2
16. There are 60 students who answered
item Y, only 10 students have answered
the item correctly. What is the DIFFICULTY
INDEX?
A. .67
B. .50
C. .23
D. .17
 DIFFICULTY INDEX
# of students who answer item
DIFFICULTY ___________________________________________________________________________
X correctly
INDEX
=
Total # of students who
answer item X
10
= 60
________

= .1666667
17. There are 90 students who answer your
achievement test. In one item, there are 45
students who get it right. What is the difficulty
index of that item?
A. .50
B. .60
C. .70
D. .80
17. There are 90 students who answer your
achievement test. In one item, there are 45
students who get it right. What is the difficulty
index of that item?
A. .50
B. .60
C. .70
D. .80
17. There are 90 students who answer your
achievement test. In one item, there are 45
STUDENTS WHO GET IT RIGHT. What is the
difficulty index of that item?
A. .50
B. .60
C. .70
D. .80
17. There are 90 students who answer your
achievement test. In one item, there are 45
STUDENTS WHO GET IT RIGHT. What is the
difficulty index of that item?
A. .50
B. .60
C. .70
D. .80
 DIFFICULTY INDEX
# of students who answer item
DIFFICULTY ___________________________________________________________________________
X correctly
INDEX
=
Total # of students who
answer item X
45
= 90
________

= .5
 Item No. 1 A B C D*
Upper 20 4 4 2 10
Lower 20 6 2 7 5

18. What is the difficulty index of the given item?

A. .48
B. .37
C. .23
D. .17
 Item No. 1 A B C D*
Upper 20 4 4 2 10
Lower 20 6 2 7 5

18. What is the difficulty index of the given item?

A. .48
B. .37
C. .23
D. .17
Item No. 1 A B C D*
Upper 20 4 4 2 10
Lower 20 6 2 7 5
DIFFICULTY CORRECT IN UG + CORRECT LG
INDEX
= ___________________________________________________________________________

TOTAL # OF STUDENTS FROM UG AND LG

DIFFICULTY
= 10 + 5
___________________________

INDEX 20+20
15
DIFFICULTY
INDEX
= ___________________________

40
DIFFICULTY
INDEX
= .375
 Item No. 1 A B C D*
Upper 20 4 4 2 10
Lower 20 6 2 7 5

18. What is the difficulty index of the given item?

A. .48
B. .37
C. .23
D. .17
 Item No. 1 A B C D*
Upper 20 4 4 2 10
Lower 20 6 2 7 5

18. What is the difficulty index of the given item?

A. .48
B. .37
C. .23
D. .17
 Item No. 8 A B C D*
Upper 20 5 4 2 9
Lower 20 7 2 7 4

19. What is the difficulty level of the given item?

A. easy
B. moderately difficult
C. difficult
D. very difficult
Item No. 8 A B C D*
Upper 20 5 4 2 9
Lower 20 7 2 7 4
DIFFICULTY CORRECT IN UG + CORRECT LG
INDEX
= ___________________________________________________________________________

TOTAL # OF STUDENTS FROM UG AND LG

DIFFICULTY
= 9 + 4
___________________________

INDEX 20+20
13
DIFFICULTY
INDEX
= ___________________________

40
DIFFICULTY
INDEX
= .325
 Item No. 8 A B C D*
Upper 20 5 4 2 9
Lower 20 7 2 7 4

19. What is the difficulty level of the given item?

A. easy
B. moderately difficult
C. difficult
D. very difficult
 Item No. 8 A B C D*
Upper 20 5 4 2 9
Lower 20 7 2 7 4

19. What is the DIFFICULTY LEVEL of the given item?

A. easy
B. moderately difficult
C. difficult
D. very difficult
 Item No. 8 A B C D*
Upper 20 5 4 2 9
Lower 20 7 2 7 4

19. What is the DIFFICULTY LEVEL of the given item?

A. easy
B. moderately difficult
C. difficult
D. very difficult
 DIFFICULTY INDEX
INDEX RANGE DIFFICULTY LEVEL
0.00 - 0.20 Very difficult
0.21 - 0.40 Difficult
0.41 - 0.60 Moderately Difficult
0.61 - 0.80 Easy
0.81 - 1.00 Very Easy
 LEVEL OF DIFFICULTY OF AN ITEM
MODERATE
.60 .80 EASY
DIFFICULT .40

VERY DIFFICULT .20

1.00 VERY EASY
 Item No. 5 A B C D*
Upper 20 2 5 3 10
Lower 20 6 3 6 5

20. What is the difficulty level of the given item?

A. easy
B. moderately difficult
C. difficult
D. very difficult
Item No. 5 A B C D*
Upper 20 2 5 3 10
Lower 20 6 3 6 5
DIFFICULTY CORRECT IN UG + CORRECT LG
INDEX
= ___________________________________________________________________________

TOTAL # OF STUDENTS FROM UG AND LG

DIFFICULTY
= 1O + 5
___________________________

INDEX 20+20
15
DIFFICULTY
INDEX
= ___________________________

40
DIFFICULTY
INDEX
= .375
 Item No. 5 A B C D*
Upper 20 2 5 3 10
Lower 20 6 3 6 5

20. What is the DIFFICULTY LEVEL of the given item?

A. easy
B. moderately difficult
C. difficult
D. very difficult
 Item No. 5 A B C D*
Upper 20 2 5 3 10
Lower 20 6 3 6 5

20. What is the DIFFICULTY LEVEL of the given item?

A. easy
B. moderately difficult
C. difficult
D. very difficult
21. An item has a difficulty index of
.30. It can be described as what level
of difficulty?
A. Very Difficult
B. Difficult
C. Moderately Difficult
D. Easy
21. An item has a DIFFICULTY INDEX OF
.30. It can be described as what level
of difficulty?
A. Very Difficult
B. Difficult
C. Moderately Difficult
D. Easy
21. An item has a DIFFICULTY INDEX OF
.30. It can be described as what level
of difficulty?
A. Very Difficult
B. Difficult
C. Moderately Difficult
D. Easy
21. An item has a DIFFICULTY INDEX OF
.30. It can be described as what level
of difficulty?
A. Very Difficult
B. Difficult
C. Moderately Difficult
D. Easy
22. Which item has a Very Easy
level of difficulty?
A. Item 1: .90
B. Item 2: .80
C. Item 3: .70
D. Item 4: .60
22. Which item has a VERY EASY
level of difficulty?
A. Item 1: .90
B. Item 2: .80
C. Item 3: .70
D. Item 4: .60
22. Which item has a VERY EASY
level of difficulty?
A. Item 1: .90
B. Item 2: .80
C. Item 3: .70
D. Item 4: .60
 Item No. 10 A* B C D
Upper 27% 17 2 10 1
Lower 27% 13 7 8 2

23. Based on the table, which group got more

correct answer?
A. Lower Group
B. Upper Group
C. Can’t be determined
D. Either lower group or upper group
 Item No. 10 A* B C D
Upper 27% 17 2 10 1
Lower 27% 13 7 8 2

23. Based on the table, which group got MORE

CORRECT ANSWER?
A. Lower Group
B. Upper Group
C. Can’t be determined
D. Either lower group or upper group
 Item No. 10 A* B C D
Upper 27% 17 2 10 1
Lower 27% 13 7 8 2

23. Based on the table, which group got MORE

CORRECT ANSWER?
A. Lower Group
B. Upper Group
C. Can’t be determined
D. Either lower group or upper group
 Item No. 10 A* B C D
Upper 27% 17 2 10 1
Lower 27% 13 7 8 2

23. Based on the table, which group got MORE

CORRECT ANSWER?
A. Lower Group
B. Upper Group
C. Can’t be determined
D. Either lower group or upper group
DISCRIMINATION INDEX
 DISCRIMINATION INDEX
POSITIVE DISCRIMINATION
More students from the UPPER GROUP answer the item correctly.

NEGATIVE DISCRIMINATION
More students from the LOWER GROUP answer the item correctly.

ZERO DISCRIMINATION
Number of students in the UPPER and LOWER GROUP who answer the item correctly are equal.
 Item No. 10 A* B C D
Upper 27% 17 2 10 1
Lower 27% 13 7 8 2

24. The table shows that the item analysed has

____.
A. Positive discriminating index.
B. Negative discriminating index.
C. zero discriminating index
D. high reliability index
 Item No. 10 A* B C D
Upper 27% 17 2 10 1
Lower 27% 13 7 8 2

24. The table shows that the item analysed has

____.
A. Positive discriminating index.
B. Negative discriminating index.
C. zero discriminating index
D. high reliability index
 Item No. 10 A* B C D
Upper 27% 17 2 10 1
Lower 27% 13 7 8 2

24. The table shows that the item analysed has

____.
A. Positive discriminating index.
B. Negative discriminating index.
C. zero discriminating index
D. high reliability index
 Item No. 10 A B* C D
Upper 27% 7 15 10 3
Lower 27% 8 15 6 1

25. The table shows that the item analysed has

____.
A. Positive discriminating index.
B. Negative discriminating index.
C. zero discriminating index
D. high reliability index
 Item No. 10 A B* C D
Upper 27% 7 15 10 3
Lower 27% 8 15 6 1

25. The table shows that the item analysed has

____.
A. Positive discriminating index.
B. Negative discriminating index.
C. zero discriminating index
D. high reliability index
 Item No. 10 A B* C D
Upper 27% 7 15 10 3
Lower 27% 8 15 6 1

25. The table shows that the item analysed has

____.
A. Positive discriminating index.
B. Negative discriminating index.
C. zero discriminating index
D. high reliability index
26. The discrimination index of a test items is
-.37. What does this mean?
A.More from the upper group got the item
correctly.
B. More from the lower group got the item
correctly.
C. The test is quite reliable.
D. The test item is valid.
26. The discrimination index of a test items is
-.37. What does this mean?
A.More from the upper group got the item
correctly.
B. More from the lower group got the item
correctly.
C. The test is quite reliable.
D. The test item is valid.
26. The discrimination index of a test items is
-.37. What does this mean?
A.More from the upper group got the item
correctly.
B. More from the lower group got the item
correctly.
C. The test is quite reliable.
D. The test item is valid.
27. The discrimination index of a test item is +.50. What
does this mean?

A. An equal number from the lower and upper group got

the item correctly.
B. More from the upper group got the item wrongly.
C. More from the lower group got the item correctly.
D. More from the upper group got the item correctly.
27. The discrimination index of a test item is +.50. What
does this mean?

A. An equal number from the lower and upper group got

the item correctly.
B. More from the upper group got the item wrongly.
C. More from the lower group got the item correctly.
D. More from the upper group got the item correctly.
27. The discrimination index of a test item is +.50. What
does this mean?

A. An equal number from the lower and upper group got

the item correctly.
B. More from the upper group got the item wrongly.
C. More from the lower group got the item correctly.
D. More from the upper group got the
item correctly.
28. A number of test items in a test are said to be non-
discriminating. What conclusion can be drawn?
I. Teaching or learning is very good.
II. An item is so easy that anyone could get it right.
III. An item is so difficult that nobody could get it.
A.I and II
B. II and III
C.II only
D.III only
28. A number of test items in a test are said to be NON-
DISCRIMINATING. What conclusion can be drawn?
I. Teaching or learning is very good.
II. An item is so easy that anyone could get it right.
III. An item is so difficult that nobody could get it.
A.I and II
B. II and III
C.II only
D.III only
28. A number of test items in a test are said to be NON-
DISCRIMINATING. What conclusion can be drawn?
I. Teaching or learning is very good.
II. An item is so easy that anyone could get it right.
III. An item is so difficult that nobody could get it.
A.I and II
B.II and III
C.II only
D.III only
29. A test item has a difficulty index of
0.27 and a discrimination index of
0.23. What should the teacher do?
A.Make it a bonus item.
B.Reject the item.
C.Retain the item.
D.Revise the item.
29. A test item has a difficulty index of
0.27 and a discrimination index of
0.23. What should the teacher do?
A.Make it a bonus item.
B.Reject the item.
C.Retain the item.
D.Revise the item.
29. A test item has a difficulty index of
0.27 and a discrimination index of
0.23. What should the teacher do?
A.Make it a bonus item.
B.Reject the item.
C.Retain the item.
D.Revise the item.
 RETAIN REVISE REJECT/DISCARD

DIFFICULTY INDEX
0.26 – 0.75
DISCRIMINATION INDEX
0.20 AND ABOVE
 REVISE
DIFFICULTY INDEX
0.26 – 0.75 .81
DISCRIMINATION INDEX
0.20 and above .25
 REVISE
DIFFICULTY INDEX
0.26 – 0.75 .50
DISCRIMINATION INDEX
0.20 and above .18
 RETAIN
DIFFICULTY INDEX
0.26 – 0.75 .30
DISCRIMINATION INDEX
0.20 and above .30
 REJECT
DIFFICULTY INDEX
0.26 – 0.75 .25
DISCRIMINATION INDEX
0.20 and above .19
 RETAIN
DIFFICULTY INDEX
0.26 – 0.75 .27
DISCRIMINATION INDEX
0.20 and above .21
 RETAIN
DIFFICULTY INDEX
0.26 – 0.75 .74
DISCRIMINATION INDEX
0.20 and above .80
 REVISE
DIFFICULTY INDEX
0.26 – 0.75 .60
DISCRIMINATION INDEX
0.20 and above .10
 REJECT
DIFFICULTY INDEX
0.26 – 0.75 .25
DISCRIMINATION INDEX
0.20 and above .19
 REVISE
DIFFICULTY INDEX
0.26 – 0.75 .68
DISCRIMINATION INDEX
0.20 and above .08
ORAL RECITATION
 REVISE
DIFFICULTY INDEX .50
DISCRIMINATION INDEX .10
 REVISE
DIFFICULTY INDEX .20
DISCRIMINATION INDEX .30
 RETAIN
DIFFICULTY INDEX .30
DISCRIMINATION INDEX .30
 REJECT
DIFFICULTY INDEX .80
DISCRIMINATION INDEX .02
 REJECT
DIFFICULTY INDEX .90
DISCRIMINATION INDEX .19
30. A test item has a difficulty index of
0.20 and a discrimination index of
0.30. What should the teacher do?
A.Make it a bonus item.
B.Reject the item.
C.Retain the item.
D.Revise the item.
30. A test item has a difficulty index of
0.20 and a discrimination index of
0.30. What should the teacher do?
A.Make it a bonus item.
B.Reject the item.
C.Retain the item.
D.Revise the item.