Lopez Ma. Teresa A.

07/25/16
BSIE-HE3C

Reflection of Analysis of Classroom Tests: Conducting Item

In this topic you now know how to plan a test and build a test. Talking about norm-
referenced, objective tests, mostly multiple-choice but same principals for true-false,
matching and short answer, by analyzing results you can refine you’re testing. The
Classroom level will tell which questions they were are all guessing on, or if you find a
questions which most of them found very difficult, you can reteach that concept CAN do
item analysis on pretests to: so if you find a question they all got right, don't waste more
time on this area, find the wrong answers they are choosing to identify common
misconceptions, can't tell this just from score on total test, or class average Individual
level Isolate specific errors this child made After you've planned these tests, written
perfect questions, and now analyzed the results, you're going to know more about these
kids than they know themselves.

A professional development doing the occasional item analysis will help teach you how
to become a better test writer and you're also documenting just how good your
evaluation is useful for dealing with parents or principals if there's ever a dispute once
you start bringing out all these impressive looking stats parents and administrators will
believe that maybe you do know what you're talking about when you fail students...
parent says, I think your "question stinks", well, "according to the item analysis, this
question appears to have worked well -- it's your son that stinks"
(just kidding! --actually, face validity takes priority over stats any day!) and if the
analysis shows that the question does stink, you've already dropped it before you've
handed it back to the student, let alone the parent seeing it..
ITEM ANALYSIS is one area where even a lot of otherwise very good classroom
teachers fall down they think they're doing a good job; they think they've doing good
evaluation, but without doing item analysis, they can't really know part of being a
professional is going beyond the illusion of doing a good job to finding out whether you
really are but something just a lot of teachers don't know HOW to do and do it indirectly
when kids argue with them...wait for complaints from students, student's parents and
maybe other teachers..

Also Item analysis can be a powerful technique available to instructors for the guidance
and improvement of instruction. For this to be so, the items to be analyzed must be
valid measures of instructional objectives. Further, the items must be diagnostic, that
is, knowledge of which incorrect options students select must be a clue to the nature of
the misunderstanding, and thus prescriptive of appropriate remediation.
In addition, instructors who construct their own examinations may greatly improve the
effectiveness of test items and the validity of test scores if they select and rewrite their
items on the basis of item performance data. Such data is available to instructors who
have their examination answer sheets scored at the Computer Laboratory Scoring
Office.
Chapter 7:

Reflection
Based on what I learned in this topic about assessing complex achievement of
learning outcomes, such as those concerned in skills and application of principles and
the purpose of alternative assessment which using GRAPS Model , Scoring
Instruments for performance and mostly I really interest to learn about the The
Portfolio assessment is an assessment form that learners do together with their
teachers, and is an alternative to the classic classroom test. The portfolio contains
samples of the learner's work and shows growth over time. An important keyword is
reflection: By reflection on their own work, learners begin to identify the strengths and
weaknesses of their own work (self-assessment). The weaknesses then become
improvement goals. In portfolio assessment it is the quality that counts, not the
quantity. Another keyword is learning objectives. Each portfolio entry needs to be
assessed with reference to its specific learning objectives or goals and also in portfolio
assessment, the learners reflect on their own work. The reflections should say
something about why the learners have made the choices they have made in the
portfolio, and describe the method used to arrive at the final result. If two learners
submit the same work for assessment, the individual reflections may make the
difference. Even if a learner has failed with the content presented in the assessment
portfolio to a certain degree, he or she might be rewarded for mature reflections on the
work. And other oral questioning and observation and about self reports for formative
purpose that students be aware.
Chapter 8:

Reflection
In this topic you now know how to plan a test and build a test. Talking about norm-
referenced, objective tests, mostly multiple-choice but same principals for true-false,
matching and short answer, by analyzing results you can refine you’re testing. The
Classroom level will tell which questions they were are all guessing on, or if you find a
questions which most of them found very difficult, you can reteach that concept CAN
do item analysis on pretests to: so if you find a question they all got right, don't waste
more time on this area, find the wrong answers they are choosing to identify common
misconceptions, can't tell this just from score on total test, or class average Individual
level Isolate specific errors this child made After you've planned these tests, written
perfect questions, and now analyzed the results, you're going to know more about
these kids than they know themselves. A professional development doing the
occasional item analysis will help teach you how to become a better test writer and
you're also documenting just how good your evaluation is useful for dealing with
parents or principals if there's ever a dispute once you start bringing out all these
impressive looking stats parents and administrators will believe that maybe you do
know what you're talking about when you fail students.. another is one area where
even a lot of otherwise very good classroom teachers fall down they think they're doing
a good job; they think they've doing good evaluation, but without doing item analysis,
they can't really know part of being a professional is going beyond the illusion of doing
a good job to finding out whether you really are but something just a lot of teachers
don't know HOW to do and do it indirectly when kids argue with them...wait for
complaints from students, student's parents and maybe other teachers.. And the
important know about the significant of assembly, administration and analysis of
classroom tests in our lives as a future educator. In this topic, I’ve learned a lot. Tests
have many purpose in our schools. The obvious point of a classroom test is to see
what the students have learned after the lesson. To identify strength and weakness,
test help teachers learn how to best meet the needs of their students through
instructional techniques. And also, to provide a way to measure a effectiveness of the
instructor.
Chapter 9:

Reflection
In this Chapter I was saying that we need to analyzing if the test is validity and reability,
establish the quality assessment, and the arrangement of test the types the method and
etc. we first Studying validity is one of the most important thing that we need to know
because we are the future educators and we need to consider many things specially in
making an exam that is valid and reliable to our students, tests are valid when they
measure what they are intended to measure. For example, a test of intelligence should
measure intelligence and not something else. As a future educator, I will make sure that
when I'm giving an exam it should be based on what I've been discussed to them. We
should not include some questions that we didn’t taught to our students because, it may
result poor scores that will affect us and our students. Validity can also help us in doing
some research because it tells us how truthful the research results are. Soon we will
make our own thesis and validity is our basis to get an accurate result or measurement
to solve one problem. the main aim of the study. These results cannot then be used to
generalize any findings and become a waste of time and effort. It is important to
remember that just because a study is valid in one instance it does not mean that it is
valid for measuring something else. Computation need to do the steps and guide of
formula to get the key.

Really need time to do and solve the solving situational but if I got the answer to fillup
the table so happy and helpful to students like me.
Chapter 10:

Reflection
This Chapter Refers to Summarizing and interpreting Assessment data also
organization and presentation that teacher importantly and students needed to know
like me the variety of statistic provide statistical knowledge and skills organizing. The
most important things that has to be organized is the assessment data. Teacher is
multi-tasking in doing so many things for the learning process of the students. She/he
has to organized her/his lesson plan for assessing his/her students very well. She/he
need to have a well classroom management and also to established classroom routine
for procedures and rules inside the classroom. But for me, the most important for the
teachers, the assessment data should be organized especially in scores. Organizing
assessment data is important in the teachers to make their task be easily to be done. It
is in able to make things clearly and not dull. And it will be arranged by the steps in
how it will assessment data be organized. I remember when I was in high school, when
we got the score, we had the frequency of errors to know what numbers got the highest
and lowest wrong answers in examination. We do it by making a tallying. The thing that
we did is we raising our hand if there is a mistake in that particular question. Before, for
me it is kinda boring because it takes so long in counting all the raised hands, at the
same time the items are too many. But as the time goes by, I realize that it is important,
because it is just to organize the wrong items to know why there are so many students
got the wrong answer on that particular question. In organizing data, the teachers do
the tallying sheet for the scores. It is to identify how many students got the highest and
lowest score on that particular examination. This will make their task easily especially
for those teachers who don’t have a computer with a spread sheet application for
systematically organized data. In this matter, I learned that it is not important to have a
luxury gadget like computer for organizing the data, because there is an easy and
effective way for that without hassle at all. For the teachers, there should be a better
way for that matter, they should know how to be practical on that. That not all of the
time, they need to spend a lot of money for the things that sometimes there could be a
better way. Organizing assessment data is not an exhaustive task, it depends on the
teacher if how they will construct it in a simple and effective way.
Chapter 11:

Reflection
This Lesson All about assessment data, measure of central tendency and variability
often help to describe the value and entire collecting score aside from that is compute
all score the grade and mark i realize how hard to compute grades and score. How
effort our professors and evaluator to compute grades that they will put in our records.
It is not just simple add and divide it goes in different steps. The results must be very
accurate and should be fixed. It’s the reason why we need to discuss these measures
of variability because in assessment our variables will be our scored and grades in our
performances. So as a future educator even thou I don’t like mathematics I need to
deal with it just to understand this kind of topic I need to learned some statistics
formulas in able to learned and share this lesson in correct and in appropriate way.
Because this will be our guide in computing scores and grades of our future students.
At the end of my analization i try to figure out where does some professors get their
grading system if there’s standard in measuring and assessing students performances
as I experienced I encounter some evaluator that you will asked to yourself where they
got that grades they give to you . Do they just look in the ceiling and encode our grades
or what so ever. So as a future educator I will use what I’ve learned and use it in the
future as I compute grades of my students. Atleast I have an experience to know why I
got that grades and what process is very widely but I also learned that way.
Chapter 12:

Reflection
In this chapter I Learn about that types of shape of distribution of scores and describing
the shape of distribution teachers compare the score to one another .measures of
shape a normal curve , by skewed. The two type of skewed distribution which are
positively and neagatively the solution is used to get the standard deviation and some
findings. The kurtosis by karl pearson determine and compute the formula. I also learn
some measures of location percentile ranks that students scores and what they are
rank the Decile that first I don’t really get it but when I focused and study I also learned
a lot.

Being a Educator this kinds of what I learn , I also want to teach my students how it get
of this topic to know them that how the marking can I gave to my future students. The
some solving by using formula and some process and interpreting assessment data
and the location.
Chapter 13:

Reflection
In this Lesson Summarizing test results is a critical component of the assessment
process. In order for results to be used effectively, they must be summarized in a way
that allows educators to compare the achievement of one student to others. This
lesson will describe the first step in summarizing results: understanding the basic
statistics of score distribution. I learn use analytical skills to make inferences, interpret
data, organize ideas, and make connections. Critical analysis of information gathered
requires application of critical reading skills. Sorting and classifying; information;
presenting a coherent argument; drawing conclusions; and summarizing Adapting
information seeking strategies is to be encouraged me as students begin to find new
meaning from their. And know I know the scores fall and what normal distribution in the
area of curve which aid to interpreting score. And also the various ways of standardize
scores in according to assessment of students of learning book the standard scores
relation test performance which have a criterion and norm-referenced the equivalent
and also the score also I learned some converting of percentile and what was all about.
Chapter 14:

Reflection
In this lesson, I have learned that giving grades or determining appropriate remarks
should not be a way to punish student’s inappropriate classroom behavior; we teachers
should be professional enough to know that, because if we are going to be biased on
giving the students their grades, then they won’t have the chance to improve their
proficiency since grades will define the student’s performance, the grades that will be
given to the students should be reliable for them to decide on the ways to improve and
to make the right habit in studying. Appropriate marks also gives their parents the Idea
of how well their children performs inside the class so they can help their children make
a good study habit or encourage them to improve. As a teacher, making grades doesn’t
entirely depend on their behavior inside the class but the quantitative aspects of their
performance. Numbers will define their performance and that will be our bases of their
past learnings. Marking system is all about grading the students help students identify
their exact scores, grades place students in predefined categories such as A and B. ,
And by marking system help parents to know if what the status/Progress of their
children. the grading system is a form of assessment in letter or numerical symbols
aimed at relaying a judgment on some trait or traits. A grading system should be
realistic, reasonable, and as true as to human life patterns as possible. Grades should
be as realistic as we can make them. They must make sense. One of several purposes
of student’s evaluation and assessment in general is the assignment of grades.