PEC6(ASL)

FINALS

6.4. Exercises
Week 1
A.
Item Analysis 1. Refers to a statistical technique that helps instructors identify the effectiveness of their
test item.
Item difficulty 2. Refers to the proportion of students who got the test item correctly.
Discrimination index 3. Which is the difference between the proportion of the top scores who got an
item correct and the proportion of the bottom scorers who got the item right?
Percentage 4.Which one is concerned with how easy or difficult the test item is?
Plausible 5. Which adjectives describes an effective distracter?

B. Write TRUE if the statement is correct and FALSE if the statement is wrong.
TRUE 1.Difficulty index indicates the proportion of students who got the item right.
TRUE 2.Difficulty index indicates the proportion of students who got the item wrong.
TRUE 3.A high percentage indicates an easy item/question and a low percentage indicates a difficult
item.
TRUE 4.Authors agree, in general, that items should have values of difficulty no less than 20% correct
and no greater than 80%.
TRUE 5.Very difficult or very easy items contribute greatly to the discriminating power of a test. TRUE
FALSE 6.The discrimination index range is between -1 and +2.
FALSE 7.The farther the index is to +1, the more effectively the item distinguishes between the two
groups of students.
TRUE 8.When an item discriminates negatively, such item should be revised and eliminated from
scoring.
FALSE 9.A positive discrimination index indicates that the lower performing students actually selected
the key or correct response more frequently than the top performers.
TRUE 10.If no one selects a distracter it is important to revise the option and attempt to make the
distracter a more plausible choice.

C. Problem Solving
1. Solve for the difficulty index of each test items:
Item No. 1 2 3 4 5
No. of correct responses 2 10 20 30 15
No. of Students 50 30 30 30 40
Difficulty Index .04 .33 .66 1 .38

1. Which is the most difficult? Most easy?

Answer:
Item 1 is the most difficult and Item 4 was the easiest.

2. Which needs revision? Which should be discarded? Why?

Answer:
Item 1 need The student to retake and it can be discarded because most of the students are not able
to answer or pass those tests. It needs more time to study and understanding with the help of the
teacher concerned.

D. Solve for the discrimination indexes of the following test items:

Item No. 1 2 3 4 5
UG LG UG LG UG LG UG LG UG LG
No. of correct responses 12 20 10 20 20 10 10 24 20 5
No. of Students 25 25 25 25 25 25 25 25 25 25
.50-.80= .40-.80= 1.0-.96=
Discrimination Index .80-.40= 0.40 .80-.20= 0.60
-0.30 -0.40 0
 Based on computed discrimination index, which are good test items? Not good test item?
Answer:
Item no. 5 has a good test item while Item no. 4 was not.

E. A multiple choice type of test has 5 options. The table below indicates the number of examinees
out of 50 who chose each option.
Options
A B C D E
0 20 *15 5 10
 Which options are plausible? Which ones are implausible?
Answer:
Option A is implausible. Options B, D and E are plausible.

F. Study the following data. Compute for the difficulty index and the discrimination index of each set
of scores.
1. N = 80, number of wrong answer: upper 25% = 2 lower 25% = 9
2-9/80= -0.1
2. N = 30, number of wrong answer: upper 25% = 1 lower 25% = 6
1-6/30= -0.2
3. N = 50, number of wrong answer: upper 25% = 3 lower 25% = 8
3-8/50= -0.2
4. N = 70, number of wrong answer: upper 25% = 4 lower 25% = 10
4-10/70= -0.1

This 4 result, the all answer is Negative Discrimination index this means it has a
poor item validity and that the upper group is missed by item biguity this must
reject the item.

G. Enumerate the three types of validity evidence. Which of these types of validity is the most difficult
to measure? Why?
Answer:
Criterion-related evidence of validity
Construct-related evidence of validity
Content-related evidence of validity
The most difficult to measure is Criterion Validity because it do the results correspond to a different
test of the same thing.

Pages 122-125
Worksheet 2
7.8 Some Exercises
1. What is referred to as average of scores?
a. Mean
b. Median
c. Mode
d. Standard Deviation

2. If scores are plotted in a histogram, which do you call that with the highest frequency?
a. Mean
b. Median
c. Mode
d. Standard Deviation

3. What is the midpoint of a score distribution?

a. Mean
b. Median
c. Mode
d. Standard Deviation

4. Which does NOT belong?

a. Mean
b. Median
c. Mode
d. Standard Deviation

5. Which is measure of variability?

a. Range
b. Median
c. Mean
d. Mode

6. Which is measure of dispersion?

a. Mean
b. Median
c. Mode
d. Standard Deviation
7. Which is measure of spread of scores?
a. Mean
b. Mode
c. Standard Deviation
d. Median

8. You like to get a more reliable picture of the scores of your students in you Math class? Which will you
compute?
a. The mean
b. The mean and the SD
c. The difficulty index
d. The discrimination index

9. Here is score distribution of a quiz with 10 as the highest possible score: 2,4,5,5,6,7,7,7,8,8. Which is
the range?
a. 2
b. 6
c. 7
d. 8

10. Which score distribution do all teachers, parents and students wish?
a. Negatively skewed
b. Bell curve
c. Positively skewed
d. That depends on the mean

11. If there is not real teaching and learning that take place, which score distribution is most likely to
come?
a. Negatively skewed
b. Bell curve
c. Positively skewed
d. That depends on the mean

12. Among the measures of central tendency, which is most affected by outliers?
a. Mean
b. Mode
c. Median
d. Range

13. If a score distribution has no outliers, which is most likely to be TRUE?

a. The score may not be varied
b. The score may not be highly varied
c. In this case, the median is the most reliable measure of central tendency.
d. In this case, the mode is the best measure of central tendency

14. Which the mean of the squared deviation from the mean?
a. Variance
b. Range
c. Standard Deviation
d. Mean

15. Which is TRUE of scores that follow the normal distribution curve?
a. The mean, the median and mode are equal.
b. The median is higher than the mean.
c. The mean is higher than the median.
d. The mode is higher than the mean and the median.

16. If a score distribution has a Standard Deviation of zero, what does it mean?
a. Most score are zero
b. The scores are the same
c. Most score are high
d. Most score are negative

7.9 Problem Solving

1. Here is a set of scores: 1,2,3,4,5,6,7.
1. What is the mean?
Answer:
1+2+3+4+5+6+7 = 28/7 = 4Mean
2. What is the median?
Answer:
Median=4
3. What is the mode?
Answer:
No mode
4. What is the range?
Answer:
7-1= 6 range

2. A student has gotten the following grades on his tests: 87, 95, 76, and 88. He wants an 85 or better
overall. What is the minimum grade he must get on the last test in order to achieve that average?

Answer:
(87+95+76+88+x) ÷ 5 =85
Multiply by 5 and simplify
87+95+76+88+x= 425
346+x= 425
X=425-346
X= 79
425/5= 85
79 is the minimum grade he must got on the last test to achieve that average.
 Pages 145-146
Worksheet 3
8.13 Exercises

1. Define a norm-referenced grading. What are some of the issues that confront a teacher using a
norm-referenced grading system? Discuss.

Answer:
In norm-referenced systems students are evaluated in relationship to one anothe. This grading system
rests on the assumption that the level of student performance willnot vary much from class to class.
In this system the instructor usually determinesthe percentage of students assigned each grade,
although this percentage maybe determined (or at least influenced) by departmental expectations
and policy.

2. The following final grades are obtained in a class of Grade VI pupils:

80,81,82,83,84,82,80,81,79,77,88,83,89,90,91,90,78,79,82,91,92,90,
88,85,88,87,85,88,83,82,80,79,77,76,77,78,83,89,91,90,83,88,86,83,80

GRADES Deviation from Mean Squares of devaition

76 8 64
77 7 49
77 7 49
77 7 49
78 6 36
78 6 36
79 5 25
79 5 25
79 5 25
80 4 16
80 4 16
80 4 16
80 4 16
81 3 9
81 3 9
82 2 4
82 2 4

82 2 4
82 2 4
83 1 1
83 1 1
83 1 1
83 1 1
83 1 1
83 1 1
84 0 0
 85 -1 1
85 -1 1
86 -2 4
87 -3 9
88 -4 16
88 -4 16
88 -4 16
88 -4 16
88 -4 16
89 -5 25
89 -5 25
90 -6 36
90 -6 36
90 -6 36
90 -6 36
91 -7 49
91 -7 49
91 -7 49
92 -8 64
3778/45= 84 mean Varriance= 21.377

a. Using a norm-referenced grading with a seven-point scale, determine the scores that would
get failing mark. What is your general impression on this?

Answer:
The failing mark of seven point scale is D. My general impression is I cant understand the
grading system of this because its hard to determined your grades or performance in shool.

b. Using a norm-referenced grading with an 8-point grading scale, determine the scores that
would get a failing mark. Compare this with the previous grading system above.

Answer:
The failing mark of grading system of eight point is 4.0. The seven point scale by use of letters
to evaluate the grades of students, while the eight point scale system by use of numerical
numbers to evaluate the grade of students.

3. Define a criterion-referenced grading. What are some of the issues that confront a teacher using a
criterion-referenced grading system? Discuss.

Answer:
In criterion-referenced systems students are evaluated against an absolute scale. Normally the
criteria are a set number of points or a percentage of the total. Since the standard is absolute, it is
possible that all students could get As or all students could get Ds.It is difficult to set reasonable
criteria for the students without a fair amount of teaching experience. Most experienced faculty set
these criteria based on their knowledge of how students usually perform
4. Using the data in Problem b, set a passing criterion of 78 and set equal intervals for all other grades
above the passing criterion. How does your result compare with those of norm-referenced grading? In
which grading system do you feel more comfortable?

Answer:
1.0 98-100
1.5 88-97
2.0 75-87
3.0 65-74
5.0 Below 65

I comparing my result in terms of our system that already use to come up the easy grades. I feel
comfortable in the system eight points of scale because its easy to determine the evaluation of grades
of a students.

5. In a class of 100 pupils, the mean score in a test was determined to be 82 with standard deviation of
7. Construct an 8-point grading scale using the standard normal curve in a norm-referenced grading.

Answer:
GRADES Eight points Grading Grade Equavalent
98-91 1.0-1.5 Excellent
90-83 1.75-2.5 Good
82-75 2.75-3.0 Poor,Pass
74 below 4.0 below Failure

6. Discuss in your own words, the four essential questions in grading provided by Svinicki. Do you
agree or disagree with her own points of view? Justify.

Answer:
I agree. Because as we can see were different life situation there some people can afford and some
people are not, there some students active in activities, some students is silent but smart. So that the
grading system is not measures the intelligent of individual person if the system always lying for what
teachers see.

7. Would you use the norm-referenced grading system in your own class? Why or why not?

Answer:
Yes, because as a future teacher this is the effective system to use to understand the students grades
according to the equavalent of thier average and this is also to guid the parents to understand the
grades of his/her child in school according to thier performance.

8. When would a norm-referenced grading system be most appropriate to use? Similarly, when would
a norm-referenced grading system be most appropriate to use?

Answer:
It is to use appropriately in report card of a students base of thier performance in school. Other one is
the output of a students individully Thier have a check and word of excellent to encourage student to
make thier output best.

9.Compute the grade of a student in:

a)Grade 9 English with the following raw scores
Written works – 80 out of 100
Performance task – 60 out of 100
Score in Quarterly Test – 50 out of 100

Answer:
80/100x100= 80x0.30= 24
60/100x100= 60x0.50= 30
50/100x100= 50x0.20= 10
Initial grade 64
Transmuted 77

b) Grade 11 student in Introduction to the Philosophy of the Human Person, a core subject in SHS with
the following raw scores:
Written work – 30 out of 50
Performance task – 42 out of 60
Quarterly test – 28 out of 40

Answer:
30/50x100= 60x0.30= 18
42/60x100= 70x0.50= 35
28/40x100= 70x0.20= 14
Initial grade 67
Transmuted grade 79

c) Grade 3 student in the Mother Tongue subject: with the following raw scores:
Written work – 20 out of 30
Performance task – 25 out of 40
Quarterly test – 22 out of 30

Answer:
20/30x100= 70x0.30= 21
25/40x100= 60x0.50= 30
22/30x100= 70x0.20= 14
Initial grade 65
Transmuted 78