TEST INTERPRETATION

Purpose of the Test

CEM Test Specification
Content Coverage
Cognitive Skills
Test Scores
Reporting the Scores
Interpretation of Test Results

CEM DIAGNOSTIC TEST
Provide information on the students level of
achievement, their strengths and weaknesses
and identify the possible interventions.
Information can be used to place students in
classes or sections according to their
knowledge and skill in the subject area.
Determine the students who need to undergo
remedial instructions.


CEM DIAGNOSTIC TEST
Can be used to evaluate school performance
based on a national norm.
Test results can be used as guide for faculty
development programs to upgrade teaching
skills

CEM Test Specifications
CEM DT items adequately cover both the
content areas and the behavioural objectives
of the subject area being tested.
Each item measures a specific skill or learning
competency specified in the prescribed DepEd
Curriculum.
Content Coverage
The items are classified according to the
specific learning competencies and major
content areas they measure
Cognitive Skills
Knowledge (kaalaman)
Comprehension (Pag-unawa)
Application (Paggamit)
Computation
Process of Scientific Inquiry
Test Scores
Description of Test Scores
CEM DT yield scores on the content areas,
cognitive skills and the whole test. For every
correct answer, an examinee gets one point
for content and another point for cognitive
skills.
These scores are expressed in percent correct,
while the score on the whole test, called the
overall score, is expressed in percent correct,
standard score, percentile rank and quality
index.


Percent Correct (PC)
The percentage of test items correctly
answered to the total number of items in each
content area, cognitive skills, or in the whole
test.
Ranges from 0% to 100%

Percentile Rank (PR)
Indicates an examinees standing in reference
to the norm group composed of
representative sample of students from
different schools that used the test.
The norm group is a representative sample of
examinees from the same grade/year level
who took the same test.
Ranges from -1 tp 99+, with a midpercentile
rank of 50.
Percentile Rank (PR)
Two percentile ranks are reported for the
overall score, the PR
n
and the PR
s
.
PR
n
refers to the examinees relative position
in the norm group.
PR
s
refers to the examinees relative position
in the school.

Standard Score (SS)
Reports how many standard deviations above
or below the mean an examinee is.
It ranges from 200 to 800 with a mean of 500
and a standard deviation of 100.
A Standard Score (SS) within the range of 400
to 600 indicated average performance.
A SS below 400 is described as low, while a SS
above 600 is high.

Standard Deviation
Standard deviation is an indicator of the spread
of a set of scores based on the differences
between the individual scores and the mean
score of the group.
Larger SD indicates wider spread of scores.
If the overall SD 100 or if the content area is
15, the individual scores are concentrated around
the mean.
If the overall SD>100, or if the content area SD
>15, then the individual scores are scattered from
the mean.
Quality Index(QI)
The corresponding qualitative description of
the standard score.
Used as complement to enhance the
interpretation of scores.
Ranges from Very Poor(VP) to Excellent(E).

Quality Index (QI)
SS RANGE QUALITY INDEX
670 800 E EXCELLENT
621 669 S SUPERIOR
573 620 AA ABOVE AVERAGE
525 572 HA HIGH AVERAGE
474 524 A AVERAGE
425 473 LA LOW AVERAGE
375 424 BA BELOW AVERAGE
319 -374 P POOR
200 318 VP VERY POOR
Average Difficulty Level (ADL)
Average Score of the norm group on the
specific content area or cognitive skills or on
the whole test.
Different ADLs of a particular test imply that
some content areas on the cognitive skill are
easier or are more difficult than others for the
norm group.
Reporting the Scores
Test scores are reported in three ways:
1. The Examinee Report(ER)
2. The Master List (ML)
3. Institutional Profile (IPP)
Interpretation of Test Results
Individual or Examinee Level
Group or Institutional Level

Individual or Examinee Level

Group or Institutional Level