SUBJECT: Test Construction and Evaluation of Curriculum Materials (ED 203)

SEMESTER/YEAR: 2nd Semester, SY 2021-2022

PROFESSOR: Dr. Dandy A. Nagrampa

GROUP 3 FINAL EXAMINATIONS

Michael Angelo L. Deleña Lady France A. Morante Anna Marie F. Narvato Nolito C. Mirador

Sheryl S. Sanchez Warlita C. Taburnal Jessica L. Samarita Raymond P. Samarita

Leonel A. Clado William C. Barrios Cesar C. Cama Jr. Maria Cecilia P. More

May O. Clado Marie Fe P. Conmigo Leslie T. Parola Christian B. Parola

TEST I. ESSAY
1. Why should a variety of test be used when conducting a pupil’s performance?
Teachers should use a variety of test or assessment methods when conducting pupil’s performance because
students have diverse abilities backgrounds interests, and learning styles so this assessment strategy puts all studentson a
level playing field in terms of demonstrating what they know and can do.
Different types of tests assessments help teachers understand student progress in various ways and adapt your
teaching strategies accordingly.

2. Why is table of specification necessary in preparing a test?

Table of Specification is necessary in preparing a test to ensure that the test or assessment measures the content,
thinking skills, or constructs that the test intends to measure. It is used for a large- scale test construction, classroom level
assessment by teachers. It helps the test constructors to describe the topics to be covered by the test and the number of
itemsor points which will be associated with each topic.
TOS identify the achievement domains being measured and to ensure that a fair and representative sample of
questions appear on the test since teachers cannot measure every topic, objective and ask questions they might wish to
ask. TOS allows teachers to construct a test which the focuses on the key areas of and weights those different areas based
on their importance.

3. Discuss the steps in the U-L method of item analysis.

The first step in using U-L method of item analysis is to Score the papers in the rank them from highest to lowest
according to total score. Second, separate the top 27% and the bottom 27% of the papers. Third, tally the responses made
to each test item by each individual in the upper 27% group. Fourth, Tally the responses made to each test item by each
individual in the lower 27% group. Fifth, compute the percentage of the upper group that got the item right and call it U.
Sixth, Compute the percentage of the lower group that the item right and call it L. Seventh, step is to average U and L
percentage and the result is the difficulty index of the item. And subtract the L from the U percentage in the result is the
discrimination index. Lastly, Interpret the difficulty and discrimination indices. The U-L method was found to be a
reliable as the more time- consuming methods used in evaluating the quality of items and tests.
4. Enumerate and discuss when to use the measures of central tendency.
The mean, median and mode are all valid measures of central tendency, but under different conditions, some measures
of central tendency become more appropriate to use than others.
 The meanis usually the best measure of central tendency to use when your data distribution is continuous
and symmetrical, such as when your data is normally distributed. However, it all depends on what you are
trying to show from your data.
 The mode is the least used of the measures of central tendency and can only be used when dealing with
nominal data. For this reason, the mode will be the best measure of central tendency when dealing with
nominal data. The mean and/or median are usually preferred when dealing with all other types of data, but
this does not mean it is never used with these data types.
 The median is usually preferred to other measures of central tendency when your data set is skewed or
you are dealing with ordinal data. However, the mode can also be appropriate in these situations, but it is
not commonly used as the median.

5. Discuss and illustrate the standard deviation and methods of marking.

The Standard Deviation is a measure of how spread out numbers are, without calculating standard deviation, you
can get a handle on whether the data are close to the average or whether the data are spread out over a wide range. The
standard deviation gets its most clear- cut materials meaning for one particular type of distribution of scores. It is called
the “normal “distribution. It is defined by a particular mathematical equation, but to the everyday user it is defined
approximately by each pictorial qualities. The normal curve is a symmetrical curve having a bell- like shape. That ismost
scores pile- up in the middle score’s values as one goes away from the middle in either direction the pile drops off, first
slowly and then more rapidly, and the cases tail out to relatively long tails on either end.
 6. Should a score be interpreted? Why?
Yes, score should be interpreted to tell us how much the student knows or what they can or cannot do within
content area. It shows how are students performing relative to what they are capable of doing. The score must be
interpreted to determine how students changed or improved and evaluate their strengths and weaknesses so teachers
maybe able to give priority on the spots that need enhancement and intervention.

7. What are the different measures of central tendency and variability? Explain when each measure is used.
Measures of central tendency tell us what is common or typical about are variable. Three measures of central
tendency are the mode, the median and the mean.
The mode is the value occurs often and is used almost exclusively with nominal-level data as, it is the only
measure of central tendency available for such variables.
The medianis the middle number in a sorted, ascending or descending, list of numbers and can be more
descriptive of that data set than average. It is use with the ordinal- level data or when an interval/ratio level is skewed.
The meanis the arithmetic average of a set of scores. It involves the values of the scores in the distribution. It is
most dependable measure of central tendency. It can only be used with interval/ratio level data.

8. Enumerate the steps in preparing frequency distribution.

Steps in preparing frequency distribution:
Step 1: Sort the data in ascending order.
Step 2: Calculate the range of data
Step 3: Decide on the number of intervals in the frequency distribution
Step 4: Determine the intervals
Step 5: Tally and count the observations under each interval.

9. What are the different types of norms? How do they differ?

Norms are widely used in many standardized achievement tests. The following are the types of norms.
 GRADE NORMS- are widely used in standardized education achievement tests. Grade Normsare based on the
average score earned by the pupils in each grade and interpreted in terms of grade equivalence.
 AGE NORMS- are based on the average scores earned by the pupils at different ages. They are interpreted in
terms of age equivalents.
 PERCENTILE NORMS-indicates a pupil’s relative position in a group in terms of how many pupils scored
below him.
 STANDARD SCORE NORMS-scores expressed in terms of standard, constant mean and constant standard
deviation.

10. Why a parent-teacher conference generally profitable?

Parent-teacher conference is profitable because it provides wonderful opportunity to extend lines of
communication between home and school, keep parents informed about their child’s progress, both academic and social,
t’s also important to discuss factors that can affect learning, such as student’s behavioral and social development. Other
topics might include standardized test results, peer relationships, classroom behavior, motivation and work habits, as well
as student’s strengths and challenges. In this process teachers may develop cooperative or enrichment plan/strategies that
can ultimately benefit every student.
TEST II. Complete this table of specification.

Contents Budget of % No. Domain Total Item Remarks

Work/time of Placement
allotment Item Cognitive Affectiv Psycho-
e motor

I 6 24 12 4 4 4 12 1-12 Easy

II 7 28 14 5 5 4 14 13-26 Average

III 4 16 8 3 2 3 8 27-34 Easy

IV 5 20 10 4 3 3 10 35-44 Difficult

V 3 12 6 3 2 1 6 45-50 Average

TOTAL 25 hours 100 50 19 16 15 50 50

TEST III. Find the Difficulty Index and Discrimination Index of these items.
No. of pupils Tested: 50

Remarks
Item Upper Lower Difficulty Discrimination *Rejected
Number 27% 27% Index Index
**Retained
***Revised
1 12 6 .64 .43 **
2 13 7 .71 .43 **
3 14 10 .86 .29 ***
4 10 5 .54 .36 **
5 11 4 .54 .50 **
6 9 5 .50 .29 **
7 8 8 .57 0 *
8 13 3 .57 .72 **
9 10 12 .79 -.14 *
10 6 3 .32 .22 ***
11 7 4 .39 .22 ***

Difficulty Index Index of Discrimination

0.-0.20 Very Difficult Below 0.1 Poor
0.21-0.80 Average 0.10-0.19 Marginal Item
0.81-1.00 Very Easy 0.20- 0.29 Reasonably good item
0. 30- 0.39 Good Item
0.40 – up Very good Item
TEST IV. Find the Mean, Median, Mode, S.D.

Score Formula:
85
90 Σs
X=
75 N
78 ~
X =( n+1
2
th)
64
85
92
57 SD =
55

√
33 Σ d2
81 N
65
41

ANSWER:

Score Score Mean Median

85 33
90
75
41
55
X=
Σs
N
X
2 ( )
~= n+1 th

78 57
64
( )
64 ~ 13+1 th
85 65 901 X=
2
92 75 ¿ 13
57 78
55 81
33 ~ 7 th score
85 X =69.30∨69 X=
81 85 ~ 75
65 90 X=
41 92
901

Score d d2
92 23 529
90 21 441
85 16 256
85 16 256
81 12 144
78
75
65
9
6
-4
81
36
16
SD=
√ Σ d2
N

64 -5 25
57 -12 144
55 -14 196
41 -28 784
33 -36 1296
2
Σ d =¿4204
 MODE =85
=
√ 4204
13

= √ 323.38

SD = 17.98

TEST V. Compute the MEAN, MEDIAN, MODE, RANGE, SD,Q1,Q3,Q2 / P4, P20, P50,
P92/ D4, D5, D8