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Test Item Analysis Interpretation 4th Quarter

This document provides an analysis of a test administered in a Cookery class at Zambales National High School. Based on the analysis: 1) Easy test items made up the majority, while moderately difficult items were better at testing critical thinking. 2) The most learned competencies included food preparation and storage, while presenting dishes was among the least learned. 3) Most test items were found to be discriminating, while some were too difficult or did not discriminate student ability well. 4) The majority of test items were accepted with minor revisions to better measure learning outcomes and content. Some items required more significant revisions.

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150 views

Test Item Analysis Interpretation 4th Quarter

This document provides an analysis of a test administered in a Cookery class at Zambales National High School. Based on the analysis: 1) Easy test items made up the majority, while moderately difficult items were better at testing critical thinking. 2) The most learned competencies included food preparation and storage, while presenting dishes was among the least learned. 3) Most test items were found to be discriminating, while some were too difficult or did not discriminate student ability well. 4) The majority of test items were accepted with minor revisions to better measure learning outcomes and content. Some items required more significant revisions.

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Department of Education- Region III

Division of Zambales
IBA
ZAMBALES NATIONAL HIGH SCHOOL
TEST ITEM ANALYSIS IN TLE 10 COOKERY
4th PERIODICAL EXAM 2022-2023
Exam Title/ School Year
INTERPRETATION AND DESCRIPTIVE ANALYSIS

TEST DIFFICULTY

DIFFICULTY INDEX
VERY EASY EASY MODERATELY DIFFICULT DIFFICULT
TEST ITEM NUMBERS 1,4,5,10,12,13, 2,3,6,7,8,9,11,14,15,16,17,18,19,20 27,28,29,
21,22,23,24,25,26,30,35,36,37,38,44,45,46 31,32,33,34,39,40,41,42,43,50
47,48,49

Based on the table shown, easy has the most number of test items, 31 to be exactly. We have to explain this to our students that test items falls to
moderately difficult are better than those very easy and easy test items. This test items will help the students test their analytical and critical thinking skills.

TEST ITEM NUMBER MOST LEARNED COMPETENCIES TEST ITEM NUMBER LEAST LEARNED COMPETENCIES
2,3,4,5,6,7,8,9,10,11,12,13,14,1 Perform mise en place 27,28,29 Cook meat cuts
5
16,17,18,19,20 Cook meat cuts 31,32,33,34,39,40 Present meat dishes
21,22,23,24,25,26,30
35,36,37,38 Present meat dishes 41,42,43,50 Store meat
44,45,46, 47,48,49 Store meat

Based on the table shown and the result of the test item analysis, there are 31 items that has been classified as the most learned competencies and 13
items classified as least learned competencies. Upon having the result of the least learned competencies we should conduct an intervention and innovation in
order to meet the deficiencies in the competencies falls in the least learned competencies
TEST DISCRIMINATION

DISCRIMINATION INDEX
DISCRIMINATING MODERATELY VERY DISCRIMINATING
DISCRIMINATING
TEST ITEM NUMBERS 1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19 20,28,29,30,31,32,33,34,36,39,41,42,43,44
21,22,23,24,25,26,27,35,37,38,40,45,46,47,48,49,50

Based on the table shown, there are 36 test items classified as discriminating which means even the low performing students more likely to get this
items correctly.
While there are 14 items classified as very discriminating which means questions should be carefully analyzed and probably changed. Categorizing questions
based on the Bloom’s taxonomy addresses Level 1 and those Level 2 will test the learning abilities of the students. Majority of the questions that demand
higher level thinking skills are too difficult or do not discriminate well. We should concentrate on improving those question and focus in instructional
strategies on higher level skills.

FINAL IMPRESSION

DECISION
Accepted as it Accepted with very Accepted with May be accepted with minor Major revision Need major Totally
is slight revision slight revision revision on stem or revision or discarded
choices be discarded
TEST ITEM (10) (5) (6) (23) (6)
NUMBERS 28,29,31,32,33, 2,27,30,40,50 8,19,36,44,45,46, 2,3,6,7,9,11,14,15,16,17,18 1,4,5,10,12,13,
34,39,41,42,43 21,22,23,24,25,26,35,37,38
47,48,49
Based on the table shown, there are 10 items will be accepted and retained right away.
For slight revision example test item number “2. What is primal cuts?”
A. This are meat divided into large section. B. This are meat divided into small retail cuts.
C. This are example of red meats. D. None of the above
To:” What is the description for primal cuts?”
Choices: A. This are meat divided into large section. B. This are meat divided into small retail cuts.
C. This are example of red meats. D. None of the above

My general impression to the test items are most of the test item questions are accepted with minor revision. Test items must be appropriate for the
learning outcome to be measured. Test items should measure all types of instructional objectives and the whole content area. Test items should be
free from ambiguity and should be of appropriate difficulty level.

Analyzed and reported by:


JARAD C. SEVILLA, EdD
T-III /Subject Teacher

Checked by:
SATURNINA R. AVECILLA, EdD
HT-III TLE

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